Teaching Video Reflections

Pre-Reflection

I think the students will like my lesson on questioning in Louise: The Adventures of a Chicken. This is a very interactive lesson, as they will have to develop questions throughout the reading of Chapter 1, Louise at Sea. I have read this book many times to be confident and read with fluency. I had to look up one word, fricassee, to make sure that I pronounced it correctly and know the meaning. I expect certain students to excel in this lesson and provide me with imaginative questions. Alternatively, I expect some students to miss the mark. I have high expectations for this lesson.

Post-Reflection

I think this lesson went well. More organization could have happened with the passing out of the white boards, even though my facilitator said it did not seem as though I was unorganized. There was one student who I thought would be extremely difficult and disruptive during this lesson, but he was actively engaged and excited to share his questions; I just had to make sure to call on him for each part. The students enjoyed coming up with questions, and as I had expected, so students provided me with statements instead of questions, totally missing the point of the lesson. I countered that situation by asking the students “How can I make that statement into a question?” They used their question words to do so. I was proud of my students for being able to adapt their statements into questions.

Post-Editing Reflection

Seeing myself teaching on videotape was quite an experience. After becoming used to hearing my own voice (which always takes awhile!) I began the editing. My video details the ‘meat’ of my lesson—my own reading of the book and the students’ questions that develop from the chapter. The video demonstrates primarily that practice makes perfect when it comes to read-alouds. This video shows that preparation is key for everything. Although a teacher can rarely have everything go as planned, it is good to have a plan and a backup. I had to have a response prepared for how to change a statement into a question in terms that first graders would understand. Watching the video, I realize that I stumbled on my words a bit and, although the students understood, I did not phrase my question in the right way. I should have asked them what kind of letter needs to go at the beginning of the sentence, not what it looks like. If I teach this lesson again, I will be sure to ask my students what question words they know (who, what, where, when, why, how, can, does, etc.) before beginning the story. This video demonstrates my ability to keep my students attention with expressive reading. Seeing this proof in the video has made me realize that I must read and be comfortable with all my books before I read them, which sounds like a lot to do, but it is worth the engagement of the students.

Bittersweet Ending

I honestly cannot believe that my time in Quest 2 is nearly over. The time flew while I was in my second rotation in first grade. I realize now that I was more comfortable in 1st grade. I was more confident about my abilities, and everything just seemed to click. I felt strong in all of my professional attributes, whereas during my first rotation, I felt shaky with my with-it-ness. I had more freedom during my second rotation. My SBTE was excited to have me, and gave me many opportunities. On my second day, my SBTE was absent, and because I was the familiar face in the classroom--even after just one day--I taught the entire day. It was thrilling. There were road-bumps throughout the rotation; I had been used to the content and abilities of third graders, so I needed assistance in deciding what a first grader would be able to do when I first began. I was able to adapt what I learned during my first rotation in third grade to my second in first grade.

This semester has been more than I could have ever imagined. I have learned so much about myself both inside and outside of the walls of the classroom. Having been in two such drastically different classrooms opened my eyes to see what will and will not work in a classroom. I began my semester only knowing the abstract concepts taught during Quest 1. I had no experience with true classroom management or instruction to actual elementary students. Over the two rotations, I know that my place is in the classroom. I have confidence in myself and my ability, now more than ever! It saddens me to think that I will not be able to see the friends I have made everyday, but knowing that I am one step closer to my goal makes me very excited and optimistic about the future.