Teacher Engagement: Video Analysis

The tool that I will use to help answer this question is the SATIC (Student and Teacher Interaction Coding) (Abraham & Schlitt, 1973) which is a tool that was developed for monitoring certain teacher behaviors. In order to better understand how the SATIC works and interpret the results, Abraham and Schlitt (1973) explain the use of the SATIC instrument; its history, uses, and implementation, along with a coding sheet to help the user analyze the data they have collected. I will use the SATIC to analyze a 15 minute of a section of the lesson and the coding sheet to quantify teaching behaviors and types of responses so that I can quantify how many times I used each type of interaction or behavior as opposed to another. In order to perform my analysis, I will use data collected from student work and video evidence that was recorded during my lesson for later reference. The video evidence will come from the second day of the two part lesson that I taught to a high school integrated science class on the topic

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

When I was gaining my Bachelor’s Degree, the key statement throughout my journey through the education program was “I will continue to be a lifelong learner.” As I finalized this program I have reached this goal, and this will continue throughout my journey as a teacher as I become involved with more and more school and district based county activities through which I can use the theories, methods, and strategies I have learned throughout this program. In general, it is best, as Goldhammer (69) stresses, to avoid critical dissection of teaching. Too much criticism and

Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education

Without hesitation, I would choose Mr. Buck Samuels, contractor, as the community outreach liaison for the Choral Department at Blythewood High School. Ironically, this circumstance is not hypothetical in any way because I actually do serve at the director of this program, & I am constantly tasked with placing people in roles that are in place to support & boost the organization. Currently, we already have a parent similar to Letisha who has their doctorate in biological sciences, serves as a professor at a local university, & is so wrapped up in their job that they don’t often contribute much other than encouraging words (appreciated as well). We also have a number of mothers who are stay-at-home moms with multiple children & who blog & make

5). Further, “When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction. Student engagement is one of the most well-established predictors of achievement…” (Harbour et al., 2015, p. 5).

By observing others can help us acquire new skills and ideas to improve the way we teach.

Just recently I observed my supervising teacher engage her students in a way that helped them ALL improvement their knowledge on the content.

The one- room school house just like the large schools of today focus on providing a quality education for students. During the time of the one-room school house the fundamentals Reading, Writing and Arithmetic were the most important. The class size was small and the teacher only focused on the three most important subjects. Schools today require students take many more subjects and be tested on all subjects. It would be interesting to see if elementary schools went back to a concentrated focus on Reading, Writing and Arithmetic what would be the impact on overall student performance. In a one room classroom with grades 1-7 students worked on a concept until mastery, there was not the push to move from class or grade to grade because the students did not move. Therefore, a seven-year-old and a twelve-year-old may very well be working on the same material. Schools today don’t always allow for mastery, we must consider age and size of a student. In schools today, a twelve year in class with a seven would not be allowed. It was interesting to see the class size, there seemed to be less than twenty students in the class in the video in classes todays there could be thirty or more students.

I intentionally employ a mix of instructional strategies in the classroom in order to give my students a variety of opportunities in which to engage themselves and each other with new content. Most class periods provide chances for students to work individually, as partners and/or in groups and units include a variety of problem-solving tasks to help students understand how the skills are used. Although the students seem to

There are two types of engagement: ongoing and reaction to challenge. Ongoing engagement is the day to day behavior, emotions and thought processes of students in a classroom. Behavior can include, but is not limited to, student time on task, concentration, and the amount of effort given. Emotion is the enthusiasm to do well, curiosity and interest in the lessons and activities. The thought processes includes how well students understand the importance of what they are studying and why (2004, p. 262).

As I continue to view the video one classroom strategy I favored was Mrs. Hopf’s implementation of the fingering number system. It was a nonverbal way of communication that is used in the classroom to help cut down on the disruptions in class; however by placing the fingers in the air, Mrs. Hopf can still understand what the students are asking. For example, if a student holds up 1 finger, then it means that the student needs help. 2 fingers means the student needs to go to the restroom. Finally 3 fingers means that the student needs to sharpen their pencils. In my opinion this system is excellent. It was demonstrated well by the students in the video. Looking from the outside in, I could tell Mrs. Hopf’s classroom management was great.

This illustrates to my point because the educator in the placement I worked at when the child was upset they would sit near the child and talk to them and put them near their arms to give them comfort.This connects to How does learning happen because the educator recognizes the child development and self regulation by communicating with the child (33) . Also, this connect to Gardner because this helping the child develop interpersonal inteligence because the educator was showing the child that she cares for him by sitting near the child and talking to the child ,by doing what the educator did will help the child care for other and understands other (Benson,2016)

The first question asked of many teachers is (What can teachers do to foster positive student engagement in the classroom?) This meaning how do teacher’s act and react with the students. In doing this the teacher must develop interactive and relevant lessons and activities while encouraging each student to be active and being supportive in their accomplishments. By realizing that each student sees things differently and understands them in different manners, a teacher must always support them and show them the way of learning with enthusiasm. They need to understand not only the assignments but also that in the future they will have a better understanding of the lessons learned. (Akey, 2006:Garcia-Reid et al.,2005)

After listening and evaluating my teaching videos, I would rate myself a level 2 on Danielson’s Framework for Teaching, domain 3a. Domain 3a is about communicating expectations for learning, giving clear directions and explanations of content, and using academic language during the lesson. For domain 3b, I would rate myself a 2. Domain 3b is about using quality questions and prompts, using good discussion techniques, and having high student participation. For domain 3c, I would rate myself a 2. Domain 3c is about engaging students in all aspects of learning, by making sure students are actively participating during assignments, activities, and while instructions are being given, by grouping students appropriately, by using applicable instructional materials and resources, and by having good lesson structure and pacing.