The Lesson That I Videotaped

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

The teacher demonstrated her patience by helping the student with his presentation and not hurrying him or making it seem like she was just ready to get it over with. I also learned that students respond to positive emotions sent their way. Another one of the things that I thought she did that was important was changing her lesson so that the students that were not interacting with other students on their own could feel included. I believe that may be the most important of all the aspects of the emotional regulation she chose to use. I know I will definitely be using her “student artwork” idea throughout my classroom as well as having a calendar to celebrate student birthdays so as to not make any feel left out. Overall I enjoyed this observation because I related to it some with my past and I know if I had a teacher like her in my life, I may have developed differently in a more positive light. The reason why I want to be a teacher is to make a difference in children’s lives just like my observation teacher has done in her classroom and continues to do every

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

In the article titled “Memories from the Other: Lessons in Connecting with Students” the author Thomas Knestrict affords an autobiographical lens into the benefit of positive connections, as well the consequences when absent. Knestrict’s backstory is one in which he illustrates an educational system that creates the ‘other’ and works to marginalize ‘at risk’ students due to learning differences (Knestrict, 2006). As a result of these learning differences, he was placed on a slower academic track, which he suggests resulted in feelings of marginalization early in life. Educators would ultimately reinforce these feeling with such words as your lazy, your not a capable student, your learning disabled, and you 're not college material. The author states, “The overwhelming message I received every day was that I was different, not as good, and defective” (Knestrict, 2006, p. 3). The internalization of the negative messages hindered Knestrict’s construction of self because he held these messages to be true; thus, his self-image would ultimately reflect such belief.

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In both stories, The Lesson by Toni Cade Bambrar and Everyday Use by Alice Walker there is one character that makes both of these stories similar. In The Lesson, it is Miss Moore and in Everyday Use it is Dee (Wangero). They both share the same types of conflict which is, the fact that they are away from their families and close relatives. They both suppress their problem distinctively, Miss Moore helps out the kids in her neighborhood while Dee lies to her self and fulfills her life with materialistic objects.

I personally like to take what's being taught to me in class, and turn into my own wording so that I can understand it better. I'm teaching myself in a different way, but I'm still meeting those expectations of knowing exactly what I need to know when it comes to school work and exams. I also like to set up study groups with some friends so that we can all teach and learn from each

I personally think that my lesson went pretty well. It seemed like many people were engaged and they participated. There are things that I could have done to make the activity more challenging for the consonant digraphs and consonant blends, but overall I think the activity was fun. I felt like the students payed attention to when I was speaking at the beginning and the end of the activity, which was ideal for any lesson.

I think that despite the fact, that Olena had a great idea for students to make creative task, she would better ask students to make their own examples with new idioms or make up a dialogue, using them. Thats the reason I think that minutes from 20 up to 23 of the video were the least successful, and this was the only flaw, which I noticed during her lesson.

In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This was the thought anyway, before Miss. Moore moved in. She was a school teacher who took it upon herself to teach the neighborhood kids. On one summer afternoon in particular she was going to take the kids into town on a field trip. The kids are not at all happy about this because they know it is summer break and they are not supposed to be in school in the summer. They would rather be at the pool playin’, but Miss. Moore knows that if these kids want a chance at a better life,

In the center time, students were seen to complain a lot about a certain student not sharing materials. Ms. Parker handled this situation very effectively by not naming any student. Instead, she addressed the entire class and explained to them how important it is to be patient and wait for their turns and share materials when they work or play in a group. This positive guidance seemed to work and students understood the message conveyed to them through the discussion.

After reviewing the lesson and what exactly took place throughout the lesson, it is safe to say that learning occurred. This lesson was focused on taking knowledge from previous years as well as the previous lesson I implemented and putting it to use. The students were given a range of materials to create their own graph. They had to create their data as well that goes along with the desired graph that they planned to create. Due to the fact that the writing aspect was taken out due to time constrictions, the students in place, had to come up with 5 questions about their graph that their classmates could answer. When the students presented their graphs and questions, each student was able to successfully answer their classmates questions about their graphs. All was labeled and designed on their graphs correctly. This lesson was cut very short, so going off of the graphs and questions the students turned in as well as the discussion the students engaged in, I feel as if learning definitely occurred.

As discussion began I felt that it was going well, I was so worried prior that no one would participate at all because they had already done the lesson that I just went with it. Looking back, I would hope in the future that I would ask students to explain further in their thinking, and not just except their initial explanations. I had thought I was doing this but there were a few instances when someone would describe the action as, for example, popping pop-corn and I would just leave it at that. I hope that with practice I can probe discussion and student responses more to allow students to feed off one another’s answers and expand.