The On Video Clip ( S )

(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

There was a point in the videos pertaining to discipline, which I found to be very important. The video stated that when learning disabled students get in trouble, they often do not understand why because of their perception of the event or issue. It is important that teachers take the time to get a better understanding of how a student may have perceived a task.

I will informally assess the students during two parts of the lesson. During the discussion, I will assess if the students show an awareness of what causes conflicts. Do they offer situations? Do they share from experience? Are students nodding to agree or disagree with their peers’ statements? I will also

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

You are in a “classroom” observing and observe the following behaviors from students. You are to respond to each of the questions regarding each student scenario.

Refer to scenes in the video clip(s) where you provided a safe, respectful, and organized learning environment.

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

Tell students to think about each bullet point that they recorded: What would you have to do to complete each bullet?

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

As I was videoing this lesson I found myself so focused on the group that I was videoing, that some of the other groups were getting a little loud. One thing I need to work on is to not let videoing keep me from correcting other students when they need reminded to stay on task. This is something new that I felt like I struggled with this second video, because in kindergarten they do centers. When I was in my first experience it was just I teaching whole group to third graders, and they knew the expectations from their teacher and myself.

The two educators expressed every aspect of learning throughout their interview, which expanded on what I reviewed in the video. I learned why Robert practiced this way in his classroom. He elaborated on strategies for special needs children, English language learners, and the significance of developmentally appropriate practice. I learned these areas through the video, but I did not know why he chose this way. I also gained knowledge on how to keep children engaged and respectful, while conflicts arose. Each area of competency in the video was elaborated on; if I had a question, he answered it through his interview. The video did not demonstrate how Robert planned his daily schedules, which left me question the time management for these. The classroom remained organized into centers, in which he went to everyone. Robert and the other educators used a timer for the students to demonstrate time management. He built a sense of community by making sure that each child felt trust and a sense of belonging. All of these aspects have gained a positive learning environment for students and educators. Furthermore, there are no recommendations that I would make to this teacher that I have

There are several strategies I employ in my lessons to demonstrate mutual respect for, rapport with, and challenge students to engage in learning. During mini-lesson and class discussion, I use physical gestures and verbal affirmations. I make eye contact, nod my head, repeat correct students’ responses in my own words, and build on their responses to promote thinking. Video Clip 1 begins with the moment when students turn and talk with their partner after watching the video of slam poetry, “Knock Knock.” At 00:03, I count down the numbers from three to one to bring every student’s attention to me and ask students to share out what they are noticing about the structure of “Knock Knock.”

I then watch the video with sound and I was pretty accurate on the main story line. However I was little bit off on the details. For example I had no idea why they were in the classroom I thought it was a parent teacher conference or something,

The observation is the follow-through on the pre-conference. The teacher should teach the lesson as well as possible and the supervisor should record events during the lesson as accurately as possible according the methods agreed upon during the preconference.

The video that I have chosen from www.ted.com is called, “Why You Should Talk to Strangers,” by Kio Stark. I chose this video because the title really had me wondering what her answer would be and what justification she had behind it. The big picture behind her speech was to acknowledge people when you see them. We walk around the University of Louisville’s campus all the time, seeing people we don’t know and never speak to them. This video really influenced me to want to talk to the people I pass by every day and say a single, “Hi,” to them. Within her presentation Stark views, “…the overlooked benefits of pushing past our default discomfort when it comes to strangers and embracing those fleeting but profoundly beautiful moments of genuine connection.”