Jessica Schuster

RED 414
Video-Tape Analysis
First Six Weeks Clinical Practice
Harriet Bishop Elementary School
Fall Semester 2014
Areas of Strength:
Date
3.21.11

Video Clip
VID0001.mp4

Classroom
Kramer

Identified Strength
Facilitating Discourse
and keeping students
engaged.

Teacher
Candidate
Ms. Whitney

Evidence
(specific segment of the video clip
that shows the strength)

02:01 04:16

Reflection:
Whitney began by reminding students that they needed to be listening and keep their eyes on the whiteboard. Then, she asked a
question and provided sufficient wait time so that all students had a chance to think about how the work theyd done with the
fraction towers connected to her question. Her voice was loud and clear, yet she still conveyed the calmness that accompanies a
Discourse session. Students were clearly paying attention and their responses matched the question that Whitney posed.
Date
9.25.14

Video Clip
139.mov

Classroom
Wacholz

Identified Strength
Wait time for a student
response

Teacher
Candidate
Ms. Schuster

Evidence
9:15-9:30

Reflection:
I asked the students a question, and I waited 3-4 seconds before I called on anyone. This gave all of the students time to look at
their boards and their answer, and formulate a response in their head. The student that I called on was able to answer the
question without getting stuck or saying the wrong answer.

Jessica Schuster
RED 414
Areas of Strength:
Date
9.25.14

Video Clip
139.mov

Classroom
Wacholz

Identified Strength
Provided methods for
concrete learning

Teacher
Candidate
Ms. Schuster

Evidence
Throughout

Reflection:
This was the third day that the students were trying to learn how to make change. My classroom teacher and I were struggling to
come up with concrete ways for the students to learn the concept. By Thursday, the students were practicing making change by
using practice coins and laying them out on their whiteboards, writing the coins and amounts down, and by watching me count
the money by moving the coins on the SMART Board. I think that by the end of this lesson, students were finally seeing the
connection between what I was doing and what I was asking them to do, and I think it was because I showed them on the board
that they should touch and move each coin as they count it.

Date
9.25.14

Video Clip
139.mov

Classroom
Wacholz

Identified Strength
Loud, clear, kind voice
with students

Teacher
Candidate
Ms. Schuster

Evidence
Throughout

Reflection:
I believe that throughout the whole lesson I kept a good tone of voice. I think that I was loud enough and clear enough when I was
teaching to the whole class, and I was able to tone it down when I was working with students one-on-one. Most importantly, I
think that I had a kind, inviting tone of voice with the students. I think that the way in which a teacher talks to students is really
important. A teachers voice can make students feel safe and like they belong to the classroom community.

Jessica Schuster
RED 414
Areas for Growth:
Date
9.25.14

Video Clip
139.mov

Classroom
Wacholz

Identified Area for

Growth
Providing a strong
introduction to the lesson,
engaging students

Teacher
Candidate
Ms. Schuster

Evidence
00:52-1:30

Reflection:
I started the lesson out by talking through why it is important to be able to count money and make change. I did make a
connection to their real lives and previous knowledge, but I dont believe it was engaging enough. The students were going to
start practicing a skill for the third day in a row, so I wish I would have come up with something more fun or interesting to start
the lesson.

Date
9.25.14

Video Clip
139.mov

Classroom
Wacholz

Identified Area for

Growth
Allowing students to
demonstrate answers
concretely on the board

Teacher
Candidate
Ms. Schuster

Evidence
9:04-11:29

Reflection:
I think I did a really great thing by creating the SMART Board file with the coins that could move; I think it was another concrete
way for the students to look at counting money and making change. That being said, I think that I should have allowed the
students to come up to the board and show/count their coins. This would have given them even more of a concrete experience,
and it probably would have increased student participation. In the future I need to provide as many ways as possible to allow the
students to manipulate and explore, as it will help them move into transitional and abstract thinking.

Jessica Schuster
RED 414
Date
Video Clip
9.25.14

139.mov

Classroom
Wacholz

Identified Area for

Growth
Transitioning into a
new lesson/activity

Teacher
Candidate
Ms. Schuster

Evidence
36:38-37:19

Reflection:
The transition at the end of the lesson was not very effective. I prepared the students to be dismissed, but then I went back into the
conclusion of my lesson. I should have gotten their attention, then concluded the lesson before providing them with my
expectations for their dismissal. I realize that I lost my students attention after I told them to start putting their things away, so
they were not listening when I was wrapping up the lesson. I realized that third graders are not as capable at multi-tasking as
adults, and I should not have expected them to be.