CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Content Knowledge
Notes:
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I establish good eye contact with my class. I do

not talk over their heads, to the blackboard or to
just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
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I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
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My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.

I never talked to the blackboard except for

when I was writing fractions on it. I always
talked to the whole class.
I dont think I teach to one area of the
classroom, I think I teach to the overall class.
I try to make eye contact with each student
to judge their engagement and give them the
opportunity to answer questions
I divided my students into partners in a very
quick way and they were able to follow my
instructions.
There was no method in how my students
were grouped. They didnt have partners
already because they rarely work in groups.

Notes:

The class seating stayed the same as their

regular seating because it did fit my lesson.
I think the room was comfortable but it was
a little messy but I wasnt in control of that.
I have all my materials as close to me as
possible to grab as quickly as possible.

Notes:

My handwriting was legible in this instance

because it was math and it was big enough. My
handwriting is generally not legible when Im
writing fast and long sentences. It would take
too much time for me to write neatly.
I do speak loudly enough for all my students to
hear me.
I try to speed up certain parts if I can tell my
students are losing interest.
I write into my lessons multiple examples. I
dont always teach all of these but I do have
them, it all depends on my observations of the
class.

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

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I help the students form working principles and

generalizations.
Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.
I plan for "thinking time for my students so
they can organize their thoughts and plan what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activites are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centred" activities which give all students
an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn differently.
My exercises are varied, some ore visual, aural, oral
and kinesthetic. I provide models,
examples, and experiences to maximize learning in each
of these areas.
I finish my class period in a way which will review the
new concepts presented during the class period. My
students can immediately evaluate their understanding of
those concepts.
III. The Activity
A. Interaction

I need to work on helping my students with

generalizations
The students generally work on the skill and
have exposure to the skill for about 45 minutes
because thats how long my lessons are.
I need to work on more thinking time. When I
see hands go up, I call on them very quickly

Notes:

I am usually aware of this, but this was a math

lesson and cultural differences dont seem to
affect math as much.
When Im teaching social studies lessons, I try
to make sure the words coming out of my
mouth do not put one culture down or raise
another one up.
I always tell my students good job when they
really get something. I love the feeling of
giving them honest praise
I used visual activities and physical activities in
this lesson. I always provide models for them to
see and use during their practice time.

I treat my students the same as in

not interrupting and taking into
account all answers. It is hard not
to make a student who answers
wrong feel bad, but Im getting
better.
My activities are generally group
based and then we share what we
did so students get to feel
important as they share their
work.
I know my students learn
differently as in hand son, visual,
aural, and orally.
I try to incorporate as much
physical and visual learning as I
can. I hope to add in more music

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

The activities maximize student involvement.
The activities are organized to insure a high success
rate, leaving enough room for error tomake the activity
challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.
I make the content of the activity relevant and
meaningful to my students' world.

and such in my future lessons.

I like to end with a laid back
activity that will cause the
students to think back to what
they did. I also like when they
have the opportunity to ask me
questions that they had during the
lesson either on an exit slip or by
using a 3-2-1.
The students must be fully
involved to complete my number
line activity. They didnt have
much time to complete it so they
had to stay focused and on task.
The activity was fairly easy so the
students who listened could have
easily completed it. It was hard
enough though for students who
didnt understand the concept
would make errors.
I thought the activities were
geared for much lower students,
but they were actually harder than
I thought they would be.
The number line wasnt very
relevant but It can be related to
things like the clock, which is
essentially a big number line.