SELF REFLECTION

Content Knowledge
Notes:
o

o
o
o
o

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
o
o
o

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
o

o
o

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

Yes, I completed all criteria in this section. I knew

my students very well and had them in small
groups that were appropriate for the learning
environment.

Notes:
If this were y classroom I would have organized the
classroom a little differently. There are some
students who have to turn their heads to see the
board. I had all material set up before the lesson.

Notes:
I successfully completed most of the aspects in this
section.
I think my lesson could have gone better if I had
planned for more thinking time for the students.

o
o

explanations, models or descriptions,

understanding that
one explanation may not be sufficient for
all students.
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.

Notes:
I was aware of the different cultures within my
classroom. I praised students when they showed
extra effort.

I treated my students with respect.

I helped all students to feel important and accepted.
I finished my lesson in a way that was beneficial
for all students.

 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
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.

The activities were very student centered.

The activity was focused and the content was
centered around the students life and world.

Video Observation
Notetaking Tool
Observers name__Katie Toler_________
observed_____Figure Me Out___________

Lesson

Purpose: To provide a framework for reflection and collaborative

conversations about teaching and learning.

Directions: Read over the guiding questions below. As you view

the video, jot down notes about what you see and hear. Note any
examples or evidence to support answers to the questions.

Student Engagement/Classroom
Involvement

Notes

1. How are students involved in the

lesson?
What is the extent of student
involvement?

The students are asked to a

questions.
The students are asked to w
their own math problems.

2. Were there opportunities for students

to
ask questions? What kinds of
questions
were they asking?

The students could ask que

the teacher walked around
their problems.
The teacher connected the
what they were learning by

How did the teacher help students

make connections to what they were
learning?

3. Describe the interaction in the

classroom.

Student Learning

math problems to figure ou

them like age and month o

The teacher gave an examp

asked the students to answ
gave the students an oppor
make their own examples u
a specific answer.
Notes

1. What evidence do you see that

indicates student learning?
2. Was the learning outcome explicitly
conveyed to the students?

The students seemed to be

what the teacher was teach
because they were able to
questions easily.
The students were able to c
their own formulas to find t

3. What evidence did you see that the

learning goals were achieved?
4. How did the teacher monitor student
progress?

The students were able to s

problems that would lead to
that they desired.

The teacher walked around

the kids work and asked th
examples they had come u

Instruction
1. What is the teacher doing?
(Facilitating, lecturing, co-learning,
etc.)
2. How was content/concepts presented
to students? Was there adequate
explanation of the concepts to ensure
student learning?

The concept was provided b

examples on the board and
students had worksheets to
their own examples. The te
great job explaining what th
needed to accomplish.

3. What kinds of questions did the

teacher ask?
What questions provided
opportunities for students to
explain, defend, compare,
evaluate?
Did the teacher wait for
responses? Probe for deeper
understanding?

The teacher asked question

solutions to the proble
provided on the board
She waited until students r
hands and then called
student to answer eac
asked.

4. What tasks are students doing? Did

the students have the opportunity to
practice their new knowledge or skill?
Did the practice help support the
learning outcome?
5. How did the teacher manage the
learning environment? (Procedures,
securing attention, time on task, etc)

The students were coming

multiplication and division
find their age.
They were able to make up
problems after the teacher
couple examples on the bo

The teacher did a good job

class by making sure no on
turn by telling the kids to ra

by quieting them down to g

attention on herself to teac

Feedback
3-2-1

3 Affirmations based on the observations and

evidences above
The students were engaged!
Great job picking a practice that related to the
students!
I liked the way that you interacted with the
students, you seemed very comfortable.
2 Questions for Consideration

Could you have spent longer on the teaching?

What was your data from this lesson?
1 Recommendation
Maybe try to add in more wait time for the
students to process their thoughts.