Paige Railey

TWS 499
Spring 2015
Reflection, Self-Evaluation, and Professional Development
Task: Reflect on your performance as a teacher and link your performance to student learning
results. Evaluate your performance and identify future actions for improved practice and
professional growth.
Whole Class:
As a whole class, I knew how much explanation the students needed. I was prepared to explain
the lesson and objective but realized while in the middle of the explanation, I needed to
demonstrate the project in more depth. The whole classs learning was impacted in a positive
way because they were able to make a connection with the game Tetris and the project. This
forced students to make world to world connections from the technology usage, the game and
then applying it to the game.
Having a visual step by step demonstration would greatly benefit the students. Instead of having
just a final project finished as an example, students would really benefit from examples of the
different steps in creating the final project. While having the step by step guidance throughout
the lesson, students would also benefit would greatly from having a more detailed step by step.
This unit consisted of material that was new to the students and something they were doing for
the first time. The Tetris project, more specifically, was also difficult because of the application of
the unit concepts into a rather difficult project. When teaching the unit as a whole, there were
many days when I had to tailor the lesson based on how well the students were responding.
When I realized students may have been confused with the verbal demonstration, I took
into consideration
what I could do to make the demonstration less confusing. I decided to pass out papers to
students for
practice drawings. As a class, we all drew practice drawings. I did a very simplistic one on
the board while
the student followed along on their own with the direction to make a more detailed
drawing. This made for
a practice drawing but also a reference drawing for the actual drawing.
Doing this for the students made their progress and the final product very successful in
comparison to what
it could have been without the extra demonstration. With this explanation, students were
able to work
harder to visualize the final drawing and complete the drawing more effectively.
Students were motivated through the encouragement of the possibility of having their work
displayed in the school. Students who followed the criteria exceptionally and turned their work in
on time were chosen to have their final drawing displayed in the school. Students were also
encouraged and motivated by positive reinforcement when they were struggling or having a hard
time completing the final drawing.
Students were involved in a demonstration that required participation from the entire group.
With an example going on at the front of the classroom and students having their own sheet of
paper to practice on, they had something to reference while practicing for their final drawing.

Paige Railey
TWS 499
Spring 2015
Students were actively involved because while the demonstration was going on, there was also a
discussion on ways to execute the final project in the best way. Students were also asked to
think out loud of ways to make sure that their final project would be the most effective.
Students responded well to the presentation of the project so I believe that the information as
presented in a logical manner. Students were attentive during the lesson and asked questions
that probed other classmates to respond and create a class discussion.
Students were allowed to use iPads to get to know the Tetris game. This was extremely
beneficial because students were able to see how the game works, how to lose the game and
what is required to make the game continue. Students using the iPads was very effective!
Students who chose to talk out of turn during the lesson were first asked to be quiet and if it
continued, they were given a slip of referral. Since this unit was full of information that they
hadnt heard before, students were warned initially that if they chose to talk out of turn
continuously, they would receive a slip of referral.
While students were working, I was sure to walk around and observe their work. By making
myself available while the students are working, they were able to ask me questions and ask for
guidance. This worked out great because students were more apt to come to me if I was on their
level rather than sitting at a desk at the front of the room.
Individual Student Analysis
Student A
Student A was extremely successful in this project. She worked hard, was able to grasp the
game Tetris and effectively apply it to the project. Student A was very attentive during the
demonstration. She was sure to follow directions, ask questions when she needed help and
worked to make her practice drawing as similar to her final drawing as purpose. Student A also
used her materials properly. Most students who listen attentively but dont use the materials
properly still dont have an effective, finished work of art. Student A was very careful with the
materials and being sure to use them in the best way possible. It was very obvious in her final
drawing that she took time to use materials properly, even if it took longer.
Student B
Student B was the least successful in this project. She did not follow directions properly and
chose to not pay attention during the demonstration of the project. She avoided paying
attention to the directions and did not ask questions when she was confused. It was very clear
that she was unsure on how to use the materials properly and did not ask questions to clear it all
up. Knowing what kind of student she is, I could have made sure to ask her if she understood the
project. I usually try to avoid hovering around students as they work but this situation would
have been ideal to make sure Student B was on task.
Student C
Student C finished the project efficiently but on average. Student C worked efficiently but did not
really remain on task. Student C finished the project using the materials in a somewhat effective
way. Student C struggled with talking to others while working which caused Student C to get
behind. A way to avoid this and make Student Cs final project more effective, I could have
worked to place Student C in a place that was away from students that distracted him. I could
have made sure to stay on Student C as they worked ensure he stayed on task.

Paige Railey
TWS 499
Spring 2015
Professional Development:
1. As a teacher, I am always striving to learn new materials. Mr. Winchester showed me
different techniques to use watercolor paints and I worked throughout the semester to
incorporate all of those techniques. This allowed me to have more passion for watercolors
and use it more in lessons. Watercolor paints are very accessible and something middle
school students are able to use. While they seem to be very simple, they can be
manipulated in ways that make for fine works of art. By having a better understanding of
how to use these paints, I was able to demonstrate ways for students to also have a better
understanding. I was also able to create detailed demonstrations and examples for
students to have as a reference.
2. When creating projects and lessons, I strive to work from famous artists so students get a
dose of art history. As a teacher, I am constantly trying to learn as much as I can about
various art movements. The more knowledge I have in various art movements, the easier
it would be for me to create more effective lesson plans. By working to know more about
the art movements and eras, I would not only be able to create more thought provoking
lessons but I am also able to relate more for students to have a deeper and more
informative background on art history.