Level 1 Video Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should watch the video of your lesson to reflect
on the experience and analyze its effectiveness. You will need to watch your video and
complete the table, and upload to Canvas before your post-conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column, connect this to a
concept you are learning in one of your courses, a claim that you can make about teaching
and/or a FEAP that you demonstrated in this moment. Please complete 7-10 entries.
*Note: Times in column one should reflect the entirety of the video taken.” You may
add additional rows as needed.
Time Celebration/Struggle/Question:       Connection to coursework,
Claim about teaching and/or
FEAP demonstrated

0:14 I began the read aloud by FEAP 2b: Manages individual

discussing my expectations with and class behaviors through a
the students. Earlier that morning well- planned management
we went over the classroom rules system.
as a reminder to the students, so
while talking about my
expectations for the students, I FEAP 2c: Conveys high
compared them to our class rules. expectations to all students.
In my lesson plan I stated that I
would have the students repeat
the expectations to me, but I did
not end up doing that during the
actual lesson.

1:10 Student had went to the bathroom I remember learning that it is

and was taking a while to wash
her hands at the sink. I did not
redirect her, but I should have. CT
ended up redirecting her.
important not to interrupt
yourself while teaching to call
out a student’s behavior
because that shows students
that they can interrupt you as
well. What is the balance?

1:20 Student thought veterans and I’m a believer in creating

veterinarians were the same thing. teachable moments, and I feel
I could have turned it into a like I could have turned this in
 teaching moment where I quickly
explained the difference between
veterans and veterinarians, but I
just moved on.
3:11 Throughout the read aloud
whenever I called on this student,
she tended to give very lengthy
answers. During this particular
moment, I had to end her response
short by saying “thank you for
sharing” so we could move on.
When students are giving lengthy
responses, how do you let
students express themselves fully
without cutting them off or
making it seem like their
responses aren’t worthy?
3:37 I began the book by examining the
illustration of the soldier on the
front cover with my students.
4:15 Right as I started reading page 1,
another teacher walked into the
room. This distracted many
students and they began fidgeting
and looking at the back door. I
should have gotten all of their
attention before I began reading
the book.
5:49 At this point, a situation happened
while a student was signing into
the bathroom. My CT tended to the
situation, but while doing so many
students got distracted. Did I do
the right thing by continuing the
story?
to a quick one. I do not feel as if
my students had that great of
an understanding between the
difference of veterans and
veterinarians.
I do not think teachers should.
ever make students feel
unworthy but cutting them off
definitely could have that
effect. This also goes alone with
FEAP 2f: Maintains a climate of
openness, inquiry, fairness, and
support.
This gives students an
opportunity to access their
background knowledge before
we begin reading. The biggest
thing I have learned in
RED4312 is that background
knowledge is essential to the
learning process.
The FEAP I should have
demonstrated was FEAP 2a:
Organizes, allocates, and
manages the resources of time,
space, and attention.
The FEAP I should have
demonstrated was FEAP 2a:
Organizes, allocates, and
manages the resources of time,
space, and attention.
6:17 “Can someone raise their hand and
tell me about a time you were
brave.” Instead I should have said,
“Raise your hand if you can tell me
about a time you were brave.”
7:39 I just wanted to point out that at
this point it looks as if I shushed a
student, but it was my CT.
7:40 Two students were raising their
hand as I was reading. Did I do the
right thing by continuing to read
instead of pausing to call on them?
8:45 I shared my own personal
experience with Veterans Day.
9:00 I closed by reminding students
that we had no school the next day
so we could celebrate Veterans
Day.
We discussed this wording in
our pre- conference. I feel like I
did a pretty good job with it
throughout the rest of the
lesson, but I made a mistake
here.
I felt the need to include this
because it was not how I would
have handled it, I would have
redirected them with words,
and I did not want you to think
that I shushed them.
This goes back to my belief that
every student should have the
opportunity to fully express
themselves. I never want to
limit my students’ voices, so it
is challenging for me to figure
out what is right and what is
wrong when it comes to
sharing.
You gave me this tip in our pre-
conference.
You also gave me this tip. I feel
like it was a great way to wrap
things up and relate Veterans
Day to their own lives.