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    Video Reflection Form

    Uploaded by

    api-579830025
    The document provides instructions for teachers to reflect on a lesson by watching a video recording and completing a reflection table. Teachers are asked to note 7-10 times from the video that represent celebrations, struggles or questions, and connect each one to a course concept, teaching claim, or Florida Educator Accomplished Practice demonstrated. An example reflection table is provided with entries describing moments where the teacher modeled expectations, gave compliments to reinforce behavior, could have complimented more students, assigned a student to hold a door, used non-verbal cues, and was flexible in adjusting plans when things didn't go as expected.

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    Video Reflection Form

    Uploaded by

    api-579830025
    69 views2 pages
    The document provides instructions for teachers to reflect on a lesson by watching a video recording and completing a reflection table. Teachers are asked to note 7-10 times from the video that represent celebrations, struggles or questions, and connect each one to a course concept, teaching claim, or Florida Educator Accomplished Practice demonstrated. An example reflection table is provided with entries describing moments where the teacher modeled expectations, gave compliments to reinforce behavior, could have complimented more students, assigned a student to hold a door, used non-verbal cues, and was flexible in adjusting plans when things didn't go as expected.

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    The document provides instructions for teachers to reflect on a lesson by watching a video recording and completing a reflection table. Teachers are asked to note 7-10 times from the video that represent celebrations, struggles or questions, and connect each one to a course concept, teaching claim, or Florida Educator Accomplished Practice demonstrated. An example reflection table is provided with entries describing moments where the teacher modeled expectations, gave compliments to reinforce behavior, could have complimented more students, assigned a student to hold a door, used non-verbal cues, and was flexible in adjusting plans when things didn't go as expected.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    69 views2 pages

    Video Reflection Form

    Uploaded by

    api-579830025
    The document provides instructions for teachers to reflect on a lesson by watching a video recording and completing a reflection table. Teachers are asked to note 7-10 times from the video that represent celebrations, struggles or questions, and connect each one to a course concept, teaching claim, or Florida Educator Accomplished Practice demonstrated. An example reflection table is provided with entries describing moments where the teacher modeled expectations, gave compliments to reinforce behavior, could have complimented more students, assigned a student to hold a door, used non-verbal cues, and was flexible in adjusting plans when things didn't go as expected.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    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

    0:06 I ask students to get their bubbles Modeling is a very good way to
    and bunny tails when in line and I show expectations to students
    model what I expect them to do so they know exactly how you
    and remind them to be quiet when want them to behave or look
    they are walking to lunch. like/FEAP 2b, FEAP 2e

    1:00 I say, “I like how table 3 lined up,” In EDP 3273, we learned about
    to compliment good behavior. how rewards, in this case a
    compliment, can influence
    student behavior, and how
    other students seeing those
    students getting rewards, they
    might do the same thing to get
    the same outcome/FEAP 2b,
    FEAP 2e

    1:10 I should have complimented more In EDF 4504, we discussed


    students at this point. I planned to with-it-ness and I
    but I was overwhelmed with unfortunately was not very
    trying to remember everything I with-it in this part. As I
    had to do for the observation and mentioned, I will work on this,
    feeling nervous. In the future I especially if I limit my
    plan to work on this more. There distractions and get more used
    were more extenuating to being observed.
    circumstances.

    1:25 I asked the door holder to come Assigning tasks to students


    and hold the door. He comes up while doing everyday
    and holds the door and the procedures can help them be
    students exit the classroom. motivated to follow
    directions /FEAP 2a, FEAP 2b

    1:35 I ask students to “walk out to the Having expectations for


    hallway door and then stop,” and students is important for them
    the students do so. to learn and develop, both
    academically and
    behaviorally/FEAP 2a, FEAP 2c,
    FEAP 2e

    2:00-2:30 I ask students to “walk to the Being flexible is important as a


    cafeteria doors and stop,” and for teacher. So many different
    whatever reason neither of the things happen in the classroom
    door holders wanted to come up and it is important to be able to
    which is why there is a bit of a make things work even when
    standstill. I eventually ask another different things happen/FEAP
    student to hold the door. The 2a, FEAP 2e
    students follow my instructions
    and walk down to the cafeteria
    door and stop.

    3:15 A student starts making noises so I We learned about non-verbal


    say his name and make a quiet cues in EDF 4504, which
    motion with my hand (one finger include this and others. I also
    held up to my mouth). He does stood by the student for a bit,
    not speak a lot of English and I which helps them to behave
    want to make sure he understands because they know the teacher
    what I am asking of him by using a is nearby/FEAP 2a, FEAP 2b,
    nonverbal cue. FEAP 2c

    I will also note that the background noise in the video was mostly not the students, for some reason
    my phone picked up a bunch of background noise from the other class.

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