Interview Protocol for a Post-Conference (Reflection Conference)

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Teacher Candidate: Kiley Elbaor School: Lincoln Elementary School Date: 26 September 2023

• In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do
you know?
- Yes, I do believe the students learned the letter /s/ sound, the overall letter, and their correlation. I know this because when
checking for understanding the students were able to successfully answer the questions, I asked them as I was walking around
when they were creating their headbands. I also know the students understood the /s/ because when we were coming together
as a class to make our poster, I only had one student give me a word that did not start with the /s/.

• If you were able to bring samples of student work, what do those samples reveal about those students’ levels of
engagement and understanding?
- The only work the students did independently was their headbands, but when it comes to the whole group instruction we did, I
feel as if the students were engaged through the lesson despite them being chatty. The students were engaged in the phonics
dance song, they all watched the video of the letter ‘s’ by jack Hartman, and the students all were waiting to get called on when
we were making our poster. They all wanted a turn because they were engaged in the lesson and they also all were thinking of
great words that started with the /s/ and wanted to share them.

• Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did
these contribute to student learning?
- When it comes to classroom procedures, I used the different attention grabbers that are used throughout the entire day and the
students are comfortable with them. When it comes to student conduct the students were chatty at times, but this is just an
overall loud class, so this is expected they were well-behaved throughout the lesson and there were not many behaviors
throughout the lesson. Then for physical space, we only used the front half of the classroom, but this is because when we do
the letter sound of the day at the back it’s hard because the Elmo camera, computer, and projector are all up front so the
students are not always fully engaged in the lesson when it is done at the carpet area in the back of the room.

• Did you depart from your plan? If so, how and why?
 - I do not feel as if I really departed from my plan. I followed my plan but there were times that the students took longer on a
certain aspect or they had more/less questions/responses so it played out differently but overall I followed my lesson plan.

• Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials
and resources). To what extent were they effective?
- When it comes to materials used, I was provided with those by my mentor teacher because these are the materials used daily
and what the students are used to. I think these materials are effective because they are well-engaged in the lesson, and they
look forward to it. I also think some of my students need structure and routine and using the same materials but changing the
lesson gives them the structure they need because it is predictable for them by now.

If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
- I think the only thing I would do differently is I would have them create some sort of small poster of their own. This would show
that they are able to independently come up with their own /s/ words and this could show more growth over time if this is
done.
 Interview Protocol for a Post-Conference (Reflection Conference)
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Teacher Candidate: Kiley Elbaor School: Lincoln Elementary School Date: 17 October 2023

• In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do
you know?
- During the lesson it felt as if they were catching on to what we were doing and how to build a number sentence but later in the
afternoon we asked them what we learned in math today and their answers were “how to be quiet”, “not to talk in math”, and
“how to count to three”. Part of that is accurate with counting from 1-3 and how to make 3 but they did not remember the
number sentence aspect. So, overall due to their behaviors and loudness in class, they are not retaining the knowledge we are
teaching in math.

• If you were able to bring samples of student work, what do those samples reveal about those students’ levels of
engagement and understanding?
- When it came to looking at student work, eight of the students were able to follow along and did the sheet correctly, along with
the portion they did independently. Ten of the students had the correct work that we did together but did not properly
complete the independent work and could not make the correct numbers they were supposed to. Then five of the students did
not follow along properly during the lesson nor did they do the independent portion correctly. Engagement was not present
during the entire duration of the lesson, and they did not understand the math lessons because of different behaviors in the
room and peer distraction.

• Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did
these contribute to student learning?
- When it comes to classroom procedures, we have strong procedures in many aspects except for the collection of items such as
the counting blocks. In our classroom, we have not established a way to hand back the used materials, so this is something we
are now working on to ensure there is a clear procedure for them to properly do this. When it comes to the use of physical
space I used the entire room, we started out on the carpet to have direct instruction with the blocks, and then to ensure they
were moving around we then went back to their seats to do the second half of the math lesson. Then, for students' conduct,
they were not behaving it was hard to keep their attention, keep them from interrupting, and keep them from breaking down
during the lesson. Student conduct is a huge reason why we cannot get though a math lesson.
 • Did you depart from your plan? If so, how and why?
- Yes, due to the level the students are at they reached their frustration level in math, there was a lot of peer distraction, lack of
time, and engagement so we did not get to the last part of the lesson. But we are trying to build up their stamina in math as
well as find more engaging aspects in math to help limit these distractions so we can get through a full math lesson.

• Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials
and resources). To what extent were they effective?
- When it comes to materials used, I was provided with those by my mentor teacher because these are the materials used daily
and what the students are used to. I think these materials are effective because they are well-engaged in the lesson, and they
look forward to it. I also think some of my students need structure and routine and using the same materials but changing the
lesson gives them the structure they need because it is predictable for them by now.

If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?

- I do not necessarily know how I would teach it differently, but I would teach this lesson differently. Math is something we are
really struggling with no matter what time of day it is done and we have even recently backtracked to ensure we are meeting
the students where they are at, and this is still not helping. Math is very frustrating for them, so I am currently in the process of
trying to find a way to make math fun and engaging for them while still following the curriculum and the activities that are
expected to get done. But I have not yet figured that out.
 Notes from the Observation

Interview Protocol for a Post-Conference (Reflection Conference)

Teacher Candidate: Kiley Elbaor School: LISD ATSS ROOM Date: 04 October 2023

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
- When it comes to the understanding of the lesson and the intended learning of the lesson, I know that the students understood what
they were supposed to do during our conversations and the group sorting activity we did together. The students have prior knowledge
of hygiene, so this was just a refresher for them but something that they need reminders for, so they remember to do things such as
putting deodorant on and brushing their teeth.
- When it comes to the understanding of the lesson, I knew that by their engagement and communication, but I should have been
tracking data during the lesson and I did not.

2. If you were able to bring samples of student work, what do the samples reveal about those students’ levels of engagement and
understanding?
- The students were engaged in the lesson and both of my groups had active participation. They enjoyed using the response cards and
the sorting game they did. I know they were fully engaged by participating and interacting in group conversations.

3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did these contribute to
student learning?
- When it comes to classroom procedures, we followed the same steps we have to our afternoon routine daily which helps the students
stay on task and get engaged for what is going to happen next. The only thing that changes is the lesson that is being taught at the
one station/rotation then the games switch up at times. But we do a game and a lesson rotation daily, so they are used to the routine
and are aware of what is going to be happening.

4. Did you depart from your plan? If so, how and why?
- I did not depart from my plan, the only thing that was in my plan that I did not do was the data tracking. I should have been tracking
and watching for active participation and student responses to ensure they were following the entire lesson.
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and resources). To what
extent were they effective?
- When it came to grouping the students, I grouped them into the two groups they were in because I split up our students who have a
hard time responding to discussion questions or question-and-answer conversations and then I split up my students who are always
wanting to talk and have those discussions. Then for the activity, I used a variety of different things from a conversation of what
hygiene is to engage them, a video as a refresher of what proper hygiene is, an oral response activity based on good and bad hygiene
as well as a picture sort. By doing all of these activities I was able to engage all of my students to be active listeners and learners.

6. If you had an opportunity to teach this lesson again to the same group of students, what would you do differently?
- If I were to tech this lesson again I feel as if I could split the groups up based on levels and teach the same lesson but in different
ways so the students that are at a higher learning level could do more reading and we could have deeper conversations rather than
mixing up the levels.