Notes

Video 1 (0002)
o I forgot to give instruction for students to draw an example in the Illustration
spot of the vocabulary worksheet. I gave these instructions after the first
vocabulary word (12:20).
o 15:15 Lois suggested that I use thumbs up and thumbs down when asking
students a yes/no or voting question. This would allow me to ensure all students
are raising their hands and participating. At 15:15 I ask for students hands and I
only get a portion of students.
o 20:35 I had students check their clothing or belongings for Made In [County]
labels. I moved passed this activity too quickly. I gave students more time in the
second class.
o 26:50 I finally catch on to the three boys whispering to each other right in front
of the video camera. I called on their table to read to get their attention.
o 31:51 52:00 was the assignment that confused students. Good engagement.
Students argue me and each other for who is correct. In the next class I had an
answer key in front of me so the activity would go more smoothly.
o 52:50 end has some good engagement and participation.
Video 2 (0003)
o 11:58 This time I gave students instruction to draw a picture of the vocabulary
word, but it was still too brief.
o 13:45 My examples for import could have been better.
o 21:00 A bad job getting students attention. Real Quick. I need to be more
assertive.
o 21:25 The boy right in front of the camera shows the girl next to him the Made
in China label on his iPhone. The activity worked!
o 22:00 23:00 I did a good job wandering to check student answers.
o 31:00 end is the confusing activity. I learned a lot from the confusion of this
activity.

Reflection
Loiss biggest critique was that I moved too quickly. After watching the videos, I
certainly agree. Transitions were too fast and instruction was given too quickly. When I asked a
question and didnt receive the participation that I expected, I would just move on to the next
thing. Now that I am aware of the problem, I will plan my transitions and instructions more
carefully. I have a new understanding of the importance of good instruction after the confusion
the final activity created.
I realized after watching the videos that Loiss classes have a trend as far as seating charts
go. Students that are rambunctious and students who volunteer the most tend to be straight
ahead and in the back. The more reserved students are off to the side near her desk,
unfortunately, right in front of where the camera was recording. This makes the classes seem a
little less engaged than they appear. What I learned from this is that my focus was stuck on the

more interactive kids; I was afraid of asking questions and getting blank looks in return, so I
think I used these students as a crutch. Because of this, students who were quietly off task were
out of site and out of mind.
I need to figure out a way to develop a comfortable environment where all students feel
willing to speak. I have been reflecting, but Im not really sure what to do. The one thing that I
can think of is that once students are more familiar with me, they will be more willing to
participate in my class.
Finally, I realized after watching the videos that I have some words I use too much! This
may be an over critical analysis because Im critiquing myself, but umm, uhh, anyone, perfect,
and excactly occurred way too often. Uhhs and umms I hope will decrease when Im more
comfortable in the teaching role. Saying anyone when looking for volunteers makes me envision
Ben Stein in Ferris Buellers Day off. Im hoping this one goes away when I actually know
student names. I did notice that I didnt say anyone as often in the second video, which is
probably because I am more familiar with that class (I know student names in that class, but not
the other). Perfect and exactly were my forms of positively reinforcing students who answered
correctly, but I think its time to learn some new words to get that point across. I need to throw
in some goods, excellents, etc.!