Self Evaluation

Via Recorded Lesson

Visit Date:
10/30/2017
Visit Time:
09:00 AM
Classes Observed:
Am History
General Comments:
This observation and corresponding ratings are those of the student teacher, Courtney, after watching a video of a lesson taught in October.

Research tends to tell us that video-based self-analysis has the potential to positively impact a teachers professional development, and that self-reflection
is one of the single most important characteristics of an effective teacher. Great teachers learn every day; they observe, reflect, and think critically on their
own teaching situations. Thus, to offer another vehicle for development, this observation was done by the student teacher after watching a video of her
teaching.

In videotaping, all PSU student teachers were instructed to follow the policy of the school for videoing students. If written parental permission was
required, it was being obtained for each child before videotaping. If it was not allowed, they completed the self-analysis using student feedback and a self-
perceived evaluation. To construct feedback for this observation, the student teacher was instructed to write an analysis using suggested domains.
Second, each rated the teaching episode on 37 specific Pittsburg State Indicators based on their video observations and/or self-perceived perceptions.

The below ratings and written analysis in this evaluation was done by the student teacher.

I. RATING OF LESSON USING INDICATORS

Rating The Learner and Learning

2 3. Differentiates instruction appropriately for specific needs of learners
3 4. Persists in helping all students achieve success
3 5. Brings multiple perspectives to the discussion of content, including attention to learners personal, family and community experiences and cultural
norms
4 6. Designs instruction to build on learners prior knowledge and experiences
3 7. Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate positive and negative consequences
4 8. Demonstrates positive rapport with a diverse student population
3 9. Helps all students learn respect for the traditions and cultures of others
3 10. Uses appropriate nonverbal communication
2 11. Provides a learning environment which includes high time-on-task and active engagement.
4 12. Promotes a classroom environment that is caring and supportive to all students
3 13. Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner conducive to student learning and safety
2 14. Monitors students behaviors and activities in the classroom at all times
2 15. Handles multiple tasks, intrusions and distractions while maintaining the flow of the lesson
3 16. Teaches and reinforces classroom expectations, rules, routines and procedures fairly
Content
4 17. Demonstrates content area knowledge
3 18. Effectively uses multiple representations and explanations that capture key ideas in the discipline, guides learners through learning progressions
and promotes each learners achievement of content standards
2 21. Creates opportunities for students to learn and practice content language
2 22. Provides a real world context for lesson content
Instructional Practice
3 24. Creates lessons that encourage students to think creatively and critically and to solve problems
2 25. Develops clear lesson plans which include objectives, materials, activities, adaptations/modifications and evaluation techniques based on the
curriculum
3 27. Selects materials and activities consistent with the objectives of the lesson and students diverse abilities resulting in appropriate adaptations and
modifications
2 28. Applies the appropriate scope and sequence of objectives for teaching the curriculum (national, state and/or local standards)
3 29. Uses available educational technologies for effective instruction
3 30. Provides opportunities for all students to successfully apply or practice knowledge and skills learned
3 31. Designs assessments that align with learning objectives
2 37. Accomplishes smooth and orderly transitions between parts of the lesson
3 38. Communicates clearly to all students the objective and purpose of each lesson
3 39. Conducts class with poise, confidence and enthusiasm
2 40. Maximizes instructional learning time by working with students individually as well as in small or whole groups
2 41. Gives clear directions
2 42. Provides focus on important points and checks for understanding
2 43. Uses a variety of effective and appropriate instructional strategies and resources
3 44. Encourages participation from all students through effective questioning strategies (e.g., equal distribution, level variation, adequate wait time,
probing and clue giving, and appropriate correctives and feedback)
3 45. Presents lessons in a clear, logical and sequential manner
Professional Responsibility
3 45. Listens carefully to all students then responds in a professional manner
3 47. Demonstrates effective interpersonal skills
3 48. Maintains a consistently positive and professional demeanor
Conference Held:
On October 17th, my High School American History class completed the Progressive and Immigration Era unit. The objectives for the lesson that day
dealt with the students analyzing and understanding the different aspects of increased leisure activities and the growth of the education system during the
late 19th and early 20th centuries. In understanding these topics as well as others expressed throughout the unit, the students would be able to grasp the
reasons why America turned from an agricultural, rural community to a sprawling urban one. Through the use of informal question and answer as well as
having the students complete a section review over the information from that days lesson, I was able to gauge the knowledge base and retention of each
student.

Professional Demeanor
While going over the lesson, one of the first items I noticed was the behavior of the students as well as myself. It was apparent to see that while having
command of the class, I was not overbearing in the demeanor that I was presenting. One aspect that I have learned through watching others teach as well
as myself, I have notice that it is possible to be in command of the class while at the same time, being overly assertive in the instruction. When watching
the video of myself, I feel that I was assertive but welcoming as well. Some of the evidence that displayed these traits was the way that I moved around
the class while giving the lecture, as well as the way I was dressed. Some may find the topic of wardrobe trivial, however, experience has come to show
that a teachers appearance is important when in front of a class. The less professionally one dresses, the less likely it will be that the students respect
them and the position they hold. Another element that assists in classroom management as well as effective teaching, is confidence in oneself, and the
knowledge they possess over the subject matter.

The knowledge base that I was able to exhibit throughout the lesson, not only increased my confidence about my effectiveness at instruction, but also
about the impression that was being relayed to my students through my behavior and the lecture. Throughout the lecture I was able speak and convey
information effectively and more smoothly than previously witnessed. However, I noticed that throughout the lecture I did use the word OK quite a bit. I
also noticed that I tend to say it quite a bit more when asking a question about the lecture and receiving the students answer. However, now that I have
noticed this, I have been catching myself saying it and am trying to correct habit before it gets out of control.

Luckily, throughout the semester I have been able to build a strong rapport with my students. One of the ways I have done this other than just being there
and showing them that I care about their grades, is to be enthusiastic and excited about the lessons being taught every day. Being excited about teaching
helps get the students more involved and excited about the lesson being learned that day. Another aspect of teaching that I have come to learn, is that the
more positivity one shows to the students, the more likely it is that the students will be willing to go above and beyond for you. I have been able to help a
few of the tougher to reach students to begin to care about raising their grades. While I understand that there is a long road ahead of them, the progress
that they are showing is remarkable. These students are not only do better on exams and homework, but were the first students to offer answers and ask
questions about the lesson, furthermore proving that they are picking up on the behaviors that I, as the educator, are exhibiting. Overall, I would say that
the lesson went over extremely well and I would classify myself as a professional educator.

Classroom Management
Throughout the lesson, I was pleased with the level of control that was shown. There were times when the students would get off topic by asking
questions and attempting to tie the answers to modern day ineffectively, however, through answering the question and reverting back to the lesson, I was
able to steer them back on topic. The main aspect of the lesson that displeased me was the fact that I tended to say OK a lot. However, now that I have
noticed that the bad habit has become as extensive as it has, I have been working to remedy it. Even though my word choice seemed to need some work,
there was still a positive aspect to the learning environment provided. Learning is the key aspect of school, however, making the lessons fun and telling
jokes helps to get the students more interested in what is going on for the day.

Having a set list of rules and expectations that the students know is also very important. The rules for my classroom are not listed in the class, however,
they are extensively gone through on the first day of school. The students in the video follow the rules and expectations set for the class very well.
Occasionally they would get off topic with questions about the lecture, but with simple redirection, they were able to get back on task. The only problem
behavior that I witnessed and missed correcting was students being on their phones. I always attempt to not turn my back on the class, however, with the
way the class is set up I dont always have the luxury of facing them. With the class in the video, there was no disruptive behavior to correct, however
there were quite a few positives that received attention. One of the students has had a hard time getting started this year and has begun to turn things
around as far as his grade goes. He was participating far more than usual on this day and always had the correct answer or a good question when ready.
If I could, I would change the set-up of the room so that I didnt have to walk to the back of the class every time I needed to change a slide on the
PowerPoint. Overall, I would say that the class behaved extremely well especially for not knowing that they were being recorded that day.

Lesson Construction
At the beginning of class, an announcement was made outlining not only the topics for discussion, but the objectives of the day. A short question and
answer session is used at the beginning of every class regarding the last periods lecture or activity. In doing this student retention can be observed as well
as topics that they may have had difficulty understanding. With the students in this class, guided and independent practice, as well as checking for
understanding were all used. I have to come to realize that the students in this class work and retain information better with independent practice rather
than collaborative groups. Through the short section review that was assigned followed by a question and answer session, I was able to determine that
the students had fulfilled the lessons objectives for the day.

Time on Task
The students started out the class period by watching Student News CNN for ten minutes. After which they gathered either their notebooks or laptops
together for notes during the lecture. They were kept on task throughout the lecture and were proactive when taking notes and asking questions. After the
lecture, they had a section review assignment to do. Unfortunately, these students work quicker than expected and had approximately fifteen minutes at
the end of class free. Looking back on what happened, it would seem that the down time could have been prevented by asking more questions or by
reviewing the assignment with them. I also could have used sponge activities to take up some more of the time at the end of class, however, this history
section is able to focus and work on their assignments more so than the other history section. I also noticed that there was a group of students that I didnt
need to monitor as much because they are always the ones to get with their assignments before the due date, and not get distracted as easily as the
others. Overall, the time on task was effective for the lesson being presented and the objectives that needed to be met.

Questioning and Praise

The questions that were asked during the lecture hit the majority of the levels of Blooms Taxonomy. However, the higher level analyzing questions could
have been used more. As with both of the history classes, prompting was needed to ensure the students would answer. Another aspect I use when asking
questions is making sure that they are open ended so that the students can more easily understand and answer them.

Directions and Evaluation

The lecture and assignment for the day were, fortunately, straight forward and so directions were easy to give and understand. I always made a point of
explaining what was going to happen before the lecture started and the assignment was given. I have found that when doing this, students are forced to
pay attention rather than becoming distracted with PowerPoint or assignment. I always ask to make sure that all directions were heard and understood
after presenting them. Fortunately, I dont have to repeat instructions as the students know that repeating instruction due to inattention is an aspect of
teaching that I dont appreciate having to do. The evaluation process of the class works the same as the directions. Throughout the lesson questions are
asked to the students about the topics being covered, and the correct answers informs me that they are retaining the information necessary.