Demetrius Bernard

Virtual Analysis/ Self Rating

Intro - Summary of Lesson Plan

Grade Level- 3rd Grade

Warm Up: Dynamic Stretching plus 3 minute jog

Lesson: Capture the Cone

Equipment: 8 Cones, 1 whistle

Game Rules:

● The class will be divided into two equal teams.

● The teams will be separated by the half court line on the court to start the game.

● On each side of the court, 4 cones will be set up underneath each hoop.

● The objective is for one team to get the 4 cones from the other team without being

tagged, while not losing any of their own.

● The team with the most cones at the end of 10 minutes or the first team to have all 8

cones on their side will be the winner.

● Once a player crosses half court on to the other team’s side, they have to get the cone or

return to their side of the court without being tagged by someone on the other team. Once

tagged, the player must go to “jail”, which is the protective mat against the wall

underneath the basket. The only way for them to get out of jail is for one of their

teammates to come save them by grabbing their hand and walking back across half court.

Professional Demeanor
 In my opinion I would say I was pleased with my professional demeanor during my

lesson. The part that I felt was very strong was my eye contact and appropriate voice level with

the students. I did have a tendency to use “You know” at the end of a lot of my sentences. I did a

good job of maintaining a positive and enthusiastic attitude during the entirety of the lesson. I

could definitely be more assertive with the students, especially with the younger kids. I would

say I saw a caring, competent, and committed teacher because of the way that I interacted with

the kids when they would approach me with concerns. In the video, I saw myself as a

professional educator with room to improve.

Classroom Management

Overall, the classroom management was good for the most part. The part that displeased

me the most was kids not following the rules and fighting. There is a fine line with letting kids be

kids, and them being disruptive. I believe that I could have done a better job and keeping them in

control. They respond really well to me blowing the whistle and saying “voices off” so I used

that technique the most to keep control of the class. There wasn’t really a time in which I needed

to exhibit a full discipline hierarchy, but I did give out several verbal warnings, all of which

seemed to be effective. The main behaviors that needed correcting was students cheating or

lying. In PE, the whole time I am doing multiple things at once, I was impressed with how

effective I was at multitasking. The physical environment was good and allowed for effective

participation and teaching. I would have to say it was an effectively run class overall.

Lesson Construction
 This by far is the section of my teaching that needs the most work. It is difficult in some

aspects because of the unorthodox scheduling for elementary school due to the block scheduling.

However, I could have done a better job in reviewing similar games, or relating it to other games

as a means for understanding. I did a good job of using everyday language with them. I could

have done more modeling to show them exactly what my expectations were, as I realize that

some of my language may not have gotten through to some of the students. Overall, the lesson

taught the students the objectives, but it could have been more effective.

Teaching Strategies

Teaching strategies that seemed effective were mainly checking for understanding, using

real world examples, and repeating important aspects of the lesson. If I were to modify anything

I would physically demonstrate more rather than verbalizing so much. A focus of the lesson that

was emphasized was getting their teammates out of jail. My transactions between teaching points

could have been smoother and less choppy. I did seem confident and poised during my teaching.

Positive feedback was given to students during the lesson, as the key was their effort, and not

their ability. I would say overall focused, varied, and active instruction was given.

Time on Task

With this class only being 30 minutes long, it was not a struggle keeping students on task

from bell to bell. The challenge however, was having enough time for a proper warm up,

instruction, and activity time. Since the students seemed to enjoy the activity, there was no one

really who was off task at all. I was able to scan the class effectively while they were playing. I

would say the time on task was efficient as all of the students were engaged and either learning

or participating the whole class period.

Questioning and Praise

 I did not ask a high volume of questions, as I don’t think it was necessary in this

particular activity. The majority of the questions I did ask were when a student would do

something wrong or was misbehaving. I asked the question and let them answer me correctly so

we both knew that they had an understanding of my expectations. There was appropriate wait

time allowing for students to think. My questions were specific and informative. I did have a

high volume of praise and comments to the class before, during, and following the activity. I

made sure to emphasize how happy I was when students gave high effort and showed good

sportsmanship to their peers.

Directions

I was pleased with how I gave directions to the class for the most part. I feel as though I

gave an appropriate number of questions to the students. There was not any written directions,

they were all verbalized. I did ask if there was any questions before the game started. I also

checked for understanding. I had to repeat some of my directions because some of the students

forgot while they got lost in the moment of playing the game. Overall, my directions were clear

and my students followed them well.

Evaluation

My evaluation of the students attainment of the objectives were measure visually. I could

tell they were learning by following the rules of the game. The times in which the rules were not

followed came from them trying to cheat for the most part and not because they did not

understand the rules. As 3rd graders, this is expected. The most reteaching I found myself doing

was really just with how to behave and how to play honestly. I verbalized the key points of the
game during the activity several times. There was no students in this class that required any

modifications. It was clear that the students did learn the objectives of the lessons.

Nonverbal Communication

I did a good job of being front and center while giving directions to the class. I moved

around quite a bit so that I had an equal proximity with all of the students. This was easier to do

since they were constantly moving around themselves. I did use a lot of hand gestures as a means

for teaching. I could work on changing my facial expressions more often. I found my voice and

pitch to be appropriate for my environment. There was no outside distractions or impediments in

the classroom during my lesson. I do believe I came across as a warm and empathetic person to

my students. I believe my students saw me as a fun, caring, teacher who did have high

expectations for them as well.

Classroom Atmosphere / Relationship with Students

It was clear that there was a fun, positive atmosphere during my lesson. I used as much

positive feedback and reinforcement as I could to keep the students feeling good and wanting to

participate. I think this reciprocated to them as they showed good sportsmanship for the most

part. As for a teachable moment, a student ran into another student knocking her over. I was able

to show them that accidents happen and they need to apologize and be more careful and all

would be good. I saw myself a good, positive role model for the students. Overall, the

atmosphere of the class was fun, high energy, positive, and respectful.

Virtual Lesson Written Evaluation and Self-Rating

Teacher Candidate: Demetrius Bernard Semester: Spring 2018

Cooperating Teacher: Bill Sullivan School: Frontenac

Rating Scale:

N/A No opportunity provided for performance, not witnessed

Novice - Candidate shows awareness and beginning skills

Developing - Candidate skills and awareness levels are developing

Effective - Candidate consistently demonstrates competence with minimal assistance or

prompting

Advanced – Candidate consistently demonstrates a high degree of competence

functioning independently

I. RATING OF LESSON USING INDICATORS

Rating

The Learner and Learning

3. Differentiates instruction appropriately for specific needs of learners - 3

4. Persists in helping all students achieve success- 4

5. Brings multiple perspectives to the discussion of content, including attention to

learners’ personal,

family and community experiences and cultural norms- 3

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- 3

8. Demonstrates positive rapport with a diverse student population- 4

9. Helps all students learn respect for the traditions and cultures of others- 2

10. Uses appropriate nonverbal communication- 3

 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- 4

13. Organizes and maintains the physical environment of the classroom in a pleasant and
orderly

manner conducive to student learning and safety- 3

14. Monitors students’ behaviors and activities in the classroom at all times- 4

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-
2

Content

17. Demonstrates content area knowledge- 4

18. Effectively uses multiple representations and explanations that capture key ideas in
the discipline,

guides learners through learning progressions and promotes each learner’s 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- 2

Instructional Practice

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- 3

 28. Applies the appropriate scope and sequence of objectives for teaching the curriculum
(national,

state and/or local standards)- 2

29. Uses available educational technologies for effective instruction- N/A

30. Provides opportunities for all students to successfully apply or practice knowledge
and skills

Learned- 3

31. Designs assessments that align with learning objectives- 4

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-4

40. Maximizes instructional learning time by working with students individually as well

as in small or whole groups- 3

41. Gives clear directions- 4

42. Provides focus on important points and checks for understanding- 4

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)- 4

45. Presents lessons in a clear, logical and sequential manne- 3r

Professional Responsibility

45. Listens carefully to all students then responds in a professional manner- 4

47. Demonstrates effective interpersonal skills-4

48. Maintains a consistently positive and professional demeanor- 4