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Tutoring Reflection

Name: Cassie Mayer Lesson: six Date: October 26, 2015


Listen to your recording and reflect on your tutoring session by addressing
the following areas. Pay specific attention to the dialogue that you have with
the tutees and what insight you can gain from that. Write a short
paragraph for each section.
1. Identify and analyze strengths of the lesson, include reflections about
written and oral comments from the Coach and/or professional peer
and insights gained after listening to your recording. [TPE 1A, 10]
My coach who reviewed my lesson said I had good rationale. I find that
important since I want to make my lessons applicable and logical. Jennifer
improved on her high frequency words, showing me that the added exposure
to them is helping her out. During readers theatre my tutees did great doing
the readers theatre. I was very impressed with Jennifers fluency through it
as she was reflecting my own modeling of the text through her expressions
and reading tones. These last two strengths connect to TPE 1.2 Candidates
strategically plan and schedule instruction that ensures that students meet
or exceed standards. Given my tutees have differentiated standards in order
to best meet their learning needs, they are reaching our objectives and
standards for each lesson.
2. Identify and analyze problematic aspects of the lesson include comments
from the Coach, and/or professional peer and insights gained after listening
to your recording. [TPE 2,3]
This was not the best tutoring lesson I have had. Surprisingly, Jaquelyn was
not doing great at participating and spent a good portion pouting about the
reading and writing. Jennifer was excited and a great participant in
everything. Jaquelyn really did not like the expository text, therefore didnt
want to do the related writing or annotating that went with it. Next lesson I
will find a new text that both the tutees will enjoy but is still expository. This
meets TPE 2.2 Candidates pace instruction and re-teach content based on
evidence gathered using assessment strategies such as questioning students
and examining student work and products. Last week, I also turned in the
work needed to complete their final drafts for their opinion piece. That was
supposed to be our writing. Instead I needed to be flexible and do a quick
write on the Sloth piece we read. Lastly, we used white boards for the first
time this week, however, I forgot two extra markers at home, meaning we
had to share one marker between the three of us. It would have run more
smoothly if each of us had our own markers.

3. Describe possible changes to lesson if implemented a second time. [TPE


9,10]
Changes I would make to this lesson if I were to implement it again would be
to find a expository text that both my tutees were interested in. This
connects to TPE 4: Making Content Accessible, Candidates vary instructional
strategies according to purpose, lesson content and student needs. TPE 5:
Student Engagement, If students are struggling and off-task, candidates
examine why and use strategies to reengage them. I would also make sure I
had all the supplies needed before hand. Both the dry erase markers and the
drafts for their writing assignment were not with me, therefore one lesson
wasnt completed and the other was more complicated than necessary.
4. Discuss insights about tutees. Discuss and analyze tutees work, describe
tutees behavior/attitudes, etc. How did you differentiate your
instruction/materials to meet the different needs of your tutees? What will
you work on next session based on your analysis of this session? [TPEs 4,5,7]
I learned that Jacquelyn is not a fan of expository texts, or at least ones that
are as dry as the Sloth article. I am unsure if she was just distracted that day,
but it seemed as though she didnt even want to try to work with me. Next
time I plan to find a more engaging article that she will also find interesting
rather than just Jennifer. Setting Jennifer up for success in her word study has
been a success. By accommodating her needs giving her a smaller list, and
more exposure to the words and use of the words has helped improve her
word recognition. We still need a little more work with individual sounds.
Modeling the readers theatre for the students has also been such a success,
and both my tutees did extremely well while chorally reading with the rest of
our Readers Theatre group. Next session each student will have their
individual parts, I plan to model each part with the help of the other tutors in
our group. This way I will help scaffold their reading through modeling.
5. Discuss progress made toward becoming an exemplary teacher. Refer to
the RICA Competencies, TPEs, learning theories, etc.
This week I feel that I have made progress to becoming an exemplary
teacher by being flexible in my lesson. As Jacquelyn showed little to no
interest in participating, and with forgetting one activity I had to problem
solve to work through these issues. I have made the decision to choose a
different article despite one of my students being thrilled about it. Perhaps I
will give each tutees a choice which article they write on. Second, I problem
solved by having my tutees work on a quick write about our article, rather
than finish the final draft of our informative piece. Using Vygotskys theory of
zone of proximal development I will be helping both Jennifer and Jacquelyn
work through the areas in which they struggle. Connecting that to the RICA I
will use teaching practices form RICA competency 5 pg. 41 to continue to
implement the word study explicitly and repeatedly. Giving each tutee the

necessary exposure to master the content. Also, I will be modeling fluency


for my tutees in Readers Theatre which connects to Competency 8: Fluency.

Cassie Mayer
Tutoring Session 6
October 26, 2015
EDUG 547