Name: ______Shelby Kann______________________________________________________________

Video-Tape Analysis
Fall Semester 2016
Areas of Strength:
Date
10-18-15

Video Clip

Classroom

Windows
Media
Audio/Video
File

Mrs. Eckhof

Identified
Strength
Letting the students
explain multiple
diferent ways to
answer a problem

Teacher
Candidate
Ms. Kann

Evidence
14:00-15:40

Reflection:
Ms. Kann starts by reading the question. From there, Ms. Kann calls on a girl who gives her an answer but
she asks the student to explain how she got that answer. Ms. Kann prompted the student with questions in
order to clarify her reasoning. Next, she calls on another girl who gave a diferent reasoning. Then, Ms.
Kann calls on a boy who comes up and physically demonstrates how he got his answer. By doing this, Mr.
Kann gave the class an opportunity to learn from their classmates. She also gave the students multiple
ways to solve the problem and they could then pick which way worked best for them.

Date
10-18-15

Video Clip

Classroom

Windows
Media
Audio/Video
File

Mrs. Eckhof

Identified
Strength
Using student
correction to fix the
teachers mistake

Teacher
Candidate
Ms. Kann

Evidence
24:20-25:00

Reflection:
Ms. Kann was working with a student individually who appeared to be having a hard time working
independently on a problem. The student re-read the directions to Mrs. Kann and pointed out the
pictograph was showing how many deer they saw not caught. Mrs. Kann responded to the student that

Name: ______Shelby Kann______________________________________________________________

he was right and thanked him for catching her mistake. Then, she addressed the whole class and switched
her answer so it said saw instead of caught. Ms. Kann was not afraid to admit that she was wrong and it
showed the students that it is okay to make mistakes.
Areas for Growth:
Date

Video Clip

10-18-15

Windows
Media
Audio/Video
File

Classroom
Ms. Eckhof

Identified Area
for Growth
Talking over a
student as he
answered

Teacher
Candidate
Ms. Kann

Evidence
3:40-4:10

Ms. Kann was calling on students to explain what each sticky note meant. When she called on a student to
tell her what a bar graph was, he was struggling to come out with a clear answer. In order to help prompt
him, she said the name bar graph again and emphasized the word bar. From there, he started to explain
his answer slowly. Ms. Kann repeated part of what he said and then moved on to a diferent idea while the
student was still finishing his thought.

Date
10-18-15

Video Clip

Classroom

Windows
Media
Audio/Video
File

Mrs. Eckhof

Identified Area
for Growth
Provide more wait
time

Teacher
Candidate
Ms. Kann

Evidence
16:10-17:05

Ms. Kann broke the problem down into three steps. First, she called on a boy to give the answer to the first
step. He answered wrong so she asked him again and recounted with him. Next, she asked a girl for the

Name: ______Shelby Kann______________________________________________________________

answer to the second part. The girl answered unsure so Ms. Kann counted with her as well. Then, she
asked how to get the answer for the third step and quickly called on another student. That student
explained how to get the answer so Ms. Kann did the work on the board and told the students to turn their
page without giving them time to write it on their page.

Date

Video Clip

Classroom

10-18-15

Windows
Media
Audio/Video
File

Mrs. Eckhof

Identified Area
for Growth
Managing a child
who keeps blurting

Teacher
Candidate
Ms. Kann

Evidence
27:40-28:35

Ms. Kann sees a boy with his hand up and who is about to blurt and she tells him she will come back. She
calls on a diferent group who gives a correct answer. The student who she was going to call on blurts out
that that was his answer. She goes on talking about the groups answer and the boy blurts some comments
that Ms. Kann responds to and then he continues to talk while she talks so she put her finger to her mouth
to tell him to stop while also making eye contact. She finishes what she was saying and then the boy blurts
again so she verbally talks with him in front of the class.