Turtle Mountain Community College

PO Box 340, Belcourt, ND 58316

VIDEO TAPE SELF-CRITIQUE AND REFLECTION

Name: Alyza C. Grant Date: January 20th, 2021

Grade: 5 School: Rolette Public School
Student Teacher Supervisor: Melissa Graber

This coding form is a way that both quantitatively and qualitatively details your teaching. It is intended for your
professional growth. As you experience teaching, you will change. As you tape yourself and watch your actions,
you can better see and hear things you want to change. Reflection, self-critique, and positive change are all a part
of becoming a professional teacher.

1. Video tape yourself at least twice during the semester. Tape yourself within the first two weeks,
then at intervals.

2. Use this form to assess your teaching. Be critical of yourself in terms of what you actually see and
hear on the tape. Look for TEACHER BEHAVIORS and STUDENT BEHAVIORS.

3. Reflect on what you see and hear and detail what you have done differently the next time.

I. Teacher/Student Talk

Listen to what you say. Make a tally mark each 20 to 30 seconds as to who is talking—you or a
student. A student-centered classroom has more time with the student talking. After your tallies,
reflect on what you heard:
Teacher Talking Student Talking
//////////////////////////////////// /////////////////////////////////////////////////////////////
 Reflection on teacher/student talking:
While speaking, I think that my voice is loud enough to be heard even without the use of a
microphone. If need be, and if I am more than six feet from the students,I will pull my mask away
from my face slightly in order to increase volume and to not sound muffled, because sometimes
when I am pronouncing a word, my mask will muffle my speech. I believe my speaking voice is
acceptable, and I think that I use a wide variety of language (descriptive words) that the students
can learn to take into their own vocabulary. I keep my language professional while also trying to be
engaging to the students and to keep the environment friendly.

II. Type of Teacher-to-Student Questions

Yes / No Type or Very Short Response Open-Ended, Extended Answer From

Type Student
///// /////////////

Reflection on the type of questions you asked:

Some of the questions I asked included “How many of us like to skateboard?” and “How many of you
have at least tried skateboarding?”. As we go further into the video, I ask material-relevant questions
that directly relate to what we are discussing at the time, just to check for student understanding and to
encourage active listening and participation in the classroom. I connect to prior knowledge by asking
the students open-ended questions about where we’ve learned about Afghanistan before (from CNN
10) and note that most of the news we hear about from the Middle East is about the politically torn
country of Burma.
I also ask them to reflect on one article about how illnesses of the past relate to the COVID-19 virus:
“What are the similarities?” “What are the differences in these viruses?” during these questions, I
actively looked for the answer of “COVID-19 seems to have a more harmful effect on adults than
children”. An answer, which one of my higher-level students eventually responded with.

III. Teacher Responding to Students

Teacher-Centered Student-Centered
Rejects student comments, confirms Asks a student to clarify what s/he means, to
answer, repeats question, clarifies for elaborate, seeks other’s input to add to a
 student, interrupts, answers student student’s comment, brainstorms accepting
questions directly. all responses, uses student ideas to drive
class activity.
///////// /////////////

Reflection on how closely does your tape show a teacher-centered classroom or a student-
centered classroom.
My tape shows a student-centered classroom because for the first half of class, the students
focused mostly on their fluency while reading the material, and I ask mostly open-ended
questions throughout the reading to check for comprehension. I must also note that I am the one
who is guiding the students though the conversation for most of the time during readings such as
this one (contemporary information rather than fiction or history) because I believe a lapse in
attention and interest would be imminent if I did not.

IV. Wait Time

Teacher waits from 3 to 5 seconds after Teacher responds immediately to student.
asking a question.
Yes / No Yes / No

Reflection on how long you wait:

I watch the faces of my class in order to gauge how thoughtful they are after I’ve posed a
question, because I can usually tell when a student will be inclined to answer or not. Sometimes
they surprise me with the things they get confused about, or take interest in. Generally, I will wait
3-5 seconds for verbal responses or for hands to be raised, and if there are none, I might phrase it
differently, drop hints to stimulate their memories or remind them of information we just went
over. If a student asks me a question, I will usually respond quickly, or return a rhetorical
question if it seems they are just looking for confirmation of a correct answer.

V. Student On-Task Behavior

Early in class. Later in class.
Yes / No Yes / No
Reflection of how on-task your students were:
My students are usually very on-task, save for a few who either take little interest, like to disrupt
the class, or fall asleep while videos are being played. These students I know of (because it’s not
just Social Studies that they act this way), and will actively remind them to stay on-task and to not
be disruptive or fall asleep while we are listening to a lesson. As far as Social Studies goes, most of
their points earned at this time come from participation, so it’s important that I see them
participating.