Level 1 Video Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should watch the video of your lesson to reflect
on the experience and analyze its effectiveness. You will need to watch your video and
complete the table, and upload to Canvas before your post-conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column, connect this to a
concept you are learning in one of your courses, a claim that you can make about teaching
and/or a FEAP that you demonstrated in this moment. Please complete 7-10 entries.
*Note: Times in column one should reflect the entirety of the video taken.” You may
add additional rows as needed.
Time Celebration/Struggle/Question:       Connection to coursework,
Claim about teaching and/or
FEAP demonstrated

(I forgot to record my session
so I will list the times on the
clock that it may have been.)
1:30
I announced that we all needed to In EDE4505, we learned about
start cleaning up in order to be the “Warm Demander,” an
ready to leave for music class and article that discusses how to
all of the student sort of just develop a tone with students
looked at me confused and kept that is both authoritative and
asking questions as to why we also supportive. I need to work
were doing this and so on. I was on this tone because maybe I
really confused why they were was too passive with my tone
confused because they do this and that is what caused my
every day twice a day. I guess students to develop a
maybe they were confused why I confusion as to my what my
was the one lining them up, but I role is in the classroom.
have done it once before when I
practiced it the first time. I really
have no idea why they were
confused. My question is how to I
instruct them when I am only in
the classroom once a week? How
do I set the tone that I am also a
teacher with them if I am there so
infrequently?

1:32 Once I got passed the confusion I demonstrated the FEAP 2a:
the students had, they began “organizes, allocates, and
 getting ready. More than half of
them were standing in line quietly
and their desks were cleaned by
this time.
1:33 By this time, most of the students
were ready and waiting patiently. I
still had a handful of students who
were still lagging behind but I had
planned for this by reminding
students to help their buddies get
cleaned up so we could all get to
music class quicker. I also
reminded them how kind it was to
help their table buddies and how
much I appreciate kids who help
each other.
1:33 I said the phrase “I love how
Joseph is standing quietly in line.”
1:34 Ciara didn’t take as long getting in
line and waiting as she usually
manages the resources of
time, space, and attention.” I
demonstrated the time aspect
by getting the majority of kids
lined up in only 2 minutes.
The space aspect was
supported by me ensuring
that the students were able to
social distance while they
waited. The attention aspect
was demonstrated by me
reminding the students that a
Galaxy Ticket would be given
to the student who illustrates
all of the proper procedures
which made them acutely
aware of their behaviors.
I demonstrated FEAP 2f:
“maintains a climate of
openness, inquiry, fairness and
support.” I did this by not
naming out the students who
were lagging behind directly
and also ensuring that students
should be utilizing teamwork
to ensure our collective goals.
In EDE4505 and level one
seminar, we learned that one
positive way to get the class to
follow classroom procedures is
by complimenting other
students who are doing this
procedure properly. It makes
that student feel good as well
as enforces the good behavior
in the other students.
I demonstrated FEAP 2b:
“manages individual and class
 does because I had preemptively
explained to her what I was going
to be doing in order to prepare
her. She has a behavioral disorder
and does not do very well with
changes.
1:35 I did the countdown from ten to
get the stragglers to get in line and
it worked wonders. I don’t like the
idea of the countdown and I
definitely will not be doing it in my
own class, but it had already been
so ingrained in these students that
my CT said some of them will not
get in line at all unless I do the
countdown. My question is how do
I implement another method
without offending my CT for my
future levels? I don’t want to say I
don’t like her method because it
seems like it instills fears and a
sense of frenzy. But that is
definitely true. I’m not sure how to
go about this without seeming like
I am demeaning her methods.
1:35 While all of us were headed to
music, I walked next to Malacki
because I know he starts to get
really energetic while we are all
walking somewhere else, and my
CT will end up punishing him if he
starts disrupting the line. In order
to keep this from happening, I
tend to walk near him and either
make silly faces with him to
distract him or I have him use
some of that energy up by having
him do silly walks with me. They
are never dangerous or disruptive,
behaviors through a well-
planned management
system.” This was done by
planning ahead of time that
Ciara may get a little
frustrated with the change of
me instructing the class. I
took her disability into
account and avoided any
frustration she may have
otherwise developed.
In EDE4505, we were warned
that Dr. Latzke had seen
hundreds of students become
copies of their CTs. I don’t want
to end up like that at all. I want
to be my own designed teacher
who applies everything I have
learned in my classroom. I
don’t want to settle on certain
procedures just because they
are easier.
In our level 1 seminar, we read
the article “Protecting Black
Girls.” Malacki is not a black
girl even though the article
discusses them specifically.
The lessons in the article,
however, can be used for
anyone in the classroom. The
lesson I am referring to
specifically in this article is that
a teacher should attempt to
avoid punitive measures when
possible. This is what I am
demonstrating from this
but they keep him happy. procedure.