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
Entire Video: 0:48
and/or FEAP demonstrated

0:01 I used the nonverbal “Rowlie” This connects to FEAP 2a

gesture to capture and keep because it manages the
students’ attention. resource of attention.

0:02 I clearly instructed students to give This connects to FEAP 2e

me step 1, step 2, and step 3 of their because I am modeling clear
0:04
typical line-up routine. and acceptable oral
0:08 communication for the line-up
routine.

0:21 After the students had lined up and This connects to FEAP 2f
were ready to head to lunch I told because I’m offering support
them “Good job” for following and maintaining a climate of
instructions respectfully. openness.

0:02-0:08 I utilized the “Step 1, Step 2, Step 3” This connects to FEAP 2b

line-up routine used by my CT to line
students up for lunch.
because I managed the entire
class through utilizing a line-
up routine from my CT’s
management system. I also
closely observed all the
students to ensure they
followed the routine and lined
up in correct order.

0:48 Throughout the entire routine I This connects to FEAP 2a

 watched the students’
reactions/responses to my
instruction to gauge when they had
completed directions and could
move on to the next step.
0:48 All the students did very well
following the directions of this
routine. They behaved in all the ways
I expected them to by listening to my
directions and following them
respectfully.
0:48 I used my “teacher voice” to give
students verbal directions for this
routine. I tried to model a clear, firm,
yet still open and approachable tone
when speaking to the students.
because I managed the
resource of time and space,
allowing students enough
time to complete each step of
their routine before
proceeding to the next.
I think my success while
enacting this routine is due to
the high expectations the
students know are placed on
them. They are familiar with
their classroom rules and
expectations from their
teacher so they always behave
very respectfully, responsibly,
and safely. This connects to
many discussions across all
my courses about how having
expectations for students is a
huge part of effective
classroom management.
This connects to some class
discussions in EDE4505 and
Level I internship because we
frequently have discussions
about tone and its impact on
students.