Level 1 Video Reflection and Analysis

College of Education

Kellie Coker

Time Celebration/Struggle/Question:   Connection to coursework,

claim about teaching and/or
FEAP demonstrated

0:03 I feel that I did well at the start FEAP’s

by using a clear loud voice to
2 b. Managed a student’s
compliment the student for
individual and class behavior
doing well.
according to well-planned
management system.

I used positive reinforcement

closely linked to the classroom
management plan and rules to
get the students attention and
help them see an example of
what they should be doing.

I found a connection to seminar

for this class, EDE 4941, we
have been learning about the
importance of “Leading with
love” and how it is important to
have good teacher-student
relationships. I have learned
that positive reinforcement as
well as well-planned classroom
management system that
focuses on kindness, support,
and understanding helps the
students feel at home in the
classroom. My experience in my
internship has doubly
confirmed what we have been
learning in seminar.

0:34 Told a student to show me he FEAP’s

was ready, but it wasn’t really
 needed he was just lagging a
little but still doing what he
needed to.
0:40 I remined table one of the
classroom rules which is great,
but I should have addressed the
whole class. Good thing the
whole class was listening.
0:55 I feel that maybe I should have
waited longer in between calling
each table to line up. Then I
could pay better attention to the
students as they lined up
because there would be fewer of
them and there would be more
space for them as they gathered
their things to bring to recess.
2 f. Maintains a climate of
fairness and support.
This connects to seminar where
we have been learning about
how we always need to pay
attention to everything we do
and reflect on our every move
to make sure that we are
treating ALL students fairly.
FEAP’s
2 b. I remined the students of
the classroom rules for lining
up. Every word I said was
closely connected to the
classroom management plan.
This showed me a connection to
SCE 4310 (Teaching
Elementary Science) where I
have been learning the
importance of reminding
students of the classroom rules
that apply to each activity we
do, before starting the activity.
I have now made the
connection that doing this is
very useful throughout the
whole day in the classroom not
only when teaching science.
FEAP’s 2a. Management of
space and attention.
I connected this to SCE 4310
where we are assigned groups
or tables just as it is in this
elementary classroom. I can see
the many benefits in this set up.
One of the benefits is
demonstrated in this situation.
The tables can be called one at a
time to help manage the space
better by minimizing crowding
 and more attention can be given
to the students who are
preparing because the others
are still waiting their turn.

1:01 There was a student being FEAP’s

sarcastic about walking slowly. I
2 b. Managed a student’s
felt that I handled the situation
individual behavior according
well without letting my
to well-planned management
frustration show.
system.

2 c. Conveyed high expectations

to all students by expecting this
student to respond to my kind
tone of voice that is used with
all students at all times.

2 e. I used clear oral

communication skills to manage
the student’s behavior and
convey my high expectations.

I connected this to my
experience at USFSM. In all my
classes at USF I have learned
that students preform better
when they know that the
teacher has high expectations. I
feel that every professor I have
had automatically expects us to
be very dedicated and thorough
in all of the work we do. I also
know that any negative
behavior will not be tolerated. I
feel that this transforms our
classrooms and the whole USF
community to strive to do their
best.

1:39 I should have noticed that one FEAP’s

student was not ready. This
2 a. management of time.
student does this most every
time we line up. He struggles 2 f. Maintains a climate of
 with autism and most of the
issues he has are with
transitions from one activity to
the other. The teacher usually
does what I did in the video, but
I feel that maybe he would do
better if I warned him sometime
before we started the lineup, he
might handle the transition
better.
1:40 I began to review the rules for
walking in the hall a little too
early. I also feel that I should
have used a louder more
confident voice.
3:18 The nonverbal ques that I used
along with pausing worked well
to quiet down the class in the
hallway.
fairness and support.
I connected this to a time in
seminar when we talked about
how teachers are lifelong
learners. I talked about this
student in particular and how I
wanted to research more about
how I could help him in the
classroom. When I did my
research, I learned that it can be
helpful to try to avoid sensory
overload. Maybe this student
would benefit if I told him to
begin cleaning up before the
others because it may be too
chaotic for him to focus on
cleaning up while everyone else
is.
FEAP’s
2 a. Management of time.
2 e. Needed to be louder with
my clear oral communication
skills.
I found a connection to SCE
4310 where we are learning
that timing is very important
when giving instructions. We
have also been learning about
attention getters maybe I
should have waited and also
used an attention getter to
make sure every student was
ready to listen while I reviewed
the rules.
FEAP’s
2 a. Organized, allocated, and
managed attention.
 2 b. Managed class behaviors
through a well-planned
management system.

c. Conveyed high expectations

to all students.

Nonverbal ques reminded me

again of why it is important to
build good student-teacher
relationships. If the student or
students have a good
relationship they will care
about the teacher, have respect
for her and know that she acts
in their best interest. I feel that
all of this would help the
nonverbal ques used by
teachers be more effective
because the students would
look to the teacher for guidance.

3:41 I managed to exit when half of FEAP’s

the class was out of the door
2 a. Organized, allocated, and
which I what I feel is ideal for
manages the resources of time,
staying in the middle to manage
space, and attention by exiting
the students.
when half of the line was out of
the door.

I connected this to SCE 4310

where we are learning that
placement of the teacher is
important so that all of the
students can see the teacher
which is in a way a visual que to
live up to the high expectations
along with many other benefits.

3:52 I saw that the line was falling FEAP’s

apart because the students were
2 a. Organized, allocated, and
looking at the shell on the
managed the resources of time,
ground, so I used the
space, and attention.
appropriate verbal que that the
teacher uses to remind the 2 b. Managed individual and
students to look up and stay with class behaviors through a well-
 the line.
4:01 The student that was the line
leader tends to go too fast. I had
forgotten about this. I feel that I
should have addressed her
individually before we opened
the second door to walk outside.
At this point in the video, she
was going too fast for the class
and needed to slow down so I
called her by name to get her to
slow down which worked well.
planned management system.
2 e. Modeled clear, acceptable
oral communication skills.
I connected this to the
experience of writing the lesson
plan for this assignment. While
writing the lesson plan and
connecting the FEAP’s and
observing my CT, I realized so
many connections to the words
and visual ques she used in the
classroom and the classroom
rules.
FEAP’s
2 b. Needed to better manage
the student’s individual
behavior by conveying to her
my high expectations for her as
line leader. 2 a.
2 e. Modeled clear, acceptable
oral communication skills when
I called for her and asked her to
slow down so the other
students could catch up.
In my internship I have learned
how important it is to get to
know each student for many
reasons. Some students need
extra attention and reminders
to help them get through the
day in a positive way.