Isaac Cotnoir

Student Teaching Block 3

Video Reflection 2

This lesson that I recorded around the time of my final block assessment is of the same

sixth grade class that I recorded myself teaching earlier around the time of my mid-block

assessment. I chose to record this same class as it will show the growth that I have

accomplished as an educator through these weeks, as well as the growth that my students have

shown in the classroom. For this lesson, I focused primarily on technique mastery and review.

I started this lesson off with a warm up that utilized some important techniques such as

playing on the G string and using the third finger to play C on the G string. We played this piece

together as a class a couple times to ensure that the primary goals for that activity were met.

We then played the piece “Chicken on a Fence Post” that the students really seem to enjoy,

which also teaches them important skills such as playing eighth notes as well as using a fourth

finger to play A on the D string. After this, we moved on to reviewing the G Major scale. This is

a very important piece of foundational instruction that students must know to successfully

continue onward as string players. We spent a pretty significant portion of the class period

playing this to make sure that the students were able to refine it and play it competently and

confidently. We first started by doing a repeat-after-me style activity with the scale, and then

proceeded to make it into a 2 part round with the violins and violas. This taught the students

how to listen for harmony, but also how to blend in with their sections and with those not

playing the melody. For the remainder of class, we played some pieces that reviewed slurs and

allowed students to explore playing moving slurred notes.

 A few aspects of this lesson that I believe I did very well was pacing, proximity, and

student engagement. The different activities that the students played were paced out in a way

that allowed for the students to stay relatively focused. I believe that I utilized physical

proximity well to make sure that students were on task by walking around the classroom and

listening to different students playing in different parts of the classroom. This not only helps

students stay on task but allows for more accurate informal assessment as an educator. I also

believe that students were engaged during the lesson not only through playing their

instruments, but also through verbally answering questions that I asked to the class. Something

that I could do to improve this lesson for next time could be to utilize transitional periods more

effectively. When we are transferring from one activity to another, students often start playing

and squeaking out of turn. While a little soft chatter is acceptable, it is important to maintain a

baseline level of focus in the classroom so that it does not require a lot of time to reel the

students’ attention back to the subject at hand.