Bennitt Barnes

Dr. Sommers & Dr. Picot

November 2023
Level 1 internship
CT Observation Video Reflection

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 5-7 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
Example - 3:30 I used a quiet signal when This connects to EDE 4504-our
students started talking while I discussion of non-verbal
was reading in order to regain interventions/Using a
their attention nonverbal intervention to gain
student attention allows the
teacher to gain attention
without interrupting the
learning/FEAP 2a. It
demonstrated FEAP 2a because
I was using the signal to
manage the resource of
attention.
Celebration - I walked my students This is my use of the I do/we
through the first example on the do technique that Ms. Marshall
00:18 chart which I had already follows. I learned about this
completed for them. technique from observing her
small groups.
00:40 Struggle - My students started to From past experiences in
talk over each other. I was able to internship and at my job, I’ve
redirect their focus back to the realized that when students
activity after a few seconds. talk over each other, the whole
group loses focus. In the future,

1:09 Question - One of my students
asked if they could have one
minute to do the activity, however
our small group timer displayed 9
minutes left. This confused the
other students in the group.
Celebration - My students were
writing with expo markers which
1:30 make a wide mark, so some of
them were struggling to fit their
words onto the chart. I told my
students that if they could not fit
their words, then they could tell
me their answers.
3:00 Celebration - All of my students
are working independently,
controlling their bodies, and
respecting their group members.
I’ll remind my students of some
hand signals we can use so that
we can communicate without
having to talk.
This reminds me of past
experiences I’ve had working
with students at the YMCA.
Those experiences taught me
that it is so important to repeat
directions. When you introduce
a new activity to students, you
need to repeat the directions
multiple times to try and
eliminate confusion.
My experiences in my past TSL
courses led me to suggest this.
I’ve learned that one
accommodation for students
learning English is to verbalize
their answer rather than write
it. Two students in this group
are English language learners.
This accommodation can also
be used for developing writers,
which some of these students
are.
This demonstrates FEAP 2b
because my group had their
behaviors under control after I
had regained their focus and
repeated the instructions.