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 profes-
sional. 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 com-
plete 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 cele-
brations, struggles or questions that arise for you. In the final column, connect this to a con-
cept 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 students
started talking while I was reading
in order to regain their attention
This connects to EDE 4504-our
discussion of non-verbal inter-
ventions/Using a nonverbal in-
tervention to gain student at-
tention allows the teacher to
gain attention without inter-
rupting 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 do

through the first example on the technique that Ms. Marshall fol-
00:18 chart which I had already com- lows. I learned about this tech-
pleted for them. nique from observing her small
groups.

00:40 Struggle - My students started to From past experiences in in-

talk over each other. I was able to ternship and at my job, I’ve real-
redirect their focus back to the ac- ized that when students talk
over each other, the whole
 tivity after a few seconds.
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 stu-
dents 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.
group loses focus. In the future,
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 experi-
ences I’ve had working with stu-
dents at the YMCA. Those expe-
riences taught me that it is so
important to repeat directions.
When you introduce a new ac-
tivity to students, you need to
repeat the directions multiple
times to try and eliminate con-
fusion.
My experiences in my past TSL
courses led me to suggest this.
I’ve learned that one accommo-
dation for students learning
English is to verbalize their an-
swer rather than write it. Two
students in this group are Eng-
lish language learners. This ac-
commodation can also be used
for developing writers, which
some of these students are.
This demonstrates FEAP 2b be-
cause my group had their be-
haviors under control after I
had regained their focus and re-
peated the instructions.