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    Video Analysis

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    api-665724862
    Samantha analyzed a video of her teaching and noticed several things. She found that she now provides more wait time for students to respond to questions. She also sends students to talk at their tables if they are not ready to answer right away. Samantha realized it is normal to pause lessons to allow students time to think, and that she should not simply repeat what students say. She checks in with students during lessons to assess understanding and pace. While pacing can vary depending on the class, going too slowly risks losing students' attention.

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    Video Analysis

    Uploaded by

    api-665724862
    45 views3 pages
    Samantha analyzed a video of her teaching and noticed several things. She found that she now provides more wait time for students to respond to questions. She also sends students to talk at their tables if they are not ready to answer right away. Samantha realized it is normal to pause lessons to allow students time to think, and that she should not simply repeat what students say. She checks in with students during lessons to assess understanding and pace. While pacing can vary depending on the class, going too slowly risks losing students' attention.

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    Samantha analyzed a video of her teaching and noticed several things. She found that she now provides more wait time for students to respond to questions. She also sends students to talk at their tables if they are not ready to answer right away. Samantha realized it is normal to pause lessons to allow students time to think, and that she should not simply repeat what students say. She checks in with students during lessons to assess understanding and pace. While pacing can vary depending on the class, going too slowly risks losing students' attention.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    45 views3 pages

    Video Analysis

    Uploaded by

    api-665724862
    Samantha analyzed a video of her teaching and noticed several things. She found that she now provides more wait time for students to respond to questions. She also sends students to talk at their tables if they are not ready to answer right away. Samantha realized it is normal to pause lessons to allow students time to think, and that she should not simply repeat what students say. She checks in with students during lessons to assess understanding and pace. While pacing can vary depending on the class, going too slowly risks losing students' attention.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Samantha Eselby

    Video Analysis of 3/4B


    One thing I noticed during my video analysis was that I have given students opportunity

    to participate by providing more wait time than I used to. At the beginning of teaching, I was

    struggling waiting for students to respond, but I have learned it is important for them to process

    the information I am giving or question I am asking. I give them time to talk at their tables if I

    realize the students are not willing to provide answers during discussion right away.

    Another thing I have realized is that it is normal to send students to talk at their tables

    while I try to think about where to pivot to in the next part of the lesson. I can pose a question

    and think about how to get them to understand the next concept. I also have been working on not

    repeating what the students say verbatim because it enforces the idea that they should be

    listening to their peers and not relying on me repeating what the student said.

    I noticed in my analysis that I included students to write on the board and draw their

    diagrams. I also noticed that I check in a lot during the lesson to see if we need to go back a

    couple of steps or if we can move on. I think this has helped me tremendously to make sure all

    students are keeping up with the lesson and material. It can be hard to gauge this without some

    type of action from the students, so I ask them to give a thumbs up, thumbs in the middle or

    thumbs down depending on how they feel. When students give a thumbs down, I go back and

    rethink how to give the directions or ideas in a different manner that might help them better

    understand. I did this in my video, which has never happened before. This was a good point for

    me to think about different ways to present the materials in the lesson.

    I noticed that my pacing was a little slow at times. I think this varies with different groups

    of students, depending on where they are at in their abilities and understanding. Going slower

    helps students stay on track, but if they get off task it can be hard to reel it back in because I feel

    as though I must go a little slower for some students.


    Below are a few pictures of my notes for the lesson. During the lesson I keep my notebook with

    these brief notes close by for reference to make sure I touch on everything I want to cover for the

    day. I also have my laptop open with specific questions for the lesson that helps me guide

    discussion better. During my video, I noticed I don’t check my questions on my laptop as much

    as I check the flow of the lesson. This is proving to me that I know what to ask and when,

    because it comes up naturally in the flow of discussion.

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