Observation/Reflection Reflection

Observation/Reflection INTASC and NAEYC Standard: NAEYC Standards 6. Becoming a Professional Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Key elements of Standard 6 6c: Engaging in continuous, collaborative learning to inform practice 6d: Integrating knowledgeable reflective, and critical perspectives on early education InTASC Principle 9 Professional growth/reflection The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. Identify artifact: Observation/Reflection video observed in semester 6; during a science lesson in a kindergarten classroom at Sussex Elementary. Identify process: The process of observing was to videotape a science lesson about the different components of leaves. I had my mentor teacher tape me for 20 minutes. Next, I reviewed it the first time to observe specific mannerisms that I may want to modify. I watched it the second time to reflect about my teaching experience. I looked at the whole picture, how I presented myself, how engaged were my students and anything that I might not have noticed when teaching. I observed growth as a teacher compared to the first videotape observation. I reflected on the effectiveness of my teaching and the responsiveness of my students. I reflected about what I would change next time and wrote my reflection. Rationale: The relationship between the selected NAEYC standard 6 and INTASC principle 9 and the artifact offered me a chance to grow as a more developed teacher. NAEYC standard 6 is about being reflective of teaching and critical perspectives of work. In observing and reflecting on my work I am following standard 6. INTASC principle 9 talks about being a reflective teacher who assesses their choices and actions. This video observation includes qualities of this principle. Reflection: The observation helped me to observe my current teacher skills and develop them further. I learned in order to become a better teacher I always need to take a look at the instructional strategies implemented to see if they could be improved. Another important aspect to reflect upon is the engagement and comprehension all of the students. A good teacher makes sure that all their students are learning to their fullest potential. Relationship to teaching/learning: The observation will help impact the students in becoming a more effective teacher. Also, developing my teaching to reach and connect with all the students. My ultimate goal is to make learning fun and instill a love of learning.

Denyse Fiero ECED 341 November 26, 2011

Videotape Observation/Reflection
Videotape Observation/Reflection

Lesson Content: The videotape reflection I selected was of my science lesson. The purpose of the lesson was to discuss the different elements of leaves by observation and leaf rubbings. The first part of my lesson was to read the book, The Leaf Hunt by Steve Metzger. The book provided the students with knowledge about different types of trees and a description of the leaves found on the trees. We also discussed the difference between coniferous and deciduous trees during our book discussion. This was a topic taught in the morning when reviewing the fall season. The reading was done in whole group and the ratio was one teacher for 18 students. The students were actively involved in the story by each student repeating the refrain of the story. Also, we stopped and discussed each tree that was covered in the book and the location where the trees were found. The students were assessed by the open-ended questions during the story to test their knowledge about deciduous trees. The next part of the lesson was to go on our leaf hunt. I gave specific instructions about how to make good and safe choices when we went on the leaf hunt. I stated each rule and had all the students repeated them back to me to make sure they understood and heard every rule. Next, I gave the directions to the group. They were to gather leaves and put them in their leaf bag until they heard me clap three times in a row. At that point all students were to line up so we could go back to class. The students listened to the rules and the leaf hunt went smoothly. Next, I gave specific directions when we entered the class to sit at the tables. I noticed that giving specific instructions in segments worked really well and the students were able to follow the instructions. The pacing of this lesson went smoothly. I gave a time it would take for each step and I didnt go over. I kept an eye on the time and adjusted my lesson accordingly. Once we were back in class and seating at the tables the students shared a description of one leaf that they collected. This was a great way for the children to share in their excitement. The students did a turn and talk with the person

sitting next to them about the leaf they found. Next, I demonstrated how to do a leaf rubbing in front of the class. The class understood the directions but I didnt over emphasis how to hold the crayon. This was a difficult concept to hold the crayon flat. I went around to each student to make sure they had the proper grip. The students were able to do their leaf rubbings. The final product of the leaf rubbing and a closing discussion about the differences in leaves was the assessment.

Relationships: This lesson took place in three separate areas; on the carpet, outside, and at the tables. The climate was always friendly and inviting for the students. They felt comfortable to ask questions and share experiences throughout the lesson. I used motivational techniques throughout the lesson to help engage and give directions in a positive way. In the first part of the lesson, I used silent fireworks whenever a student answered a question correctly. I also validated all responses so the students felt like their opinions mattered. The motivational techniques that I used on the leaf hunt were more to guide and give directions. I praised students for walking nicely and following directions. I also was just as excited about the students leaves as they were which made them really engaged. There were many peer to peer interactions to show their findings or to tell where they found their leaf. I also used a three clap pattern to signal it was time to go back in the classroom. The table activity provided more student to student interactions with the opportunity of a turn and talk.

Management: All the materials for this lesson and activity were already counted out next to where the activity was taken place. Each student was provided their own paper, leaves and one crayon to make their rubbings. They then shared their crayons if they wanted their second crayon a different color. I did this for two reasons, one I didnt want to ruin extra crayons and I thought this would be a great opportunity to interact and share. The instruction for the lesson was clearly stated and organized. It also helped that all the students were so excited to do this project that they wanted to

listen and follow all directions to get to the fun activities. The behavior management piece was I would stop instruction until all students were participating. I used signals to give directions like to go inside. I told the students that I would take them to a special place to find leaves but everyone had to be good listeners and stay together. I had one student that started to wonder and I quickly brought her back. Next time I will bring a bell and tell the students if they hear the bell someone isnt in the right location and to check themselves. That way I dont have to run after anyone and they can use self-correction. Another, time that I used a behavior management strategy was during the leaf rubbings. I had two students who dumped their leaves on the desk so they couldnt work. The rest of the class was ready and I had already demonstrated how to do the activity. So, I only gave the activity to students with a ready work space and waited for the two students who quickly cleaned up their area to receive their materials. I loved that strategy because they corrected the situation themselves and I didnt have to intervene.