CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

Content Knowledge

o
o
o
o

I establish good eye contact with my class. I do

not talk over their heads, to the blackboard or to
just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o

o
o
o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.
I help the students form working principles and
generalizations.

Notes:
This was taught to a small group of about 5
therefore I was able to give each plenty of
individual eye contact. I also never had to
talk over their heads because the noise level
was soft.
I paid attention to all students because there
were so few. I did this by making sure I
asked all of them questions and included all
of them in most parts of the lesson.
My students were never organized in a small
group because they were already in a small
group.
If I teach another small group, I could do
partners for practice instead of individual
work.
Notes:
The students were placed at a table all facing
me and facing my visuals as well.
I moved my visuals to the left because of the
bright light coming through the blinds that
might have made it difficult for the students
to see.
I had everything laid out on a counter to the
right of me.

Notes:

I used a ruler when writing so I knew my

handwriting was neat, clean, and legible.
I spoke loudly enough for my small group to
hear me.
The exercises in my class didnt vary, I went
pretty slow paced during most of the lesson
because these were ELL students.
I was prepared to give various explanations of
the topic being taught. I had several visuals to
help me explain retelling.
I got the students started on their practice,
which was a graphic organizer to help them
form beginning ideas.
The students used the new concepts during

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

o

Students use new skills or concepts long

enough so that they are retained and thus future
application is possible.
I plan for "thinking time for my students so
they can organize their thoughts and plan what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activites are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centered" activities which give all students
an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn differently.
My exercises are varied, some ore visual, aural, oral
and kinesthetic. I provide models,
examples, and experiences to maximize learning in each
of these areas.
I finish my class period in a way which will review the
new concepts presented during the class period. My
students can immediately evaluate their understanding
of those concepts.
III. The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success

their practice so they could be easily used

during the assessment.
When I asked my students to tell me where in
the book the beginning, middle, and end was I
gave them plenty of time to show me using the
book.

Notes:

Im aware of this because one of my students

doesnt speak good English and is a little
embarrassed to speak up in class thus making it
hard for me to assess her.
I try not to say things such as mom, dad,
brother, sister because I dont know what
these students have in their lives.
I told a few of these students several times that
they needed to respect their neighbors.
My activities were varied from oral such as
when Im asking questions and when we choral
read, visual because I used several visuals,
Kinesthetic because I had them act out the
story.

I try to treat my students with the

same respect that I want from
them. It can be hard not to be
controlling and bossy since I am
the teacher.
My assessment was to act out the
story, so they all felt important
when it was their time to perform.
I know that these ELL students
learn mostly by visual and
kinesthetic so I incorporated these
into my lesson.
My closure could have been much
better. The students understood
the concept during the
assessment portion, but had
trouble telling me about it during
the closure. My closure should
have been more physical and

CANDIDATE SELF ASSESSMENT OF VIDEOEarly Childhood Block TAPED LESSON

rate, leaving enough room for error to make the activity
challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.
I make the content of the activity relevant and
meaningful to my students' world.

hands on.
I had to have the students
involved to complete these
activities such as choral reading,
acting out, and the retelling rope.
The activities left plenty of room
for error, but they also allowed
students to just copy each other
instead of doing their own thing.
The activity was focused on the
content.
The practice was on my ELL
students level, but the acting out
of the story was a little beyond
their level.
The content was very meaningful
because learning to retell is a way
to increase their comprehension,
which is heavily addressed in the
First Grade.