Cassie Mayer

EDUG 574
November 23, 2015
Tutor Lesson 8

Tutoring Reflection
Name Cassie Mayer Lesson Eight Date November 16, 2015
Listen to your recording and reflect on your tutoring session by addressing
the following areas. Pay specific attention to the dialogue that you have with
the tutees and what insight you can gain from that. Write a short
paragraph for each section.
1. Identify and analyze strengths of the lesson, include reflections about
written and oral comments from the Coach and/or professional peer
and insights gained after listening to your recording. [TPE 1A, 10]
Strengths found in the lesson were switching the order of the lesson, the girls
worked hard on their final drafts, and Jackie mastered reading her sections of
the word study. Switching the order of the lesson moved away from the
routine Monday we normally had and sparked new energy in my tutees. This
connect to TPE 4.3, Candidates vary instructional strategies according to
purpose, lesson content and student needs. The girls were excited about
writing their final drafts and editing their rough drafts. They both wrote
neatly and eligibly, and I think a major part of it was that they were writing
about something they enjoyed. This connects to TPA 5: Student Engagement.
Finally, it felt so good to watch as Jackie read all her high frequency words
and mastered the list I provided for her. The lesson I used from the RICA book
was a major contributor to her success. This Connected to competency 6.
2. Identify and analyze problematic aspects of the lesson include
comments from the Coach, and/or professional peer and insights
gained after listening to your recording. [TPE 2,3]
The main problematic area of my lesson was in my objectives. Professor Rose
reviewed my lesson and using Blooms Taxonomy and the DOK model I can
rewrite them so that they meet the standards and so that they fall in the
higher DOK levels. This connects to TPA 1, Multiple Subject candidates
demonstrate the ability to teach the state- adopted academic content
standards to students.
3. Describe possible changes to lesson if implemented a second time.
[TPE 9,10]
Changes I would make to the lesson if I were to do it again, would be to bring
each tutee their own book to read so that they didnt have to share when
they read to me. They both did great reading, and I plan on having them

read to me again next week. This connects to TPE 1.7 Candidates provide
opportunities for students to read purposefully and listen attentively to build
discipline-specific knowledge in the content areas.
4. Discuss insights about tutees. Discuss and analyze tutees work,
describe tutees behavior/attitudes, etc. How did you differentiate your
instruction/materials to meet the different needs of your tutees? What
will you work on next session based on your analysis of this session?
[TPEs 4,5,7]
My tutees are very excited about Readers Theatre. I have started a reward
system that if they take their scripts home, read them, and bring them back
the following week and show improvement they get a prize. They were both
excited this week and are determined to earn their prize this next week. This
connects to TPE 1.9 Candidates encourage students' use of language to
extend across reading, writing, speaking, and listening.
5. Discuss progress made toward becoming an exemplary teacher. Refer
to the RICA Competencies, TPEs, learning theories, etc.
As I get to know my tutees and implement new strategies, it is evident that
tutees are responding so well. Assessing my tutees work has helped improve
my lessons from week to week. Readers theatre has been very successful
which connects to the RICA competency on fluency. Jackies success in the
word study was aided by strategies used from competency 5 and 6. My
students success and willingness to write their papers even though in the
beginning Jennifer would shut down, I have seen her improve immensely
over the last eight lessons. This connects to TPE 1.6, Candidates select
appropriate teaching strategies to develop students' abilities to write
increasingly more sophisticated opinion/persuasive, expository and narrative
texts and for students to adapt their communication in relation to audience,
task, purpose, and discipline.