Lesson Plan & Implementation:

Video Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. 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,
complete this analysis and upload this form to Canvas prior to your post-observation
conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column write a claim that
you can make about teaching and a FEAP that you may have demonstrated in this moment.
You may add additional rows as needed:

Time Celebration/Struggle/Question: Claim about teaching and FEAP

demonstrated

Example - 3:30 I used a quiet signal when students Using a nonverbal intervention
started talking while I was reading to gain student attention allows
in order to regain their attention the teacher to gain attention
without interrupting the
learning/FEAP 2a

5:48 Before asking a question I set the This connects to FEAP2c by

expectation that students needed setting expectations for
to raise their hand instead of students.
calling out.

6:58 When I asked for examples of This connects to FEAP2c by

matter, students began calling out. setting expectations for
I should have addressed this students.
behavior immediately.

7:08 Student playing with a folder and I This connects to FEAP2c by

did not address it. setting expectations for
students.

7:42 Circulated the room to structure FEAP 2a: organizes space and
the turn and talk and tell students time
 who they should be collaborating
with.

7:52 Attempted to have student restate FEAP 2c. It helps to bring back
directions for the class. students and refocus them
when a student restates the
directions.

8:07 Attempted to regain class focus by FEAP 2c. With a strong teacher
using “give me 5” strategy, but I did presence, students will respect
not have that teacher presence. you and follow instructions the
first time.

8:14 Calling students out for behaviors I need to work on calling in or

when I should have been addressing student behaviors
consistently circulating and privately. Consistently
addressing behaviors quietly. circulating the room will help
with this.

8:53 Saw a students reading a book
instead of being engaged. I
approached her and told her to put
the book away and to turn and talk
with her partner.
When students are off task,
they should redirected
immediately.

9:17 While circulating, I noticed one Give students enough

group who was not collaborating
so I stopped to ask why and to help
facilitate their conversation. Once
they began, I walked away.
instruction to get them back on
track, but once they have done
so, revert back to a student
centered environment where
they can collaborate freely.

10:40 I reminded students to use their Reminding students to speak

loud and proud voice when sharing loud and proud helps build
with the class. their confidence while teaching
the rest of the class to be
respectful to those speaking.

11:37 When I didn’t understand what a FEAP3b: verbalization of

student was trying to describe I thought.
 asked her to tell me more about it
so I could understand.
12:27 I could have gotten the students
really excited and told them that
we were going to learn bout
something really cool today. I could
have also gotten them really
excited about making their foldable
and told them that we were going
to have a lot of fun.
12:47 I didn't address the student playing
with the folder until now. He did
put it away like I asked, but less
than 1 minute later, it was back out
and I didn’t address it.
13:55 I finally addressed the student
playing with the folder but I called
him out when I should have
addressed him at his desk, quietly.
15:30 My instructions for creating the
foldable were explicit and clear,
however, instead of staying at the
front of the room, I should have
circulated and checked more
closely on how students were
progressing.
15:40 My foldable should have been
prepped ahead of time so students
were not waiting for me to write
the definitions.
Getting students excited and
ready to learn about the
content would have gotten and
kept them more engaged and
focused and made learning
more fun.
I need to pay attention to each
student and address behaviors
immediately. Consistently
circulating the room will help
with this.
Keeping instructions clear,
simple, and explicit helps keep
students focused and on task.
Circulating the room would
have expedited this process.
By taking the time to write the
definitions in the moment, I
was wasting valuable class time
and giving students the
opportunity to get off task
while they waited on me.
17:20 Asked for a thumb in the air if they
need help so I could come around
and provide support as needed
(self assessing)
FEAP 4c. Assessing students
progress helps to inform
instruction and know if I should
slow down, speed up, or
provide support.

18:20 I asked G. to put a paper away

several times throughout the video.
Because he was done with the step
we were all working on, I let him
continue to write on this paper, but
I should have been consistent with
my expectations.

20:27 I went around to confirm those

who were doing it correctly and
provide support to those who
needed it.

24:30 Students questioned my

handwriting several times so I
know I need to write more legibly
for them.

25:40 I should have brought in visuals for
students to really see how liquid
changes shape and solids do not,
and how gasses fill the entire
container.
3b, Applying the content to real
life, students could grasp the
content more quickly and make
more sense of it.

26:08 I need more practice with the 2g. By struggling with the
document camera so I can use it document camera, I am
more efficiently. allowing time for unwanted
behaviors to occur.

27:50 Once students began writing the

definitions, they were much more
engaged, focused, and quiet.
31:50 Was I moving too quickly? I moved
on to the next state of matter
before a few students were
finished writing the definition for a
solid.

40:30 How should I have addressed A.

when gave wine as an example of a
liquid?

after lesson was over As I collected the papers, i noticed

that I could not understand A’s
(ELL) paper. I asked him about it
and determined that I needed to
complete the assessment with him
one on one. Is this okay to do?