Jessi Towne

EDUG 547
Tutoring Reflection #4
October 19, 2015

Appendix H

Tutoring Reflection
Name: Jessi Towne Lesson: Sight Words Date: October 12, 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]
I think I did a good job in engaging my tutees and keeping them focused. I
used a holographic bookmark as a prize to keep Kendy and Julian focused
throughout the session. Whenever I noticed they were getting off task, I
would use the bookmark as a technique of getting them focused. I did notice
that Kendy and Julian were a lot more engaged with the book I was reading,
because it was on my iPad, and it was a book about sharks, which I know
Julian was really interested in reading. My coach commented that I did a
good job with the detail I put into my lesson plan for my tutees.
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]
My coach was commenting that I should have had my tutees practice
reading and spelling the sight words instead of just spelling the sight words.
My coach also suggested that I should have explained the difference
between fiction and nonfiction to my tutees before I read the shark book. A
problem that is always present is getting Julian and Kendy focused and to
stay on task because they talk a lot and can change the subject quickly.
Another thing I noticed that really bothered me was my necklace kept hitting
the desk and making noise, so I should either not have a long necklace on or
I should make sure it is not hitting the desk.
3. Describe possible changes to lesson if implemented a second
time. [TPE 9,10]
What I should do to help them stay on task is to have a better prize they
could win if they stayed on task for the entire session. I just have to make
sure that I establish my expectations for the session early so that we will not
get off task as easily. Another thing I could change is to have the students
read and spell the sight words.
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]
Julian and Kendy were both really engaged when I was reading the shark ebook to them, because it was a topic Julian was interested in and Kendy was
excited to learn. Julian asked to read another book when I finished the shark
book, which was a first for him, because he does not like reading a lot. Julian
also said that I took pictures of Kendys and Julians whiteboards during the
word study. I noticed that Kendy had trouble spelling the she spelled it
tha and there as therea. Julian had some trouble spelling as well. He
spelled the word was as wos and the word out as ont. As far as I can
tell, Kendy has trouble with the end of words with the uh sound at the end.
The word the has the uh sound at the end, and she misspelled it. The
same with the word there. She had some trouble with the ending of the
word there. She spelled it with an a at the end of the word there. Julian
had trouble with reading words that did not have a positive short or long
sound. The word was sounds like it has an o instead of the a, which is
why Julian spelled it the way he did. Maybe Julian spelled out wrong
because I did not pronounce it correctly. If I was not clear when I said the
word, Julian was not able to write the correct way.
5. Discuss progress made toward becoming an exemplary teacher.
Refer to the RICA Competencies, TPEs, learning theories, etc.
Every week I tutor my students, I take one step closer to becoming an
exemplary teacher. The comments from my coaches and from my peers
mold me to become a better teacher and a better person. One of the TPEs
that relates to my progress toward becoming a teacher is 2.2 which states,
Candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and
examining student work and products. I need to be able to differentiate my
instruction and lesson plans according to what my tutees need, so I need to
assess my tutees work and evaluate their progress toward the content
standard.