Jessi Towne

EDUG 547
Tutoring Reflection #2
October 5, 2015

Appendix H

Tutoring Reflection
Name: Jessi Towne Lesson: Vocabulary Date: September 28, 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]
It was a lot easier to get Julian and Kendy to talk to me, since we were
familiar with one another. They both inputted a lot into the lesson and were
asking inquisitive questions. One of the comments my Coach has written
about my lesson plan is that it is really well detailed and I am always doing a
great job in keeping them engaged and interested in what I am teaching.
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]
There were a few things that were problems. First of all, it would have been
better quality if it was just me with my tutees, because it was a little hard to
hear Julian and Kendy with all of the other people in the room. Another
problem that I noticed is that sometimes they had trouble staying on task,
because both were talking out of turn and being distracted. Something my
Coach pointed out to me on my lesson plan was that the book I was reading
to them, Harry Potter and the Sorcerers Stone, was too much for them to
comprehend. She noticed them checking out and not paying attention as
much as they used to.
3. Describe possible changes to lesson if implemented a second
time. [TPE 9,10]
I would make sure to let Kendy and Julian know that we have to stay on task,
and not to talk while we are in the middle of the lesson. One of the
comments my Coach made about my lesson plan was that the book I was
reading aloud to them was too difficult for them to comprehend, even though
they each expressed interest in reading it. If I was able to do this lesson over
again, I would pick a book that is easier for Kendy and Julian to comprehend
so that they can understand what is going on and be able to do a better job
with writing the summary of the story.

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]
The part they had the most trouble with was their writing. Julian did not do
very well on his writing. That is something I need to work on with him. His
spelling was not very good, and his phonics was okay. Neither of them were
really confident about their writing or spelling. I noticed that they also had
some trouble with their writing; they would rather verbally tell me the details
in the story than to write a short summary. This time, Kendys spelling was
worse than Julians. She was not paying attention when I was writing names
on the whiteboard for her to copy. I think she was mostly focused on getting
the assignment completed so she could color. Julians sentence structure was
not strong. Julian just was not confident whatsoever with his writing. He
struggled a lot with his writing and was not sure of what to write or how to
write in complete sentences. Julian said that he did not write a lot, so I know
this was a struggle for him. Both Julian and Kendy struggled with staying on
task and talked a lot.
5. Discuss progress made toward becoming an exemplary teacher.
Refer to the RICA Competencies, TPEs, learning theories, etc.
I know that I am working on TPE 5.2. I think I did a good job with equitable
participation with Julian and Kendy. I like that they were both active and
participated. I was able to engage both of them and learn about what they
like and dislike. I was able to get them to talk and do my activities, even
though they were easily distracted and talked a lot about things that did not
relate to the lesson. I noticed they looked up to me and were really engaged
and interested in the stuff I had and were inquisitive. In the RICA book, for
Chapter 1, I was trying my best to meet competency 3.A, which is Organizing
Instruction To Meet The Needs Of All Students. I made sure that Julian and
Kendy were meeting the standards I had for instruction. Even though I had to
write out the details in a bubble map to make an accurate summary, both
Julian and Kendy were able to write a few complete sentences about the
details in the story.