Jessi Towne

EDUG 547
Tutoring Reflection #5
October 26, 2015

Appendix H

Tutoring Reflection
Name: Jessi Towne Lesson: Writing Process Date: October 19, 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. My
coach commented that she enjoyed how much detail I put into my lesson
plans because it is easier to follow. This week, I brought a prize box, which
has little goodies and trinkets for Julian and Kendy with if they were good and
on task. I told them about the prize box, and every time they seemed to get
rowdy or off task, I mentioned the prize box, and they behaved right away.
According to TPE 5.2, I was able to ensure the active and equitable
participation of all students. I was able to engage and motivate my students
to stay on task by having the prize box that they could pick from at the end
of the session only if they were good throughout the entire session.
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]
One thing I needed to do better was to make sure I was using the correct
standards for my lessons. I think I was trying a little too hard to find a
standard that matched my lesson plan. I should have picked a standard first
and then picked a lesson that complemented the standard. I also should
have picked an actual word study instead of the writing lesson I had
planned. I had them filling out an outline for paragraph structure for the word
study instead of actually doing a word study that related to what they
struggle with. I know that my tutees struggle with fluency because they both
struggle with spelling and pronunciation of words. According to the RICA text
in Chapter 9 on page 69, I should have had the students read aloud the same
text I read to help practice their fluency after they heard me read fluently.
Another thing that I could have done better is to give them both feedback
after hearing them read aloud. How will I be able to accurately instruct and
assess my tutees if I do not know how well they can read aloud?
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. I can change my word study to actually be a word
study, instead of another writing lesson.
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]
I noticed that when Julian and Kendy were copying their sentences from one
source to another, both of them were making simple mistakes and not
carefully copying the words. I also noticed that Julians writing needs a lot of
attention. He writes at the first or second grade level. He does not spell well.
He is still heavily dependent on phonics to sound out words he should be
able to spell. Kendy needs to work on her grammar within her sentences. I
can have Kendy working on another activity, maybe a worksheet that helps
her with her grammar and sentence structure, while I am helping Julian with
his writing and reading. Next session, I will be working on their grammatical
and sentence structure, editing their writing, and allowing them to publish
their works.
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.