Start at 16:20

There are a lot of things that I do while teaching that I would not have noticed before
this. The first thing I do is constantly moving my hands, arms, and legs. I think that it is
obvious that I am not fully comfortable in the class because I am always crossing my
legs or picking at my fingers and arms. This is something that the students can notice as
well. If students can tell that I am not fully committed to the lesson then they will not be
fully engaged and lose learning opportunity. Keeping my whole body moving around the
room with help with this. I do not waiting long enough between questions and students
responses, I automatically say K after every statement. I in the video ask 2 questions
before even giving the students a chance to respond. Another part of this is I keep
adding more words to the questions to give myself more time to think. I noticed I had
more inappropriate wait time after a student response, allowing other students to
respond will get more ideas flowing. When writing during this video I am turned away
from the group, closing myself off from the group so writing up on the board or
something other than a notebook would benefit my positioning.. Staying on the outsides
while listening and talking to all of the groups helps me to gauge where all students are
and how quickly I need to move on. I tended to not stay for too long and this was helpful
with classroom management and making sure that all groups were on task and not being
destructive or abusing the materials. With the groups I tended to ask all of the groups the
same questions usually, Why did you decide to do that? Or What are you guys
working on?. Instead of asking those questions I should be thinking of how to get them
to the next step and promoting their thinking. One thing I do when asking questions is
point a lot, that goes along with needing to move body- I can stop that by moving around
the room instead of standing at the front the whole time. Asking yes no and very general
questions doesn't help get students to think deeply, for example Did you guys chose
one material more than the other? This can really only be fixed b y practice and working
on the logic flow of my lessons. I looked at the clock several times during the whole
class discussion so the students watched me do it, I should do it while Im walking
around or wear a watch and not look when I am at the front of the classroom so the
students do not think about the time and leaving/being rushed.

It is important to use students answers and ideas to get to the point or concept that is the
goal. Hearing things in student friendly terms and language helps all students and also is
a point for conversation. Having a lot of time for group work and collaboration is also
something I strive for. Students are able get more ideas and to hear others thoughts to
think of their own. This collaboration time helps with students participation and allows
students to share first in a more comfortable and safe area before sharing with a large
group if they are more quiet. Allowing students to think of a response to what other
students have said it is important for me to have wait time so that students are able to
share their ideas and everyone has a chance to process. Not all students will share
automatically so the wait time is key to get more students involved. Using their actual
statement or idea as a point to move on is something that I also need to do. Keeping
myself moving throughout the classroom so that It is mostly a conversation between the
students, not a conversation with me. This way students are responding to statements
and I will be able to jump in or facilitate the conversation into the direction of our goals/
objectives.Being flexible and not following so closely to a set schedule. Having
conversation that is on topic and helping students are being able to go in another
direction that I had not planned for is important because it shows how important students
thoughts are and allows them some role in deciding what we are doing. I want my
students to be independent and autonomous so giving them few instructions and
allowing them to investigate for themselves is something that is key to being an effective
teacher. Having students support their reasoning with evidence is one of my goals but
that is not being supported when I ask yes/no questions or even short answer questions
that do not require deeper thinking.

I am doing better than I had expected to but I still have a long way to go. I have a lot of
prewritten questions on my lesson plan and I tend to look off of that and check to see
where I need to go next. Something I need to work on is taking an idea that a student's
states and using it to move on, for example what do you think of ____s idea or if that
is true, how does it change our thinking?. I will still have prewritten questions but I am
going to have my lesson plan at a different table than me so I do not look at it in the front
of the room. Another way that I can do that is to be thinking about where we need to go
when I am walking around with small groups, I tend to ask each group the same
question and then move on. Keeping myself moving in the classroom is another thing
that I need to work on to be an effective teacher. Keeping myself moving and not just
standing in front of the classroom the whole time. One of the biggest things I need to
work on is wait time. I can tell that I wait less than one second before asking the next
student. I will also write wait in my lesson plans so that I begin to practice and be
conscious of how long I do wait. Some strategies to work on this would be counting in
my head and to take a deep breath in between because I can get anxious and speed up
how quickly I talk. Slowing the rate of my speech can be done by looking directly at the
students when I speak and taking a deep breath before I even begin the whole group
discussion.

Questions
What are you guys doing for your last experiment? (3b)
Can you tell me why you decided to do this for your last investigation
What did you guys do for your last experiment? (3b)
Why did you decide to mix those ingredients?
Okay did any of you find an experiment that you did rip with? (3a)
After a few more investigations, who can tell me what you observed for rip?
Did either of the other two tables find anything for rip? (3a)
Why might a different table have had something different?
Why was that like ripping? (3b)
How did that compare to me ripping the paper?
What happened? (3b)
Tell the class what you observed that made you categorize it that way?
What made you choose which materials to use that you had on your tray? (4)
Did you guys chose one material more than the other? Why? (3a)
Why do you think that you decided to use on material more than the others
o Then ask a student if they agree/disagree with that idea
How do you think this was like what a scientist might do? (4)
What do you think about with the materials? (12)
Teacher: Brianna Donnelly Course: EDUC 125 Date: 4/12/16
Lesson goals: Have students observe and classify the effects of mixing chemicals
Lesson objectives: Have students complete investigations with chemicals in small
groups
Have students share their findings with the class
Have students make connections to the nature of science
Total

Teacher Behaviors 1 five

st
five
2nd
five
3rd

minutes minutes minutes

Initiatory (talking)

1. Lectures or gives directions

2. Makes statement or asks rhetorical question

I 1

Initiatory (questioning)

3. a) yes/no question
III IIII IIII 11

b) short-answer question
IIII IIIII IIIII 14

c) thought-provoking short-answer question

II I II 5

4. Extended-answer question
I II 3

Responding (neutral or discourages student mental

engagement)

5. Rejects student comment

6. Acknowledges student comment

IIII IIIII IIII 13

7. Confirms student comment

I 1

8. Repeats student comment

9. Clarifies or interprets what student said

I 1

10. Answers student question

II 2

Responding (encourages student mental engagement)

 11. Asks student to clarify or elaborate

12. Uses student question or idea

I 1

Non-verbal Behaviors

13. a) Inappropriate wait-time I

II I III 6

b) Inappropriate wait-time II
I IIII IIIIII 10

14. Passive non-verbal behaviors

I 1

15. Annoying mannerisms

III III II 8

16. Question that effectively scaffolds students to desired ends

II 2

17.