Fall, Early Childhood Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

Content Knowledge
o
o
o
o
o

I establish good eye contact with my class. I do

not talk over their heads, to the blackboard or to
just one individual.
If I tend to teach predominantly to one area of
the classroom, I am aware of this.
I make a conscious effort at all times to pay
attention to all students equally.
I divide my students into small groups in an
organized and principled manner.
I recognize that these groups should differ in
size and composition, varying with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to suit the

class activity for the day.
I consider the physical comfort of the room
such as heat and light.
When I need special materials or equipment, I
have them set up before the class begins.

Literacy
C. Presentation
o

o
o
o
o

o
o
o

My handwriting on the blackboard and /or

charts is legible from all locations in the
classroom. It is large enough to accommodate
students with vision impairments.
I speak loudly enough to be heard in all parts of
the classroom and I enunciate clearly.
I vary the exercises in class, alternating rapid
and slow paced activities to keep up maximum
interest level in the class.
I am prepared to give a variety of explanations,
models or descriptions, understanding that
one explanation may not be sufficient for all
students.
I help the students form working principles and
generalizations.
Students use new skills or concepts long
enough so that they are retained and thus future
application is possible.
I plan for "thinking time for my students so
they can organize their thoughts and plan what
they are going to say or do.

Notes:
I tried to include both student S and A equally
Aware that I was teaching to two higher level
students
Small groups

Notes:
Brought students to a workroom to avoid
distractions in my cooperating teachers room
Had them moving around not seated the
whole time
Materials were all set out before I began,
including chart paper, passages, fluency jar

Notes:

Students were very close to my chart paper;

handwriting is legible
Spoke loudly with enunciation
Multiple exercises
Many models and examples (modeled fluent
reading, sentence strips with punctuation,
example sentences on chart paper, etc.)
Worked on the same concept the whole time I
was with them
Ample time for the lesson

Fall, Early Childhood Block

CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

Diversity
D. Culture and Adjustment
o I am aware that cultural differences affect the
learning situation.
o I keep the cultural background(s) of my
students in mind when planning daily activities
and am aware of culture misunderstandings
which might arise from the activities I choose.
o I work for an atmosphere of understanding and
mutual respect.
o I tell students when they have done well, but I
don't let praise become mechanical.
o My activites are varied, some more visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect that I expect
them to show me.
I plan "one-centred" activities which give all students
an opportunity at some point to feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn differently.
My exercises are varied, some ore visual, aural, oral
and kinesthetic. I provide models,
examples, and experiences to maximize learning in each
of these areas.
I finish my class period in a way which will review
the new concepts presented during the class period. My
students can immediately evaluate their understanding of
those concepts.
III. The Activity
A. Interaction
The activities maximize student involvement.
The activities are organized to insure a high success
rate, leaving enough room for error tomake the activity
challenging.
The activity is focused.
The activity is geared to the proficiency level of my
class or slightly beyond.
I make the content of the activity relevant and
meaningful to my students' world.

Notes:

Students are at same level, so not many

differences
I respected the students
Told students when they were right and what I
liked about it
Great job! I liked how you. Instead of just
Great job
Visual and oral activities
Models and examples

B. I treated students with respect

C.- Had both visual, aural, and oral
exercises
Provided models
Reviewed concepts (not shown in
videocut off at practice)
Students were involved
Activity is focused