Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

Content Knowledge
Notes:
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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

I make eye contact and am engaged with the students. I

speak on there level and make my best effort to be
aware of all the students and their interactions.
I was prepared and dismissed students to daily five
centers in an ordered manner.

Teaching/Learning
B. The Classroom
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Literacy

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.

Notes:
The students were seated on the carpet which made for
a comfortable reading environment. They were able to
see the smart board which was involved in my lesson
and could see the book all at the same time.
I had materials ready to go prior to the lesson.

Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

C. Presentation
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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:
Handwriting was legible and large so all students can
see- may have been a little thick.
I spoke loud and clear and made sure to model fluent
strategies
I had a many questions that all students could answer
collectively, if I were to do it again I would incorporate
higher level thinking questions to challenge students at
the level.
I could have allowed for more wait/think time before
moving on between questions

Diversity
D. Culture and Adjustment
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I am aware that cultural differences affect the

learning situation.
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.
I work for an atmosphere of understanding
and mutual respect.
I tell students when they have done well, but I
don't let praise become mechanical.
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

Notes:
In planning and preparing for this lesson I chose a book
I knew a majority of children would be familiar with
because I knew some of them may be nervous reading
aloud together.
I use precise praise when students exceed expectations,
but not just because during lessons.
This lesson was mainly oral and visual- if I was to
change something about this lesson it would be to
include more variety of ideas.
One of my goals for the lesson was for students to gain
confidence in their reading abilities by teaching and
modeling skills to help them do so.

Fall, Early Childhood Block CANDIDATE SELF ASSESSMENT OF VIDEO-TAPED LESSON

B. Self-concepts

I respect my students and their opinions and responses.

r I treat my students with the same respect that I expect

them to show me.
r I plan "one-centred" activities which give all students
an opportunity at some point to feel
important and accepted.

This activity incorporates student involvement, but

there could be more and it could be active.

C. Aptitude and Perception

r I am aware that my students learn differently.
r 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.
r 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
r The activities maximize student involvement.
r The activities are organized to insure a high success
rate, leaving enough room for error tomake the activity
challenging.
r The activity is focused.
r The activity is geared to the proficiency level of my
class or slightly beyond.
r I make the content of the activity relevant and
meaningful to my students' world.

I pulled background knowledge of a another author they

were familiar with to make the book relatable to
students.

I could provide more opportunities for students to

interact with one another during the lesson.