Jessi Towne

EDUG 547
Tutoring Reflection #3
October 12, 2015

Appendix H

Tutoring Reflection
Name: Jessi Towne Lesson: Sight Words Date: October 5, 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]
My coach was commenting that I should have written my objective for the
reading more character-focused because my goal for them was to analyze
the main character in the story and write about the main character. My
rationale for my word study was not very clear, because my coach did not
understand what my reasoning was for doing what I was doing in my word
study through my rationale. One thing I have to start doing is writing while
they are writing as well. It will help Kendy and Julian to see I am writing with
them. That way, I am able to model proper sentence structure for them. I
know that I do a good job at engaging Julian and Kendy, because they like
me and are interested in what I have to say.
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. It is difficult to
keep them on task with all the noise in the room with the other tutors and
tutees. I need go to the library to find the books they are interested in
reading, so they will actually want to read instead of coloring. Julian and
Kendy are good students, but I need to figure out a way to make them more
engaged in reading and writing.
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 about non-lesson related subjects while we are in the middle
of a lesson. I would bring a multitude of books with subjects they find
interesting within their reading levels, so they would actually desire to read. I

would tell Kendy and Julian they could freely color only after we have finished
the entire session.
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]
From analyzing Kendys work, she has improved a little bit with her writing.
She barely writes sentences with more than only the necessary information. I
can tell that she is trying to get the information on paper as quickly as
possible so she does not have to write any more than what is the bare
minimum. Both Kendy and Julian cringe when I bring up the writing portion of
the session. I know they do not like writing, but it is for their own good as
students. Kendy is more advanced than Julian in the writing department.
Julians writing looks like a 1st grade student wrote it. He is in 4th grade. I will
have to work really steadily with Julian on his writing. It is difficult to figure
out where to start to address the areas in which he struggles. I guess it is
always good to start with the basics. Julians sentence structure does not
make any sense at all. I can barely read what his sentences say. I will
differentiate between Kendy and Julian in a few ways. I can ask Julian to write
less than Kendy or have less details in his writing than she does. I can have
Kendy start working on writing mechanics, like sentence structure and
paragraph formation. As far as reading goes, I got Kendy to read aloud a few
sentences. She just volunteered to read. I asked Julian to read a few times,
because I wanted to hear where he was, but I think he was a bit nervous to
read in front of Kendy. I will just have to work at a slower pace for Julian
because he is a very low performing 4th grade student. I will use more
manipulatives, modeling, and visuals for Kendy and Julian so they are able to
comprehend what I am teaching them.
5. Discuss progress made toward becoming an exemplary teacher.
Refer to the RICA Competencies, TPEs, learning theories, etc.
One of the things I know I am doing well is engaging my students. That is
one of the most important things to be able to do as a teacher. TPE 5.2,
Candidates ensure the active and equitable participation of all students
(Commission on Teacher Credentialing (CTC), 2013). I do my best to make
sure Julian and Kendy are engaged and understand the objectives of my
lesson. I try to differentiate my instruction to ensure both of my students are
comprehending the material. I use the visual aid of a whiteboard to help
draw out concepts and help them to visualize the material in a better way.
This past week, I also played a game to help my tutees visualize and connect
parts to make words. According to Burden and Byrd (2013), I have done my
best to support my struggling students before instruction with background

information and organizers, during instruction, and after instruction by

highlighting the areas in which the students struggle.