Teacher Work Sample EDUC 429

Paige Railey

8. Reflection, Self-Evaluation, & Professional Development

The teacher analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice. The teacher uses on-going analysis of
student learning to make instructional decisions. The teacher identifies area of need for
personal professional growth.
Task
Reflect on your performance as a teacher and link your performance to student learning
results. Evaluate your performance and identify future actions for improved practice and
professional growth.
Prompt
In preparation for the instructions used in my showcase lesson, making the project
before hand allowed me to address and decide how to handle problems that I ran into
and problems that students could potentially run into. Students used colored paper to
create an ear of corn using a collage technique. Students worked step by step with me
as I gave them parts of instruction. This enabled the class to remain on task, for the
most part, and allowed extra time at the end of class to discuss the project.
Section 1: Whole Class
A. Instructional Decisions
When teaching a lesson with as many steps as my showcase lesson had, I was sure to
keep in mind the students that were doing the project. Students were only given the
materials and supplies they needed for one step at a time. This ensured that the entire
class was remaining on task and keeping up with directions. This also allowed me to
walk around and make sure students fully understood the instructions. I also noticed
that when some students finished, they were able to help other classmates at their table
group which helped with the flow of the lesson. As an entire class, the learning was
definitely heading in a positive direction. Students were able to remain on task and
finish their project in a timely manner. I am constantly trying to figure out ways to make
the steps simpler and easier to follow because as kindergarteners, the students still take
everything very literally. For example, when the students were folding the strips of paper
accordion style, I had to come up with a way to say that in a way that the entire class
could understand.
B. Changes to Promote Greater Learning
The initial objective was for students to be able to create an ear of corn reflecting the
corn used by the Native Americans at the First Thanksgiving using a collage technique.
In reflection, it would have been ideal to have a better introduction to the harvest corn
and why it looks like it does. While I did have an example of the finished project and an
example of what harvest corn looks like, students would have gained more from a
historical standpoint if more was included in the introduction. Students were given clear
directions on what to do in a step by step manner. I am usually very aware of how I say

Teacher Work Sample EDUC 429

Paige Railey

things to the students because they are very young and take things extremely literal.
One thing I could have given clearer directions on was when students were told to put
their names on their ear of corn. I didnt make it as clear as I could when telling them to
put their names because some students were putting their names on the template rather
than the shape they traced on their own paper. While students were working, I would
have liked to allow them to have access to more paper to fill the entire ear of corn but
time does not allow that.
Section 2: Three Individual Students
A. Most Successful Student. Student number 5 was among the most successful. Student
number 5 is located on the side of the room with students who work better individually.
This allows the students to work on their own without students who may struggle with
following instruction distract them.
Student 5 was the most successful because of her placement in the room as well as her
ability to follow directions. Student 5 is always quiet and first to listen. She always pays
close attention to the instructions and then follows accordingly. While some students
just start without listening to the instructions or either thinks they dont need to hear the
instructions, student 5 is the opposite. It is very obvious in her work that she understood
that the corn kernels form in rows and it doesnt matter if the same colors touch because
harvest corn kernels are all andom. Student 5 is now able to completely fulfill the lesson
objective due to her ability to follow instructions. During the post assessment, when
asked what colors were used and why, student 5 was able to respond accordingly.
B. Least Successful Student
Student 2 was the least successful student. Student 2 struggles with excessive chatter
and not listening to instructions. Knowing this, Ms. Alley already had his seat assigned in
a spot that she felt he would be able to focus the best. Along with his inability to not
follow directions, student 2 also struggles with his self confidence. It is very obvious in
his work that he isnt confident in what he is creating. With this knowledge, I am always
sure to positively encourage him. Student 2 second guesses himself a lot making his art
a little less than what is expected. It is obvious in his finished ear of corn that he didnt
understand that it should look similar to an actual ear of corn with the kernels beside
each other. His kernels were places more sporadically instead of neat lines as it was
instructed. As an effort to improve this student, or any student performing below
expectations, I can use proximity more effectively and just be sure that I am available to
guide him in a direction that will produce a better finished product. Giving him more
attention, while still paying equal attention to the rest of the class, would probably boost
his confidence and allow him to create more from his own mind rather than what
everyone else is doing around him. Student 2 tends to get distracted by other things
happening. This is something that is a constant in the works issue because he does get
distracted so easily. By placing him at a table where the other students work quietly, this
doesnt really open the option for student 2 to talk to anyone.
C. Average Performance Student

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Student 3 performed on an average level. There are a few possibilities as to why she
performed on an average level rather than above average. Student 3 is very needy. She
is constantly asking questions and need assistance on things that she can do perfectly
fine on her own. This is very obvious in the video of the lesson. Student 3 is perfectly
capable of working on her own and finishing without asking all the questions she asks.
This is something that I am very aware of so usually I just try to answer her questions or
questions I know she may ask to the class as a whole. I try to avoid giving her as much
attention as she seeks because it shows her that she can do it on her own and that there
are other students in the class besides her. I have also gained the ability to judge if her
questions are questions that she legitimately needs answered of if she is just seeking
attention. Student 3 was able to complete the objective but it is obvious in her work that
she did not pay attention when it was discussed how to put the kernels on the ear of
corn. As a result of student 3 not listening when she should have been to directions, a
lot of her questions were questions about how to apply the glue or how to stick the
kernel on. Fortunately these were questions that other classmates at her table were able
to answer.
Section 3: Reflection of Additional Lessons
Pumpkin Patch
This lesson was the first lesson I taught to this class so there were quite a few things I
could have done differently. Prior to the lesson, I made a few different examples to figure
out the best set of instructions to use with the kindergarteners. When demonstrating to
the students, I was sure to break the lesson up into as many steps as I could to simplify
the project. I found it worked out well to not show the example until the end of class. By
not showing the example, students didnt have a pre set expectation for themselves of
what was expected. They were able to create drawing based on my instruction and what
they interpreted it as. When talking to kindergarteners, I learned very quickly that they
take everything extremely literal. When I told them to draw circles for their pumpkins,
they drew circles that were so tiny. I learned that if I want them to draw huge circles that
take up the entire page, I have to say, okay, draw a circle that is huge and takes up the
entire page because otherwise they draw what they think is a good enough circle and it
doesnt occur to them to make it big unless they are told to do so. I realize that for
future lessons, I need to be extremely specific with what I want to ensure that they
students are getting the best out of the lesson. This lesson was extremely successful in
the sense of the students learning a wide variety of things. Students were able to learn
and apply very basic color theory and applying paint to the paper. This was perfect for
the kindergarteners because it was very literal and hands on. This lesson allowed
evidence of results immediately which really encouraged the students to finish and do
their best. Along with that instant gratification, I was sure to walk around and observe
the students working. By observing them constantly, I was able to see their progress,
help them if they needed it and encourage any good behavior I noticed. Students were
able to follow along with my instructions because I did a very basic demonstration along
with them. The demonstration was taped up to a mobile whiteboard for students to
easily see. This resource was extremely effective because it supplied the visual aid the

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students needed to follow directions and keep up with the lesson. Their attentiveness
and ability to complete the lesson was extremely high during this lesson. I think it was
because the directions were broken up so clearly and easily which made it easier for
them to stay on task. Discipline in an art classroom is always tricky and something that
clearly takes great consideration. Luckily, Ms. Alley has a great set of rules and
expectations set up for her classroom. During this lesson, students were instructed to
raise their hands with questions and either I would be to them or the class assistant
would come to help them. For the most part, they were able to follow this rule.
Occasionally a few would just call my name out with a question. Usually this isnt an
issue if I am just walking around looking at their progress. If they did call my name out
during instruction, I usually just put my finger over my mouth gesturing to them to be
quiet and then go back to their question after I am finished with the directions.
Pottery in Pueblos: Modeling Clay
Ms. Alley presented the idea of using modeling clay as a practice for the students before
using actual clay. This ended up being perfect because it allowed for a thorough
introduction to the new unit on clay making and pueblos. The student seemed extremely
interested in the entire concept and using modeling clay first really deepened their self
confidence. Students were instructed to warm up the clay before beginning with the
actual lesson. This also worked out really well because it allowed the students to get
used to the clay and get out all the little urges that they may have when introduced to a
new material. Since they were able to explore the media before using it, it really cut
back on distractions. While I gave instructions, there was a small struggle with a few
students who wouldnt put the clay down and pay attention. They know that if they
cannot listen during instructions that they get uninvited from the group. This is a
technique that Ms. Alley uses with the students. She doesnt have them completely
leave the room but they do have to stand to the side and just watch their classmates
work. This shows them that if they cannot follow directions and behave, then they
cannot do the project. This also teaches them that safety and instructions are extremely
important. Luckily, there werent any students that were uninvited during this lesson
but they do know that there is the chance that it will happen if they cannot follow the
directions. Since using the clay was so new to them, they were extremely active and
engaged in the project. They were very excited that they were able to make what they
did with the clay. They were made aware that this would be something they would be
doing again in the future. This made them realize how important it was to follow
instructions. After realizing in my first lesson that my directions had to be simplified and
very clear for them to follow, I made sure to make adjustments to how I worded the
directions for this lesson. When the students were working on making their pinch pots, I
had to use a different name and call them tiny bowls. Ms. Alley pointed out that even
though a pinch pot is the technical name, students at their age (kindergarten) probably
think of a pinch pot as something that is really big like a cooking pot. If they think of it as
a big pot you would cook with, that is what they will try to make. We decided that calling
them tiny bowls would make it easier for the students to picture that and see that they
could create something like a tiny bowl. While students were working, I was sure to walk

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Paige Railey

around and help out as much as I could. With this being a new media, I wanted to make
sure that they were completely comfortable with what they were doing and with their
achievements. In all, this lesson was extremely successful with very minimal behavior
issues.
Pottery in Pueblos: Actual Clay
I went into this lesson really confident that it would go well because of using the
modeling clay first. For the most part, it went really well but there were more behavior
issues than I was expecting. To start the lesson off, I went over some more information
about pueblos and the pottery that they make. The students seemed interested and I
really think it got them excited about making a quality tiny bowl. Once they were
allowed to go to their seat and start working, they got a little rowdy but it was clearly out
of excitement to be using the actual clay. The students were still expected to raise their
hands with questions but during this lesson, they were more chatty than usual. I came
to the conclusion of the fact that they were already comfortable with the modeling clay
so they were prepared for the actual clay. This was my intention to start with but the
excessive chatter was something that I wasnt expecting. I was just sure to remind them
that they are supposed to be quiet during directions and raise their hand if they needed
help or had a question. Fortunately, there werent any students who were misbehaving
enough to be uninvited from the group. Once the behavior issue was addressed, the
students were very quick to catch onto the task given to them. Since they had the prior
knowledge from using the modeling clay, they understood the instructions with the
actual clay. I was very impressed with the students who usually struggle or fall behind
with instructions because they were able to keep up with the rest of the class. As a
class, the students did a great job with their tiny bowls. Aside from the few students who
had a hard time paying attention and following directions, I was impressed and satisfied
with the finished bowls. I feel like I presented the information in the clearest way I could.
The students followed the steps directly. An example of this would be when I was
explaining how to make the small sphere with the clay. Since they already knew how to
make the sphere, they only had to figure out how to make it with the actual clay. While
some students still didnt understand that a sphere and a ball are the same shape, they
were still able to make spheres effectively. When it was time to make the pendant, it
was a little but more of a struggle to get them to understand. It would have been easier
for them if I had examples of what an actual pendant was for them to hold rather than an
image on the SmartBoard. I had them press a piece of the clay on the bottom of their
shoe to mimic the texture. Texture is something that they knew but probably hadnt
applied it in the way I was having them do. This was obvious because I still had to go
around and show quite a few of the students what to do after doing a complete
demonstration for the entire class. Something that was very different in this lesson and
something these students havent had to do yet is use the sinks to clean up and wash
their hands after the project was over. Initially, it seemed a little intimidating to have
that many students up at the same time. It ended up that they were finishing at
different times so it allowed me to make sure their names were carved on the bottoms
and that they were following the sink rules. They all went to the sink, washed their

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hands then went to the carpet in a very smooth fashion. I made sure to praise them for
that and tell them that I was very proud of how well they did.
Pottery in Pueblos: Applying Paint
Section 4: Reflection for Professional Development
My two professional development goals are to gain more knowledge on different eras of
art rather than just contemporary and modern and to increase my skills with using threedimensional materials.
Gaining knowledge on other eras of art besides contemporary and modern art
Throughout the semester, I was quick to realize my large knowledge base on art work
and artists that are more recent. While knowing a lot about modern and contemporary
art is extremely useful, it would be even more useful to have that same knowledge base
in regards to other eras and styles of art like realism and art deco. In order to improve
on this, I could visit museums and different installations reflecting on various art eras
and styles. By visiting museums, I would be able to have a visual of what I am learning
about rather than just seeing it in a book. Another way to broaden my knowledge base
on other areas and eras of art would be to try to find inspiration from these different
artists in my own work. As an artist, taking inspiration from other works is extremely
popular and helpful when trying to develop new concepts for your own work.
Increase skills using three-dimensional materials
While I am quickly drawn to observing and critiquing three-dimensional works of art, I am
even more drawn to producing two-dimensional paintings and drawings. This is
something that can help but also hinder me as a teacher because it is important to relay
both two and three dimensional skills to students. I can work towards developing these
skills by doing research on techniques and processes of using three dimensional media.
This would provide examples and step by step guides allowing me to really explore and
broaden that ability. Another really good step to fulfilling this professional goal would be
to just force myself to try new things with media that Ive never used before. This is also
where a lot of inspiration for developing concepts comes from when producing my own
work. If I just get past the apprehensiveness of new materials and jump into trying new
things, it could really open some doors.