Name: Glory Lucas

Video-Tape Analysis
Situated Clinical Practice
Riverside Elementary School
Spring Semester 2012
Areas of Strength:
Date

3.21.11

Video Clip

VID0001.m
p4

Classroom

Kramer

Identified
Strength
Facilitating
Discourse and
keeping students
engaged.

Teacher
Candidate
Ms. Whitney

Evidence
(specific segment of the
video clip that shows the
strength)

02:01 04:16

Reflection:
Whitney began by reminding students that they needed to be listening and keep their eyes on the
whiteboard. Then, she asked a question and provided sufficient wait time so that all students had a
chance to think about how the work theyd done with the fraction towers connected to her question. Her
voice was loud and clear, yet she still conveyed the calmness that accompanies a Discourse session.
Students were clearly paying attention and their responses matched the question that Whitney posed.
Date
10.06.15

Video Clip
VID0321.m
p4

Classroom
Robbins

Identified
Strength
Getting students
attention at the
beginning of the
lesson.

Teacher
Candidate
Ms. Glory

Evidence
0:29 0:50

During this portion of the video, I am demonstrating my ability to gain the attention of my students in
order to begin the lesson. The video itself is very quiet and difficult to hear; this is because I am
whispering my directions. I first attempted to get their attention by whispering If you can hear me, touch
your nose. The students who were paying attention responded immediately by touching their noses, and

Name: Glory Lucas

the ones who werent listening quickly caught on after they saw their classmates following directions.
When I whispered the next instruction (If you can hear me, put your hands on your head), all of the
students responded correctly and had their eyes on me. Finally, when I had all the attention, I whispered
that they were to find a seat on the perimeter of the blue carpet.
Areas of Strength:
Date
10.06.15

Video Clip

Classroom

VID0321.mp Robbins
4

Identified
Strength
Listened to student
and modeled that
growth opportunity.

Teacher
Candidate
Ms. Glory

Evidence
3:05 4:15

Reflection:
During this portion of the video, a student demonstrated how he would count the numbers correctly on the
dot card. When I heard him bring up a good point, I realized that the other students would benefit from his
reminder to himself. Therefore, I began with Wyatt brings up a good point. He said that if you go too fast,
you could count the numbers wrong. I asked students what they thought could happen if they count too
fast, and they all agreed that if indeed they counted quickly, they could make a mistake. From there, I
asked the students to practice counting carefully; I held the card up high and modeled the correct way to
count by pointing to each dot and counting out loud. I believe that this was a strength on my part because I
was able to listen to a tip from a student and turn that into a growth moment.

Areas for Growth:

Date
10.06.15

Video Clip
VID0321.m
p4

Classroom
Robbins

Identified Area
for Growth
Length of
interactive
modeling.

Teacher
Candidate
Ms. Glory

Evidence
7:05 10:35

Name: Glory Lucas

As shown in the Evidence space, my interactive modeling of the game Match Up was very long. Watching
it back a couple times, I realized that the students most likely understood the game far before I stopped
modeling and moved on to independent play. I absolutely love interactive modeling, and in kindergarten it
is essential to student learning. Being painfully clear in instructions and delivery is important, but I do
believe that most of these students had played a similar form of the game before. Using that knowledge, I
should have shortened or tightened up my interactive modeling, still including the valuable information
but delivering it in a shorter period of time.
Date
10.06.15

Video Clip
VID0321.m
p4

Classroom
Robbins

Identified Area
for Growth
Timing during
independent play.

Teacher
Candidate
Ms. Glory

Evidence
13:44 33:06

While going from group to group during the lesson, time seemed to fly by. Before I knew it, twenty minutes
had gone by and I still hadnt been around to every group! Timing was one of my biggest struggles
throughout the first six weeks experience, and it showed in this lesson as well. Although twenty full
minutes of playing the math game was most likely beneficial to the students learning and development,
coupled with a long interactive modeling demonstration it took forever, to put it simply. In the future, I
need to work on tightening up my lessons into more compact, meaningful portions of time without taking
away from the learning. This is really a goal for every teacher, and I believe that it takes lots of experience
to master this skill. I will never stop trying to be the best I can be for my students!