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Nick Rodda, 2152133, Final Year Placement, Blackwood High School

TPA4 - Video of teaching, Review


Record at least one 10 minute unedited video segment of your teaching for self
and peer review

This video was recorded by my mentor for my professional learning. The entire video recorded the
first 15 minutes of a Year 10 Mathematics lesson. Within the video I welcomed students, settled the
class, took the roll, explained the activity (a continuation of last lesson) and then got them set on the
task. I also spent time with each table group assisting them in their learning and giving them targeted
feedback and teaching.

● What surprised you about your teaching?

I was surprised by a few things whilst watching the video played back. I was unaware before how
animated I was with my hand movements however this was a pleasant surprise because I was sure
that my body language was more stiff than that. I think that body movement and expression gives
the students something to look at and draw attention to without drawing attention away from what is
being said.

I was surprised with the time that I spent at each table and this is something that I was surprised by
throughout my placement. I found that often (especially when a class is going well and the students
are engaged) the time seems to fly by during a lesson. Where I would have preferred to spend less
time with specific groups and share my time more evenly I learned from this video that I need to
work on that some more.

I was surprised how much I had my back to the class when teaching to groups. After discussion with
my mentor about this I decided that this was something that I would work on in the future, because
with my back to the class I had no idea what was going on whether the students behind me were on
task or completely off task.

● Does the video segment show that you engaged students? How did you manage
challenging student behaviour? What strategies did you use to address the needs of
the whole class and the specific needs of individual students?

The video shows that while having their attention at the beginning of the recording I was able to
engage the students by directing my voice and attention while I was talking, to those that I could see
needed their attention brought in. Because by this point I also knew these students names it was
easy to keep their attention and bring them back to focus. However while taking the role the class
was not at a noise level that would be appropriate for that time. Since then I have worked on making
sure that the class is quiet while I do the role (if I choose to do the role-call at the beginning of the
lesson) otherwise I choose to mark the role when the students are on task and I have a spare
moment.

While roaming the class and supporting particular students I was easily able to engage students
because they were in smaller groups. The trick was trying to engage them at their readiness level
Nick Rodda, 2152133, Final Year Placement, Blackwood High School

and I found this (unsurprisingly) much easier to achieve with a small group of students at one time.
The only challenging behaviour that I found during this lesson was controlling the noise level and
making sure that one table group in particular stayed on task rather than talking about the football.
To manage the noise level I just asked politely for everyone to reduce their noise level and that
worked perfectly. To manage the group that was off task I just spent more time around with them
when needed and gave them goals to meet before I returned to their table, this meant that they were
always making progress.

There was one other table with the student was ASD and another unmotivated student, I ended up
giving them much more explicit instruction and scaffolded the question for them more so that they
were able to work towards more achievable goals.

● How did you monitor student understanding and learning during the lesson?

This was explained above; I monitored student understanding and learning by visiting each group
and providing targeted support and scaffolding for each of them when they needed it.

● What did you learn about your planning and teaching from viewing the video?

On top of the things stated above, I also learned how to better target students who need help. Even
during the task I learned that during group work, especially when there are varying levels of ability it
is important to encourage group discussion and even leadership within groups. Students with higher
ability are able to facilitate discussion and even teach their own peers. I found later that an activity
like Think, Share, Pair would have work excellently for this task and so I used this strategy later in
my teaching.

I learned to speed up my process of support for each group and to make sure that while supporting
individual groups and students, I have my face towards the centre of the room.

● What worked well and what might you work on future?

There are a number of ways that I might improve (and have improved) for the future:

- Face the centre of the classroom during group/individual instruction and support to develop
my non-verbal communication (AITSL 3.5).
- Quiet the classroom during role taking
- Promote leadership and discussion in group/team work
- Have scaffolding and extension work ready at the start of the lesson to better facilitate
students at various readiness levels (AITSL 1.5).
- Walk the classroom more during explicit whole class instruction (rather than just standing out
the front), also to improve non-verbal communication (AITSL 3.5).

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