Video-taped lesson reflection
Within my unit on Oedipus the King, I wanted to incorporate the background myths, information on Greek culture, a close study of literary elements such as dramatic irony and motifs, and an examination of drama. Consistent with the examination of drama, I wanted to have my students look specifically at tragedy. To move to the elements and purpose of a tragedy, I first wanted to review or introduce the elements of plot. My goal was to help my students understand why Aristotle argued that plot was the most important part of drama and how Oedipus the King fulfilled the elements of dramatic structure.
I developed the lesson plan utilizing a seven point model. The anticipatory set or focus activity for the day was a reading quiz. I gave the reading quiz orally. It seemed to take a long time as I needed to repeat several questions. When I watched the video taped lesson, I realized that the quiz did not take as long as I felt it did. However, I do feel that one way to avoid so much repetition would be to write the quiz questions on the board. This visual would allow students to go through the quiz at a more comfortable pace for each individual. Having the quiz on the board would also give me the opportunity to walk around the classroom and answer any individual questions and clarify and group questions as well.
During the transition from the focus activity to the instructional input, there was a noticeable rise in the noise level. However, the students quieted down on their own as soon as I had picked up all the quizzes. I went through a clear outline for the day. I think that having the outline on the board and explaining the goals for the day were both effective. My offering the expectations for the day to the students lets them know that they are involved in what is going on in the class. I want my students to know that they are important and integral in their own education and that it is not just a matter of me standing in front of them spouting information irrelevant to them. By sharing with them my goals, it shows them that they deserve to know what is going on and, further, that I respect them.
The instructional input on dramatic structure focused on the use of a visual graphic. I asked the students to come up with the definitions for each element of plot. This student input allowed students to recall previous information and work together to come up with a suitable or effective definition. This aspect of the lesson ended up integrating instructional input, modeling, and guided practice through discussion. First, I identified the five major elements of dramatic structure: introduction/exposition, rising action, climax, falling action, and resolution/denouement. Next, I asked students to participate in the defining of each element. Throughout this process, I modeled note-taking and provided guided questions to model how to identify each element. Discussion developed as we applied the dramatic structure to Oedipus the King. We worked as a whole class to identify the events in the play that fit our plot triangle.
While the combination of input, modeling, and discussion was ultimately effective, my pacing throughout the class period was slow. The lesson ended up being more of a review than I had expected. While I am not disappointed in the review of plot, I think that it would have been helpful if I could have moved through each element more efficiently. In the end, we only completed the notes on climax that day. Pacing has been one of the most difficult obstacles for me over the semester. With each class, I feel that I have gotten better, but it is still an area that needs improvement. Watching the video, I realized that my repeating student responses or repetition of points that were already clear often decreased the speed of the lesson. I want to work on trying not to repeat student responses because this deters from peer listening. Instead of listening to their peers, students become accustomed to listening to me as they expect me to repeat what their classmates say.
One of the most positive moments of the lesson was when I redirected a student’s question. Soon, there was a class discussion in which I moved to the side and facilitated by offering tacit encouragement. The students were listening to each other and the discussion was incredibly valuable as they were asking questions pertaining to theme. Immediately, the connection between plot and theme became an easy connection to make.
In watching the video-taped lesson, I realized that I presented a well organized and well planned lesson. I was open to student questions and thus, offered my students a safe and comfortable learning environment. I maintained a low voice throughout the class period in order to effectively maintain a respectful discussion within the class. Since this class has thirty-one students, I realized early on that trying to speak loudly was ineffective. When I speak softly, the students do not try to talk over me or one another in an effort to hear what I and the other students are saying. I made an effort to call on students who do not generally volunteer especially for reading passages from the play.
Despite my efforts to include more passive students and my openness to responses and questions from students who do actively participate, I did not call on enough of my students. Regardless of how large the class is and how many active students I do have, I need to make a better effort to call on more students while at the same time continuing to include the extroverted students. I also realized that at times I missed students who had their hands up. I need to make a better effort to constantly scan all parts of the classroom. I also want to increase my checking for understanding. Like pacing, this is one of my focus areas for improvement. Watching the video allowed me to see what methods of checking for understanding I have been using and why they are ineffective. I would often ask one syllable questions such as “ok?” and “right?”. Neither of these questions sufficiently allows the students to respond or to show me that they do understand. I need to call on students and have prepared questions that ask the students to apply what we have gone over so far.
Overall, I
do not believe that the video-camera affected my teaching in a positive or
negative way. I paid very little attention
to the camera. However, I did notice
in watching the tape that I did not pay as much attention to the part of the
classroom where the camera was. Therefore,
it seems I did try to avoid looking at the camera. In doing so, I feel that I did not pay enough
attention to the students sitting near the camera. Watching the video-taped lesson has been an
amazing means for reflection. I was
able to assess my lesson plan, my classroom management, and my instructional
style. Throughout the semester, I have
often been hard on myself. In watching
the video, I realized that maybe I have been too harsh. I feel that I provide a very welcome environment
for my students. I talk to them rather
than at them. From watching the video,
it is evident that the students know that I want to hear what they have to
say. In the same sense, however, I
was able to observe several areas for improvement. While my mentor and I had already identified
some of these areas, the opportunity to see the problem has given me a new
perspective and allowed me to generate new solutions. I want to work on improving my pacing, increase
student involvement, and also provide more verbal reinforcement. I often give my students tacit encouragement
through smiling and nodding my head. I
do want to try to include more spoken encouragement from now on. In the end, watching the video proved to be
a helpful experience as it presented a new source of personal critique and
reflection.
