reflection2

Teacher Reflection on Video 2
Today’s lesson went fairly well. One aspect that went well was when I asked the students to read over their partner’s feedback and jot down any questions that they had for their partner in their reader’s notebook. Each student then got a chance to present their feedback and then the writer had time to ask questions of their partner. Then they switched roles and proceeded. I videotaped the two girls today as they went through their conference. I met with them and reminded them of what they needed to do structurally. I tried to give them time to talk through their work before I jumped in, but I will have to go to the videotape to see if that really happened. Student 1 gave her feedback first and then Student 2 asked for clarification on some of the feedback. They then proceeded to talk about Student 1 ’s work and Student 2 shared her ideas. It was a little muddy as they worked through what Student 2 meant in terms of where Student 1 needed to add more explanation of her thoughts. I was there to “talk back” as to what it was that Student 2 wanted to say. I think that they both understood one another’s ideas when it was done but I wonder what would have happened if I wasn’t there. I think that I need to videotape a conference without me present, just to see how it progresses, rather than me guiding it. This might give me a more organic vision of what is going on. During this conference the students had a lot of resources that they were using in order to jot down what and how they needed to change their writing. I think that I threw out a lot of information to them initially and that was overwhelming. I think that I will have them keep their Readers' Notebooks next to them for all conferences in order to provide for them a place to jot down what it was that they wanted to remember. I also think that it would be beneficial for us to create a rubric of peer conferring behaviors. We have a rubric for Writing and Reading behaviors and this might be something that would help the students know what the expectations were for them as to how they were to behave, give feedback, and speak to one another. I think that I may institute the creation of this rubric within the next week or so, so that we can eliminate some of the structural and behavioral confusion that is experienced by a handful of the students. Back

Teacher Reflection on Video 2

Today’s lesson went fairly well. One aspect that went well was when I asked the students to read over their partner’s feedback and jot down any questions that they had for their partner in their reader’s notebook. Each student then got a chance to present their feedback and then the writer had time to ask questions of their partner. Then they switched roles and proceeded.

I videotaped the two girls today as they went through their conference. I met with them and reminded them of what they needed to do structurally. I tried to give them time to talk through their work before I jumped in, but I will have to go to the videotape to see if that really happened. Student 1 gave her feedback first and then Student 2 asked for clarification on some of the feedback. They then proceeded to talk about Student 1 ’s work and Student 2 shared her ideas. It was a little muddy as they worked through what Student 2 meant in terms of where Student 1 needed to add more explanation of her thoughts. I was there to “talk back” as to what it was that Student 2 wanted to say. I think that they both understood one another’s ideas when it was done but I wonder what would have happened if I wasn’t there. I think that I need to videotape a conference without me present, just to see how it progresses, rather than me guiding it. This might give me a more organic vision of what is going on.

During this conference the students had a lot of resources that they were using in order to jot down what and how they needed to change their writing. I think that I threw out a lot of information to them initially and that was overwhelming. I think that I will have them keep their Readers' Notebooks next to them for all conferences in order to provide for them a place to jot down what it was that they wanted to remember.

I also think that it would be beneficial for us to create a rubric of peer conferring behaviors. We have a rubric for Writing and Reading behaviors and this might be something that would help the students know what the expectations were for them as to how they were to behave, give feedback, and speak to one another. I think that I may institute the creation of this rubric within the next week or so, so that we can eliminate some of the structural and behavioral confusion that is experienced by a handful of the students.

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