Daniel A. Chapman 12/13/13 Fieldwork Seminar Video Analysis & Reflection 1.

Would you want to be a student in this class doing this activity? Why or why not? It's difficult for me to make a concrete statement re ardin whether I would want to !e a student in this class" as there were !oth parts that would a!solutel# make me want to !e in the room and others that would make the classroom e$perience less appealin . I would lo%e the acti%it# that we did in class" I lo%e workin with m# hands and reall# appl#in what the content is in a class to a tan i!le e$perience. &ore'so" I lo%e workin with microscopes" microscopes allow me (and I !elie%e man# students) to step out of m# own shoes and perform the kind of romantici*ed work that +real scientists, are doin . -o me" there is somethin ma ical a!out workin with microscopes. In addition" I lo%e it when teachers i%e me some space to do m# own work" !ut are still in%ested and in%ol%ed in m# own learnin " and the acti%it# itself. .owe%er" there were pro!a!l# /'0 students who were not e$cited to work and who were !ein %er# oppositional towards the acti%it#. -his would a!solutel# distract me from the assi nment" and (knowin m#self) I would ha%e had a difficult time decidin !etween either en a in in an acti%it# that I know I would en1o#" or 1oinin in with m# peers" i norin the acti%it#/takin the acti%it# +at m# own pace", or oin out of m# wa# to distract m# other counterparts. I think that for m# students" if the# were %er# interested in the assi nment" and it made sense to them" the# hopped on the opportunit# and were a!solutel# lo%in the class. 2n the other hand" for m# students who were not interested in the acti%it#" were distracted" or were 1ust o%erwhelmed !# the fact that it was almost the weekend" the# did not show e$citement towards the acti%it# and were not interested in the work re3uired to complete it.

2. How do you look and sound in the video? I'm surprised !# how comforta!le I look in the %ideo. 2ften when I am in front of the class I can et a !it ner%ous" and sometimes this can disrupt m# train of thou ht and decrease m# percei%ed efficienc# (a!ilit# to i%e instructions" clearl# articulate ideas and concepts" etc)" !ut I feel here" watchin m#self" I think I look 3uite comforta!le and calm. It !ecomes %er# clear to me as I watch m#self" how much I dislike the set'up of our room and its limitations to 3uick and eas# mo%ements from student to student. -he si*e and the front desk" and the wa# the students are lined up limits m# a!ilit# to 3uickl# mo%e around the classroom and monitor students while also referencin and drawin students !ack to the !oard or demonstrations. Similarl#" I can et stuck helpin /attendin to the same students" and !ecause the# are difficult to et to (without intentionalit#) I can find m#self i%in less attention to people sittin on the %er# outside seats (in this lesson" I specificall# think of Darnell and 4amir).

3. What are you doing in this lesson? (Giving info, lecturing, e !laining, scaffolding, chores, "uestioning, answering, coaching, #odeling, de#onstrating$% &s this what you think you should be doing? 5esson Schedule6 Facilitatin Do'7ow (18 &in) 9e%iewin Do'7ow (0 &in) 9e%iewin content from past 2 da#s (0 &in) :$plainin and ;reparin Acti%it# (0 &in) 5eadin throu h first part of Acti%it# (0 &in) <orkin with students" facilitatin acti%it#" answerin 3uestions (10 min)

As I re%iew m# o%erall schedule and how I spent m# time/what I was doin throu hout the lesson" I feel like I did a ood 1o! of sta#in on task and mana in the class efficientl#. I think the part of m# lesson that was most difficult" was the portion in which I e$plained and prepared the acti%it#. 2ne of the thin s that I%e reco ni*ed a!out m#self in these moments" is that I allow the students to ha%e more sa# (indirectl# and directl#) than the# should re ardin the transition. For e$ample" in this lesson" while I was e$plainin the acti%it#" some students were e$pressin a desire to +1ust et into it", while others were e$pressin their disdain for the acti%it#. As a result of this" I hastil# handed out the acti%it# and did not mana e the students well and take the necessar# time to e$plain the acti%it# and frame it's purpose. If I could take another shot at this scenario" I would ha%e stopped passin thin s out" and demonstrated/modeled in front of them what the# would !e doin " and spent some e$tra time framin the acti%it# such that it !etter ali ned with what we had !een doin for the past week.

'. What are the students doing? ((ttending, chatting, creating, writing, arguing, laughing, inde!endent work, grou! discussion, listening, asking, answering, negotiating, disru!ting$% (re they doing anything you didn)t know or e !ect? -his lesson re3uired the students to spend a!out half of the class time workin independentl#" and/or en a in with the re%iew (as %isi!le throu h answerin 3uestions" askin 3uestions" %isual cues" 1ottin down notes" etc.). -he other half of the class time would !e spent doin workin indi%iduall#= althou h it is important to note that there were no real limits on peer con%ersation (related to the acti%it#) durin this time" there was a lot of room for discourse !etween student and teacher" and there were a handful of times throu hout the acti%it# in which we completed sections as a class. For the most part" the students that I knew had !een pa#in

attention and producti%el# completin their work were in fact on task" and similarl#" the students that I knew were ha%in more difficult# en a in and workin in a timel# manner were in fact ha%in a harder time. -he onl# thin re ardin the students that cau ht me a little !# surprise was the off'task !eha%ior e$hi!ited !# !oth Darnell and 4amir. <hile I did check in with these students" there were si nificant periods of time in which the# are not (%isi!l#) completin their work. As I noted earlier" I think that this is due to their seatin " and the difficult# in monitorin that side of the classroom. I want to stri%e to !e more intentional with checkin in with !oth of these students throu hout the course of m# lessons.