Level 1 Observation #1 Reflection Planning Guide

Haley Tompkins

Guiding questions to reflect upon from your video & other data collected (supervisor or CT
observational notes/feedback, artifacts, etc.):

Question Time in Evidence Claim(s) You Might Make

Video/Other from this Evidence
Data Source

What impact 2:01-3:20 The impact my performance I think in this the case, I am
did your of the task is that my different of Mrs.Giblin, so they
performance of students in the past have not feel I should have better
the task have been this well behaved impression of them and theyre
on your before when lining up. abilities. They saw my teacher
students? was in there and they knew that
I was going to have higher
expectations than what their
teacher normally did.

Did you get 2:01-3:20 I did get my desired results Students are all straight in a
your desired because in the video all the line facing forward in order and
results? What students are following each quiet. They are exactly how I
do you think other facing forward. They wanted the students to look as I
led to your re quiet through the halls. had written in my lesson plan. I
success or lack They are not leaning on the think the fact that students
of success in walls and stop at every knew I had high expectations of
getting your corner like they are them, and so did my supervisor,
desired results? supposed to. They are in line that they decided to show that
in alphabetical order. they could meet the
expectations my teacher
typically has for them for lining
up.
 Level 1 Observation #1 Reflection Planning Guide
What went 00:00-00:40 It went well because
well? Why? students listened to my
initial attention getter and
cleaned up as they were
supposed to be ready to
2:05-3:20 go.Students alsoThe students
all followed directions to be
quiet and facing forward.
They were not disruptive.
What didnt go 00:59-2:00 I did not give clear
as well? Why? directions or expectations of
the students I just expected
them to already know.
I would say from this I can tell
that if I have high expectations
of my students, that they will
follow through with them. They
can meet this simple task, they
just have to try harder than a
regular day where they get into
this pattern of not listening to
the teacher. Students decide if
they want to listen or not.
Putting them in a mindset that I
know they are capable of
listening to directions will help
with the facilitation of the
management routine.
I had already expected them to
know their expectations and so
did Ms. Davis when she
challenged them against the
Kindergartners. I think it made
me forget to reiterate the
directions since they were
already doing what needed to
be done without me having to
say it. On a regular day,
however, I would have to tell
them more than once what they
need to do so they finally listen.
Next time, I would make sure
to reiterate the directions and
direct it towards all the students
instead of assuming they were
listening when I called the first
group.
 Level 1 Observation #1 Reflection Planning Guide
How did the 00:00-3:20 By third grade the students
developmental developmentally should
level of your know by now what is
students impact expected of them to line up
how you properly. So when I planned
planned the this lesson I had the
task or the expectation students would
results that you follow directions and
observed? intervention wouldnt need expectations I had planned.
to be made, unless
necessary. I only had to
correct one student in the
video which I expected.
I feel I had this expectation of
my students while planning that
there is only one or two
students that I have to look out
for. I feel that just my students
knowing my teacher was there
and I was leading the line, that
they would exceed my
They rise to their
developmental level when they
feel like it. I expected at their
age that they can handle lining
up like they have been since the
first day of school in
kindergarten. The one student I
had to correct in this task was
not a challenge because he is
typically having behavioral
problems that I was already
prepared to look out for, which
is why I had placed myself
purposefully to where I could
see him.
 Level 1 Observation #1 Reflection Planning Guide
In the chart below, capture times and evidence that illustrate times when you demonstrated the FEAP
indicated.
FEAP Demonstrated
2a. Organizes, allocates, and 1:00-1:42
manages the resources of
time, space, and attention
2b. Manages individual and
class behaviors through a
well-planned management
system
2c. Conveys high
expectations to all students
Time in Video & What Was How does this evidence show
Happening/Other Data Source that you demonstrated the
FEAP?
Students were being called to
get in line and grab their
lunches by table group color
1:24-1:27
I was communicating to two
students they could clip up on
their behavior chart for being
ready and eating expectations
1:00-1:04
Here I am telling the pink
table to go get their lunches by
lining up on the pink line
quietly
By calling the students by
table group, I am managing
and organizing space by not
having the students all over
the place getting their things
to get in line as that causes
chaos. I also choose the tables
by color that was ready to get
in line that was paying
attention to allocate just
enough time for them to get in
line.
I was managing class
behaviors through the clip
chart behavior system by
having students following
directions and modeling for
other student my expectations
clip up. In the event a student
was not following directions I
wouldve had them move their
clip down.
In this case, I am using the
pink table to portray what the
expectations are for all my
students. I have the
expectation of all my students
that they should be paying
attention as I tell the pink
table the expectations that the
other students will follow
those directions.
 Level 1 Observation #1 Reflection Planning Guide

2e. Models clear, acceptable 00:00-00:12 I was modeling clear oral

oral and written
communication skills
Here I was explaining the
expectations for the students
to clean up and get ready to
line up
communication with my
students, as I was telling them
they needed to clean up and
put their hands on their head
when they were ready to start
cleaning up.

2f. Maintains a climate of 0:25-0:32 By going to the students that

openness, inquiry, fairness
and support
Here I am going over to the
students to make sure they
heard the directions
could have possibly misheard
the directions, I wanted to
make sure I am supporting
them and avoiding any
miscommunication or errors
by making sure they heard
what was going on. By doing
this I am making it fair for
them as the others by not
lacking them of what was
going on and if they had any
questions.

2:03-3:20 As I am walking the students

Here I am walking the
students to lunch from the
classroom to the lunch room.
to lunch, I am constantly
monitoring the students to
make sure they are all getting
along and no problems are
arising that could affect a
climate of openness and
support.

Guiding Questions for Reflection:

Explain big ideas from any of your courses that are connected to the observation and
performance of the routine. Provide bibliographic information for any references you
cited in this blog using APA, 6th Edition.

During my observation and even in the classroom when I work with my students I have
expectations that my students can meet high expectations. I believe in the self-fulfilling
prophecy, which is if you hold your students to a high expectation they will rise to meet them. I
 Level 1 Observation #1 Reflection Planning Guide

feel during this task, especially while I was planning, I believe my students were capable of
following expectations because I have seen them do it with my CT. Teachers who maintain
good student teacher relationships have high expectations and hold students accountable for
meeting them (Levin & Nolan, 2014). I am creating positive relationships with my students the
more involved I get with my students. As I keep working with them like I did in performing
lining them up I am starting to see what they are capable of.
In order to get mays students to perform the task as perfectly as I know they re
developmentally capable of doing they had to be given reasoning why they needed to perform to
my expectations. Motivation to students is determined by, Motivation (M) can be
conceptualized as the product of expectation of success (E) times the value (V) of the desired
outcome (M=E x V). The expectation of success is highly influenced by the factors to which the
students attribute success. If the students perceive that success is attributable to the efforts they
put forthas opposed to other factors, students will believe that they have great control over
their own success (Levin & Nolan, 2014). As I was watching my CT perform this task before I
planned it and performed it, I feel the reason the students werent choosing to listen to the
teacher even though they already knew they were capable meeting her expectations is because
they didnt have motivation to. I believe however when I was performing the task my students
had motivation to see the expectations I had for them because they knew its value to me. They
knew their success in the task would mean something to me and how they look to my supervisor
and I.
Levin, J., & Nolan, J. (2014). Principals of classroom management: A professional decision-
making model. Upper Saddle River, NJ: Pearson Education.

What were the most important things you learned by engaging in this routine?
The most important thing I learned when engaging in this task is being an authority
figure. Before attempting the task I had practiced several times. My CT and I had talked several
times over it's ok to tell the students when they are doing well as an example to move their clip
down. When you typically would point out a student doing good the others would tend to follow,
but not always. It was just a learning experience for myself to be more assertive in the classroom
in a good way.

In what ways did this task meet/or not meet the developmental needs of your students?
Why?
I believe this task did meet the developmental needs of my students because they are in
third grade where the teacher holds expectations that the students are able to be responsible for
their own behavior while the teacher focuses more on teaching. This is not always the case,
however, but in lining the students up they should have mastered the expectations before I even
preformed the task with them. It is a challenge to them almost every time they line up if they can
meet those expectations for third grade and being responsible in that task without a whole lot of
teacher intervention.
 Level 1 Observation #1 Reflection Planning Guide

How will you engage in the management routine differently next time? Why?

Next time I would come about this task with more confidence. I have a hard time taking
on authority and a lot of that stems from my age. Sometimes I feel I am not supposed to be here
yet because I just graduated. I sometimes dont allow myself to take initiative because I feel my
age makes me unqualified. My CT and I had discussed in the times have practiced it that I should
take more initiative calling out good and bad behaviors. I did better during my formal
observation, however I just wish I could be more confident in that aspect. Ne

New questions/wonderings I have include

I guess moving forward the question I have is, how can I develop authority in the classroom as
an intern?
I also wonder if my CTs way of behavior management could be improved so that the kids can
follow the expectation of lining up without having to need the expectations told to them every
time.