Kathy's Video Analysis

Evidence	Importance	Context	Connections	Next Steps
Several students were distracted before the allotted time.	Those students that had not studied enough gave up because they lacked resources to help them continue.	I gave them five minutes to complete as much as they could on a map of the Spanish speaking world. Then we would stop, make corrections, review, erase and repeat.	Some of the girls needed support to help them. A student suggested that they could look at a list of the countries to help with spelling and give them hints.	I realize that (in general) girls perform better without time limits. I should let them work at their own pace and use the notes as necessary. I was able to recognize this and change things up for the next class. Luckily, this was first period!
I don’t have students’ full attention when I’m speaking, and I don’t always respond efficiently to them.	One boy had his hand up for quite a while and I didn’t notice. Other boys engaged in a separate conversation while I was talking about something else.	We took turns telling about recent “lollipop moments,” to make positive impact on others and appreciate when people do nice things for us. It also gives us a chance to work on listening skills. (I say “we” to include myself.) At times I failed to listen, and at times students didn’t fully engage.	This was my boys’ class, and I think my natural tendency is to teach to the female brain. My voice is high and not loud enough, which does not help in commanding attention. Teaching eleven- year-old boys takes energy and enthusiasm that I don’t always show.	I need to practice speaking with command in my voice when my boys need to engage in what I am saying. If I move around more, that may also help keep their attention on what they hear.
No Spanish was spoken!	Nada.	In one lesson we were reviewing culture and geography with a map activity, and in the second video we were discussing positive experiences.	Although it is early in the year of a beginner level language class, there are some expressions that can be used to enhance language skills.	Before lessons like this I should brain storm some expressions like “¿dónde está? (“where is it?) or “cuál es la capital?” (“what is the capital?”) for the maps lesson, and any number of encouraging words (“¡bravo!”or “¡fantástico!” – etc.) for the listening activity.

	Needs improvement	Proficient	Advanced
Identifying What’s Important			I identified what was most important in my classroom and instruction.
Making Connections			I made connections between important parts of classroom instruction and principles of effective teaching.
Incorporating Contextual Knowledge			I incorporated context into my analysis.
Drafting Next Steps			I generated multiple next steps in my analysis and implemented them.