Using Video Reflection to Develop Yourself as a Reading Teacher.
As a former literacy coach and Reading Recovery® teacher, I’ve spent many hours in the “hot seat,” that is, demonstrating lessons in classrooms and teaching behind the glass. When I moved into higher education as a professor, my prominent goal was to stay connected to classrooms as a coach and co-teacher. After 11 years at a university, I’ve stayed true to that goal by making every effort to spend time in first grade classrooms, especially, as that is where most of my research is situated. In this role, I have continued to demonstrate lessons and teach alongside classroom teachers. I also frequently video-record myself teaching guided reading, word work, and interactive writing lessons. I say all this to share that what I’m about to suggest to teachers, I do myself!
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Video-recording and analyzing teaching are powerful professional learning activities. It is meaningful and contextual, in addition to being risk-free because the teacher will be the only person who views the video, unless of course the teacher chooses to invite others to view.
- Is your book introduction engaging?
- Is there a balance of teacher talk and student talk?
- Did you provide the gist of the text?
- Do children have opportunities to make connections?
- Did you present information related to (if applicable) text structure? vocabulary? language structure? phonics skills?
Read with Prompting:
- Are students able to read the text fluently with your support?
- Do you allow wait time when a child encounters a point of difficulty?
- Are your prompts succinct and clear?
- What kinds of prompts are you providing at children’s points of difficulty?
- Are you scaling your prompts up and down to scaffold children’s strategic reading?
Discussion:
- Is there a balance of teacher talk and student talk?
- Is there a balance between conversing and questioning?
- When you ask questions, are you asking literal andinferential questions?
Teaching Point:
- Do you address only one (maybe two) teaching points?
- Is your language succinct and explicit?
- Do you provide a specific example of what you’re teaching?
- Does the teaching point address a strategy or skill that children can apply immediately while reading continuous text?
Phonemic Awareness and Phonics Study:
- Are the skills taught at students’ zones of proximal development?
- Are the skills presented related to the text (taught in context)?
- Is the teaching of skills multisensory?
Reflection is a valuable tool for teachers to use to enhance instruction. Viewing videos of teaching in thoughtful ways, such as using a tool like the one discussed here, is one way to practice reflective techniques. This practice slows down the process and encourages teachers to analyze both how they communicate with children and the ways in which children respond.
Happy Reading!
About the Author
