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Video Reflection
Liberty University
EDLC 504: Educational Philosophy and Theories of Learning
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Three Strategies the Teacher Used
The teacher used effective teaching strategies with his students. The first that I noticed
was that he used repetition. Repetition is one of the most essential learning tools and there are
different types of repetition strategies. For this lesson, I saw that he used chunking repetition and
rhythmic repetition. Chunking repetition is when the teacher dissects the phrases into chunks and
repeats it to ensure that the students are understanding it. The teacher showcased this strategy at
the beginning when he was asking questions and even when sharing student responses. Rhythmic
repetition is shown when he has the students clap their hands for every syllable that is said out
loud (Saville, 2011). This strategy was effective because students were able to retain memory of
the assignment and words.
Another teaching technique that I noticed he used was call and response. Classroom
management is defined as the teachers ability to successfully perform tasks in face of difficulties,
whether that’d be interacting with the class as a whole, group settings, or individually (Lazarides
et al., 2020). Teachers should be confident in their ability to manage their class because it’ll
result in less distractions. In this lesson, the teacher’s call and response was effective because
whenever he did a call, the students almost immediately responded and focused on him. He did
use various techniques and each time he did, the students were prompt and focused.
The last strategy used in this lesson was think-pair-share. This can be defined as an
active-learning strategy that is designed to give all students the opportunity to think and talk
about the ideas they are studying. The students can think individually and then share their
thoughts with the class. When students are provided this time it can improve their responses and
increase their willingness to share ideas with others (Cooper, et al., 2021). In this lesson, the
teacher uses think-pair-share and asks students to share with their partners and then share with
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the class. This strategy was also effective because it got students thinking independently and
excited to collaborate with their peers.
What Would I Do Differently?
If I were teaching this lesson, I think I’d include some visual aids. The teacher did
provide some but it was either too small or too minimal. Visual aids are an important part of
communication and good for determining points that need to be remembered. Simple visual aids
are best so they won’t be distracting. A few good visual aids would be those with simple
lettering, images, and few distractions. You want to only use texts that are relevant to the review
of the lesson (Shapiro, 1994). I think using larger photos or examples would be good and not be
boring. It can liven up a lesson and the classroom atmosphere.
Scripture
The scripture that I chose to use for this review is Titus 2:7-8 which read, “And you
yourself must be an example to them by doing good works of every kind. Let everything you do
reflect the integrity and seriousness of your teaching. Teach the truth so that your teaching can't
be criticized. Then those who oppose us will be ashamed and have nothing bad to say about us.”
This Bible verse is relevant to the review of the lesson because it speaks truth about teachers and
their role. It’s not just about teaching, but being true to you and being passionate about what
you’re teaching. As a teacher, you should do your best and I believe this correlates with the
review of this lesson.
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References
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think-
Pair-Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE life
sciences education, 20(1), fe1. https://doi.org/10.1187/cbe.20-08-0200
Saville, K. (2011). Strategies for Using Repetition as a Powerful Teaching Tool. Music Educators
Journal, 98(1), 69–75. http://www.jstor.org/stable/23012643
Shapiro, S. J. (1994). Applying Human Factors to Classroom Visual Aids. Proceedings of the
Human Factors and Ergonomics Society Annual Meeting, 38(6), 412–416.
https://doi.org/10.1177/154193129403800605
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