Video Reflection 1
Video Reflection
Kailee Weiman
School of Education, Liberty University
Author Note
Kailee Weiman
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Kailee Weiman.
Email: kmweiman@liberty.edu
Video Reflection 2
Literacy Lesson First Grade
The teacher in the video was energetic and compelling to watch. He was invested in the
subject and was entertaining as much as he was educational. He asked leading questions that
would help the students begin to think through the subject matter themselves and with their
peers. It follows the idea of Vygotsky’s mediation. The kids reasoning and logic skills can be
developed through communication of peers on different levels of comprehension (Slavin et al.
43). Which he prompted through regular discussion times, that gave the opportunity for the
students to engage with one another. The children were prompted in a call and response so that
the kids could come up with an answer on their own. Along with a call and response the teacher
graphic organizers to help students understand past and present which has a huge role in the story
the students are reading. Graphic organizers are used to help build a student’s comprehension of
reading and will help them organize the information and concepts (What should content-area
teachers know about comprehension instruction?). The graphic organizers help the kids use their
own logic skills to determine the different concepts in the story that they are learning. Lastly a
strategy that the teacher used was the driving game. It helped emphasize the punctuation within
the text the students were reading. A foundational step in learning how to analyze and understand
text. Games can be an effective way of teaching children how to read. According to Susan
Lafond a national-board-certified teacher uses games within her classroom that are engaging,
relevant to the content and will have participation from every student (Ferlazzo, 2021). This
teacher was engaging to his students and incorporated a variety of strategies and methods to help
his students learn and engage with the material presented.
What I Would Do
Video Reflection 3
If I were the teacher of the class, I would utilize similar strategies to the teacher in the
video. I believe in an interactive and engaging approach to teaching. Children have limited
attention spans, so continuing to communicate and involve the students is important I think for
their growth. I would also use games to draw the children into a way for the kids to memorize the
information presented. On the other hand, if I were to be the teacher for these children, I would
Stray away from the over prompting that the teacher within the video provided. It is essential for
the student to have some guidance and prompting, but it is also a teacher’s job to let the kids
develop their own ability to reason. I would also engage with students not only in a manner of
talking all at once but allow for individual or small group interaction.
“I will instruct you and teach you in the way you should go; I will counsel you with my
eye upon you.” (2016) As teachers we are meant to guide those within our charge. We are to be
role models and not let lead our students astray. I believe this scripture encompasses the way that
the teacher in the video spoke and taught his students. It is also something that I when I teach
will strive to do for those within my care. God created us within his vision, and it is our
responsibility to uphold the standard bestowed on us. I hope to instruct with care and
compassion.
Video Reflection 4
References
Crossway. (2016). The Holy Bible.
Ferlazzo, L. (2021, March 5). Response: Ways to use games effectively in the classroom
(opinion). Education Week. Retrieved September 25, 2022, from
https://www.edweek.org/teaching-learning/opinion-response-ways-to-use-games-
effectively-in-the-classroom/2019/05
Slavin, Robert E, and Dale H Schunk. “Chapter 2 Cognitive Development.” Learning Theories
EDUC 500 for Liberty University, third ed., Pearson, New York, NY, pp. 31–54.
What should content-area teachers know about comprehension instruction? IRIS Center. (n.d.).
Retrieved September 25, 2022, from https://iris.peabody.vanderbilt.edu/module/sec-
rdng/cresource/q3/p11/
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