Professional Documents
Culture Documents
Katie Lewis
Dr. Hartman
English 483
08 March 2018
Dr. Hartman,
During the days leading up to my teaching day, I was very nervous. I had practiced multiple
times to myself, in the mirror, and timed my lesson. I knew that I was prepared, but until I
started, I was tense. However, as soon as the first few words came out of my mouth, I was fine.
Once I began to converse with the class, it all started to feel natural. I loved it! Ever since I was a
little girl I knew I wanted to be a teacher, so to finally get the chance to do it, felt wonderful. I
am reminded of how much work goes into teaching and the satisfaction in return when doing it. I
appreciate the feedback that I have received from you and my peers. After reading your
comments, I have thought about how I would handle students when they decide to finish early
from the daybook writing. I think I would take the advice from our readings and tell students to
write until they have nothing left to say, and when they get to that point, write that, too. Having
the opportunity to pass out materials and give instructions gave me a glimpse of what it will be
like in my future classroom. Furthermore, since our class is small, I think I went to quickly
through the process of gluing in daybook sheet, looking over it, and being ready to watch the
video (I realized this once I started playing the video and saw that most students hadn’t glued
theirs in yet.). Next time, I will allow more time for students so that they can focus on one thing
at a time as you suggested. I do think that the form helped students follow along and helped them
pay attention. In the peer feedback that I received, many students stated that the sheet did help
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them follow along. Also, next time when I am using PowerPoint and asking students questions, I
will wait longer for responses instead of providing the answer I am expecting. The feedback I
received from my peers also mentioned how they liked the video, real-life connections, and
discuss questions. Overall, I do think that I did ok for my first time, but there are those little
Self - Assessment:
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Assessment Reflection
Katie Lewis
English 483
Dr. Hartman
18 April 2018
Assessment Reflection
I really enjoyed having the opportunity to design an assignment for students to complete.
I knew what I wanted from students from the very beginning, but I could not decide how I
wanted them to do it. When planning my writing assignment design, I knew I wanted students to
have a choice of how they wanted to present their chosen argument to me. I wanted to step
away from the traditional black words on a white page essay and allow them to get creative.
I decided to give students four options to choose from: a public speech, a children’s book, the
fun theory, and a commercial. Once I decided the options I wanted students to have, I began to
struggle with how I would grade them. I started to make my first rubric and realized that if I used
it, I would not be able to give students an actual grade. I decided to look up several examples of
rubrics to use as models, and I think that is what helped me the most. When students finally
submitted their assignment, I loved going through them and reading what they had come up
with. I have always loved grading assignments, and my mom would even let me help her grade
some of her kindergarten students work when I was younger (with her help of course). I have to
admit that I was not at all surprised by the choices that students made.
Lastly, I think the overall hardest part for me was giving students an actual grade. I think this
was partially because my students were my peers. Also, it took me a little bit to decide how I
wanted to handle the student that did nothing. I wrestled with the idea of no zeros and giving a
69% instead. However, when I graded the student that did some work, I came up with a grade
of 70%. I began to think how it was not fair to give a student who did nothing a grade so close to
my student who did something. I decided to give my nothing student an incomplete grade. In my
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comments to her, I put that I would suggest to her that we meet, that she should take advantage
of our other work days in class, and that if she chooses not to complete the assignment, then it
will result in a zero after so many days. I am still thinking about that decision and trying to
Reflection
When I first learned about edTPA, it made me very nervous because of how much has to
be put into it. To be truthful, I am still scared of edTPA. Although I now have a better
understanding of edTPA, it is still nerve-wracking to know that I have to complete this during
edTPA, is stressful.
I have begun to feel more comfortable as time has progressed with planning and
instruction the most. I enjoy planning lessons, and it comes more natural to me than commentary.
At the beginning of instruction, I would become nervous about teaching in front of my peers, but
I am now comfortable with it. Sometimes I may still feel uneasy on occasion, but I feel like the
I find that the hardest part for me is feedback. I try and try to reply as a reader, but it is
way harder than it seems. I need to work on leaving more descriptive feedback to students so that
it fits to just his/her paper. I have noticed that I give more general comments that could be used
on just about anyones paper. The process and experiences of the WAD and edTPA have made