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I usualy use videos when I am working with students on certain projects

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Italy
Like many other colleagues I have no particular experience in using videos for mentoring  and I’ve never used it for assessment of mentees. Nevertheless I think it could be useful to use videos for a deeper collaboration even if many of us feel uncorfortable when they know they are recorded.

I am an eTwinning ambassador of my Region in Italy and  I often use videos  with my students during our eTwinning projects and also in case of Erasmus+ activities. In both cases I could register  their effectiveness  as well as a mean to a metacognitive  reflection about  peformances and choices which have been done and also as big instrument to raise and sustain their motivation.  I will try to use videos next also for mentoring

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Video recording can help teacher but also the pupils. They became more implicated in all activities.

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It's very useful to record your lesson: you notice where you made a mistake.

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I've never used video, but I'll certainly start using it because I understood which are the opportunities, which are the limits...I think I am aware of the possitive impact to the class and that's enough to convince me to try this in my activity

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I am using videos because my students are more implicated in the education process, because they are learning easier, the lessons are more attractive.

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I have never use video in my mentoring, but I will be use it.

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Using videos in my classes helps a lot , because the visual impact makes the students more attentifs and more implicated. The video complete the writing information and has a positive impact to the class. The students learn easier , the lessons are more funny and attractive , the teacher is more efficiently and clear during the process of teaching and educate his/ her students .

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Videos are important because students can watch them amy time they want

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i study the body languange, and i love to use video to comunicate with my students, but no with the long videos....

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When I use videos in my training I consider the aim, the audience, the expectations. One common mistake is to make or use a tool long video.

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mentoring is very important for teacher for child and also metee

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I watched the program that I had done on the topic of child entrepreneurship in the live broadcast program and saw the directions that I needed to improve in the areas of body language, diction and so on.

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Türkan Boyraz ile Gündem Özel-BİGSESDER Çelebi Kalkan 02.03.2017

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TV Kayseri, Vizyon kentin EN Güçlü Televizyonu Canlı Yayın: http://www.tvkayseri.com.tr Yayın Akışı: ➤ http://www.tvkayseri.com.tr Son Dakika: ➤ http://www.kayserikenthaber.com/haber.html İlk bilen siz olun: ➤ http://www.tvkayseri.com.tr ➤ http://twitter.com/tvkayseri ➤ http://facebook.com/tvkayseriprogram ➤ http://instagram.com/tvkayseri/ ➤ http://youtube.com/tvkayseri

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- The lesson must have a positive impact
- The video must be short and pursue a precise purpose
- The theme must correspond to the need for student training

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IT IS NOT ALLOW TO MAKE VIDEO AND PUBLISH THEM

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I have never use video in my mentoring, but I will be use it.

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The use of webinar i mentoring teacher for me is the best way to give them something, to keep in touch with mentee and to share documents.

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I have never used video during my teaching, but it could be a different experience.

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Very important for us and children...........

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Mentoring and teaching are processes...aims that are going to become real.....the video may fix you in a determined point, you may feel stuck , ...sometimes the video may be dangerous for confidence.

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Messages are short, and learning contexts contain examples of good practice

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It is very useful in mentoring process to record mentees lesson
In Greece it isn't allow to record any lesson. So, I haven't used video in mentoring, despite of that I believe video helps very much in mentoring.

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I think that using video in the classroom is very effective and cool! Of course, we have to be careful, because many parents dont like their cjildren being exposed!

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I red Rachel's article, Thinking Beyond the Toolkit ; using video for professional learning and development , and agree completely with her when she says that "Video-recording provides teachers with access to their own practice in a way previously not possible, and this has the power to re-frame a teacher’s view of students, of learning and of themselves."

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it is not allowed to make videos with students without permission. unfortunatly, because it would be useful!

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I see that video can be important to collect experiences and to have the opportunity of checking later but I personally can´t help feeling nervous in front of a camera and I guess the same happen to students. In addition, in our country is not legal to record students unless we have their parents permission

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I've never used video in mentoring

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I think using videos in mentoring is useful for the mentor and the mentee, to recollect experiences and behaviour; but I think we can't use a camera to record the pipils, it's not legal.

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I think using videos in mentoring is useful for the mentor and the mentee, to recollect experiences and behaviour; but I think we can't use a camera to record the pipils, it's not legal.

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I have not used video in mentoring.

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The biggest problem in implementing this technique is getting the necessary permissions from students aged less than 18.

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Using video for mentoring may be a good tool to (re)view any lesson or moment but it may also be a bit uncomfortable and awkward for the mentee.

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The follow challange for me : to use the video...because "a movie creates a picture larger than a thousand words."

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Using IT is an essential support in teaching children with special needs because they need representations and many support materials

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I have never used video during my teaching, but it could be a different experience. Video lessons could be easier and nicer, but the teacher should be able to use them very often, continuously, and not just a "spot" because any change in the classroom can create a different reaction in students.

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The important aspect about video is when to record, what to film, the purpose of the recording and the fact that we can reflect about the teaching. You can watch a recording over and over again, take notice of little mistakes and change what needs to be changed to improve your teaching. If you make it become a routine, students won´t a show a reaction to filming.

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I never use video in my mentor experience. But I think use videos as a mentor or mentee can help both expecially in order to collect projects and activities. Disvantage probably is legal aspect in sharing videos.

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In my country , teachers have to ask for parental permission in order to video record students. Though I have used video recording in my classes, I have never video recorded a whole lesson so far. It would be interesting to do it, as many aspects could be more carefully observed by me and the mentee and it would bring precious proofs on how the teaching went. However, to be successful, video recording should be part of their routine, otherwise some of the students might not behave the way they usually do, as not all of them feel comfortable with being filmed.

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So far, I haven’t used video in mentoring. In my opinion, the advantages are that you can give feedback while looking at selected situations from the video. The disadvantage is constituted by the legal side of affairs since you need many permissions in my country.

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I have never used video in mentoring. It seems it has both advantages( self improvement, focus on a particular aspect, etc) and disadvantages( discouraging, stressful).

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Video gives many info not only for the  process  of teaching  for the teacher but also and about the students reactions, mood and feelings.
I havent use for my lessons in my classroom it but I think it will provide me with feedback and make to see the good and bad aspects of my teaching methology

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I have never had a video mentoring.

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Using video in mentoring can be very useful. It's a new technique, but it gives the opportunity to communicate with students, to change ideas. We can create really useful tutorials.

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Video means image, motion, sound. Static life, the perspective includes more than the human eye, and very slow or very fast phenomena, inaccessible to human perception, can be seen as a very attractive film. The video is exciting, and with the evolution of technology it becomes new dimensions.
These are some of the arguments that make me appreciate and capitalize on the use of video in my professional activity. What does mentoring work? All of the above. In addition, the mentee can watch the video recorded by the mentor at any time. He can stop and repeat it whenever he wants. What's wrong? The direct human relationship that involves "feeling" physically, energetically the other. The mentor and mentor also exchange information on nonverbal paths. Communication through the technique means a certain degree of inaccuracy. This is ok for the two according to the specifics of each person involved.

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I have used video recording while I was teaching. That video had a great impact for both teacher and pupils because you can see that sometimes, the way you speak, listen or respond to a situation looks quite different from outside. Also as a teacher, I could easily identify my strengths and weaknesses! In my opinion, if the mentee feels all right about it, it would be an efficient mean for analysing and improving teaching. There is one more aspect I would like to share, when you decide to record, take care of batteries! J

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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I create recycled thefts and I got help from PUC engineers a very important University in Rio de Janeiro

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I do not have the experience as an online mentor, but I want to use this method

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I never used videos, but I think it's a good oppertunity for the teachers (mentor and meent)

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First of all ethical issues are needed to be taken into consideration for the reason that some students can be bothered from the presence of an observation tool and observer in the classroom. Camere may also record some unpleasant behaviors of students.

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I never used videos like a mentor, but i used them for my students and my classroom. It is a very important metod to improve the attection and the final results

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I have used video recording with my students but not in mentoring. Students try to do their best and when they watch it, it is a good way of feedback for them to improve because they realize their mistakes.

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I use videos to record teachers and students during CLIL modules. When using videos it is important to consider that the attitude and behaviour of the person may change and be conditioned by the fact of being recorded. To try to get videos where the people observed are spontaneous. To do this, after informing of the recording will take place it's advisable to let the activities start and try to catch significat moments when spotted with a tablet or smart phone. If a camera is placed in the classroom the risk is that teachers and students will "perform" and the research will be invalidated

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I find that being able to watch a video on a lesson would help to see things that normally you can't see for many reasons.  It offers new perspectives. For the mentee a video is better than a person who watches you, it can make you feel free from any judgment.

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I have never used  video in mentoring , During the observation lessons I and my mentee use  a ceck list to record some aspects.

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We don't have mentors in Greeece

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I never use videos to share my mentoring.

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I've never used video for classroom observation. Face-to-face mentoring seems to me fairer and more appropriate than online mentoring.

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I have never used video for feedback on a lesson. Surely there are many benefits to reviewing your performance.

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I never use videos to share experience with mentee.

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I, sometimes, use video in my class and then I show them to my pupil to let them recognize their mistakes, but I never use videos to share experience with mentee

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I have never used video recording equipment with a mentee. I would perhaps consider doing so as an NQT mentor, but I feel that for ITT there is already a high degree of demand placed upon the student, and a video record would create undue anxiety.

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My own experience is watchig video recordings of other teachers. As a teacher this inspired  me  to improve my teaching methods.
As a mentor I will use video recording because I think this will help my mentees to critique their teaching with enhanced autonomy and with a more realistic perspective. Additional  video recording will  improve their teaching  through providing feedback and allowing them to reflect intensively on classroom evidence generated by video..
The use of video can help to create more integrated professional learning experiences. Its a mediating tool both for mentor and mentee which can generate discussion and critical analysis of the recorded lesson.

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I am embarrassed to say that have never even thought about using movies to my mentees. It could have something to do with me have difficulties learning from movies. I myself need someone who in person explains to me and discusses with me. On the other hand I know we are going towards a new era and this is an important step to take I think.

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I use videos for my students in eTwinning projects to improve my teaching and meetings with other teachers for professional exchanges. I participated in 4-6 eTwnning projects and it's a great idea to use video with a mentor, so I will be in future

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we use video in our meeting between colegues from school or from town for give good examples for younger teacher . I think is a good metod to have an imediately feedback on your own activity.

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Since we don’t have mentors in Greece I capture my own lessons sometimes in order to look how I act, speak, move, behave and control my class.

Even it is only me that is going to watch the video I don’t feel comfortable with it.

From time to time I make thoughts of how I look or how I sound and this distracts me from my lesson.

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In my country we don't usually record training lessons. We view lessons taught by our peers during methodological semestrial meetings organised by our School Inspectorate and they are mainly as examples for good practices. The idea or recording your own lesson for later view seems intriguing for me. It would be interesting to view yourself and to get and instant feedback on your own practice

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I've only had little experience about having some parts of my lesson being recorded. By that time, the cameras were huge, the students were responsible for the video-recording. I consider this strategy was a very helpful and authentic tool to be able to review my lessons and find out a lot of gestures, words repeated which might, otherwise, go unnoticed. It provides a funny point of view of ourselves...

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Anca, Romania, I recorded a teaching lesson that was viewed by other teachers in an activity methodology for analysis methods and teaching strategies resulting

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Anca, Romania, I recorded a teaching lesson that was viewed by other teachers in an activity methodology for analysis methods and teaching strategies resulting

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I have never used video in mentoring. Neither as a mentor nor as a mentee. However, I have been using video recording more and more in my teaching and agree with Rachel stating that the more you use it the more confident you become and thus the more natural the lesson recording will be. Moreover, I find asking SS to record, even for a short while, extremely interesting. Their point of view is always so inspiring and fascinating :-)

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I have never used video in mentoring but I think it could be very useful. It is true that a camera cannot capture everything but it can capture general view from outside.

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I have never used video for registering lessons, nor mine, neither other teachers, but I recognize that I would like to had done this in the case of teachers I admire, and whose classes are so inspiring !

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I uesed video in my class

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I think that Video for mentoring can be a useful instrument for a mentor and a mentee in order to understand whats works or not in the learning process. Anyhow this should be only one of the possible strategies for mentor/mentee work.

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România

I have not registered any lesson of mine or a lesson of the mentor. I've never tried to use a video as an observation tool.
It is good to observe our students while we work with them. I will try!

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I have not yet used video in my teaching, I have been videod when training and found it challenging to be natural s I was aware of the camera. I never felt the same challenges when being observed though. I can imagine that being videod could be challenging but I can see the benefits of it in terms of having the opportunity to review and reflect.

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I have used a video after asking my mentee’s permission, but not what parts I should focus on for it was more practical to set it up on a tripod and sit at the back of the classroom to observe and take notes. It is rather hard to make video a part of our teaching mentoring routines since we need a parents’ permission to do so. It did trigger some silly waving and smiling at the camera and remarks, such as, “it is not allowed Ms..” since my students are over 15 years of age. I assured them that it showed only their back and it won’t be published. So, although it helped  us partly with our talk, I’m a bit skeptical about using it again for if I ask the parents’ permission and one or two out of 25 won’t accept it I cannot use it.

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I have not used video in my training, However, I think that when using video it is important to consider it as a powerful tool which reveals aspects that may surprise us, even in a not pleasant way. Using that technology provides teachers with the opportunity to witness their own practice and, further, to make corrective moves.

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In working with children with special needs I use a lot of concrete-intuitive material as well as audio-video materials (lessons, stories, didactic games, etc.)

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Almost all mentoring initiatives we should start with a desire to develop and enrich our mentees, but the precise motivations that drive mentoring are as varied as the programs themselves.

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I've never used video for recording lessons.

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I use video recording for my pupils in eTwinning projects, for me in order to improve my teaching and for the meetings with other teachers for professional exchange. It is a great idea to use video recording with a mentee so I would consider it in the future

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I never used video recorder  for my lesson or for mentee's lesson. But i use this tool during my training  for a comunication laboratory in university. I have a video with children who play in a school. I have to observed the behavior and analyze the comunicative exchanges. Video is a powerfull tool which allows you to review the same recording at different times and from different points of view.

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I always use video to present the work of students. Also uses video tutorials to enhance my professional level

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Video recording was never used in class observations when I was a trainee. Before I could make the most of it I would have to get parents’ written permission as well as Senior management’s to record under aged students since they are protected by law as Anna Chiarenza has already pointed out.

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I use video while doing many activities,such as when students need to showcase their experiences for twinning projects,share materials,ideas,see students from other countries,swap festivities.
I never used video to observe my teaching or someone else teaching,but I believe it would be e great think to became more  aware of my teaching style.

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I have never video recorded any lesson or mentee's lesson as well. Maybe because I have never tried to use a video as an observation tool and its own powerful suggestions.
I know that it is also powerful to observe our students while working in carrying out tasks ...I need to try it!

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I've never been filmed during a lesson, but I think it would be useful to become more aware of my teaching style, conversational habits and other prossemic details i could work on.

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Video is a common language for us. We are all used to watch tv or movies and this is part of us. I use several times videos for some meetings with teachers or I use its for writing some essay. I would like to suggest a very interesting site: http://www.videonot.es/ . Videonot.es permits to add a video and to write a comment, showing the moment (the second) in video, when you wrote it.

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Video is a common language for us. We are all used to watch tv or movies and this is part of us. I use several times videos for some meetings with teachers or I use its for writing some essay. I would like to suggest a very interesting site: http://www.videonot.es/ . Videonot.es permits to add a video and to write a comment, showing the moment (the second) in video, when you wrote it.

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I used video
1. creating a videotutorial for example for teachers to use a platform where we share materials and where we discuss;
2. for students to share link of video with flipped classroom.
But I've not used video yet to observe my teaching or someone else teaching.

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Free online storage and sharing with Screencast.com. 2 GB of storage and 2 GB of bandwidth per month for free. We won't compress, alter or take ownership of your content.

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I use a lot of videos to show home to flipped classroom, but lately I've been experimenting with the use of video selfy in class by kids during a correspondence with a French school. The students were excited. I had two very shy pupils who refused to do so

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Hello everybody, I used video with my students only as part of my lesson or as student's activity, I think it is really a powerful technical tool as Rachel and I'm planning to use it for observation.

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Katia The video is an opportunity for me to see my self in practise. I have make videos of my self because I wanted to see my way of teaching, but also the students way of responding and their engagement during the lesson. I usually record one hole lesson, mostly because I do not want to brake the lesson to stop the recording. The good think to have a video observations is that I can see an obvious things, I can replay different moments in case I want to see it again, I can looked details on & on again, I can see what I make good and when the students are responding well on my questions and are more engaged with the lesson, so I may recreate the situation in the future

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Katia The video is an opportunity for me to see my self in practise. I have make videos of my self because I wanted to see my way of teaching, but also the students way of responding and their engagement during the lesson. I usually record one hole lesson, mostly because I do not want to brake the lesson to stop the recording. The good think to have a video observations is that I can see an obvious things, I can replay different moments in case I want to see it again, I can looked details on & on again, I can see what I make good and when the students are responding well on my questions and are more engaged with the lesson, so I may recreate the situation in the future

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I do remember seeing some videos of English lessons during my training as a teacher when still at university and I found them great! I could notice and realise many aspects of the lesson I wouldn't have otherwise. I think this is the greatest advantage of it: you can rewind it as many times as you want/ need and analyse different aspects which can sometimes be overlooked by both mentor and the mentee in order to improve them.

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I often use the video method with my students. They record with the video they fulfill the tasks they perform. Students love to take video and pictures, increase classroom sharing.

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When I was teaching Italian in an American University during my PhD I was regularly video-recorded by the departmental supervisor and I found a very useful practice as I had the opportunity to watch myself more than once. Moreover, the supervisor gave me a form that I had to fill with comments and reflections about my teaching. The form was very helpful has it offered me the opportunity to focus better in what I had to analyze and comment. After filling the form I had an appointment with the supervisor and we discussed about my and her comments and highlighted the things I had to improve or change in my approach. It is a bit a harder in Italy to video-record a lesson because of privacy rules on students, but if the parents sign a form the students can be recorded. Moreover, the recording should be done from the end of the classroom so that the faces of the students is not visible.