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I've noticed I do the same thing. When watching my video, I saw myself giving students the answer because I felt I would run out of time when in reality, time should not keep me from allowing them to think. It has made me more conscious of the fact that I need to give my students more time to think and respond rather than just give them the answer.

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I completely agree. I think it would be very helpful for teachers to record themselves more often. I learned so much about my own teaching in the one lesson that I recorded than from feedback from others. There's a lot that happens in the classroom that I also didn't notice when I was teaching my lesson. It's made me more consciously aware of what's going on in the classroom and has helped me to anticipate what could be happening around me.
-Jocelyn

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I really like the idea of video tapping lessons you haven't taught before. Then you can take notes during the video so you know what you need to change for the next time!
-Brittney

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I agree that it is important for students to have more opportunities to speak than it is to constantly watch the clock. I use timers/alarms to allow myself to focus less on the clock and more on the content I'm teaching. But I still tend to have my teacher-centered instruction last longer than student-centered parts of my lessons. - Melton

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I felt like I did a good job introducing the target and allowing students to talk but, I lacked closure. When I was finished with the book I had the students go back to their seats and fill out an exit slip. Next time, I will have the students revisit the target and we will discuss it as a class before they are excused.
-Jordyn

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I agree with you that I will be making sure I state the learning objective many times throughout my lesson so they students can know and understand it, I think it's important to put it in kid friendly terms and even let them think, pair, share what they think it means to them.
-Brielle

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I also found this practice much more beneficial. I feel like things will look familiar when we come to the e dTPA instead on new and scary.
-Jeanne

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I have been wondering if there is a book that could help also.
-Jeanne

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I feel like I had the same problem knowing how long to wait for students to respond. I also get too much into the habit of calling on the sane students. There is so much to think of when you are up there and it seems like 2 seconds is forever. I have such a hard time with that.
-Jeanne

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I also feel like I need higher level questioning techniques. Even with the wording of my questions. They seem to be very repetitive or overly wordy to the point that the students no longer understand what I am asking them.
-Brittney

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I also notice in many of my lessons I conduct explicit instruction where I give my students the answers rather than using activities to allow students to independently develop their own answers. In one of my writing lessons, I was explaining theme before going into the lesson. My supervisor suggested vocabulary activities or brainstorming activities so the students who may not completely understand theme could improve it by identifying and working with examples. Also, I found that having students Think, Pair and Share what they thought theme was helped dissolve any misconceptions. - Melton

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I also have a hard time finding the right questions that can get my students to participate in higher-level thinking. Especially during the introduction of a concept or academic language. My supervisor suggested to think of these questions as you are planning so you are better prepared "in the moment". But I wonder if there are any articles or books that could help. - Melton

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Brittney, I couldn't agree more! Watching my video was helpful because I was able to hear students' conversations in the back of the class that I normally would not hear. I was expecting to hear some of the students off task. To my surprise,  the students were on task and engaged. The video also helped me realize that I need to change some of my body language.
-Jordyn

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Jeanne,, my mentor teacher and I both made a goal last quarter to improve they way we responded to wrong answers. After a quarter of practice I still need a lot of work but felt a little better. A few things I did was restate the question, allow the class to help that student, or prompted the student.
-Jordyn

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Ditto!  I am currently looking for books to enhance my "questioning" skills.  I agree that, as teachers, it is important to guide students into questioning on a deeper level.  I think that a good way to answer students with the wrong answer is to always encourage them for answering, by saying something like "good thought, but have you thought about this.."
~Christy

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I completely agree.  I am so glad that we had the opportunity to do a mock edTPA and practice video taping myself.  Also, I am definitely going to record myself more than once before choosing which clips to send.  However, I am going to video tape myself even after college and after the edTPA, because it truly is good practice that teaches us a lot and helps us improve.  I know one of our cohort students, who are not required to video tape are going to just to observe herself while teaching :)
~Christy

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I felt exactly the same way! I didn't give them enough time to answer my questions. I also realized that I need more critical higher level questions too. You're not the only one!
-Adrianna

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I didn't think about recording and evaluating instruction with topics that students are struggling with. That is something to think about. This would be beneficial to assess the way the topic is presented and how the students are responding.
-Adrianna

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After watching my video, I noticed that I needed much more higher level questioning techniques. I also needed to give my students longer to answer my questions. I wonder what is a good way to handle students with the wrong answer, I feel like I just panicked on the camera and i feel like the students could tell. I just really want to know how I can improve in these areas.

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I completely agree!! I found it extremely helpful to watch myself and realized that I remembered some things differently too. I think I'll record myself a few more times teaching so I have lots of options to choose from for my actual edTPA just to get more comfortable with it as well.
-Brielle

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I agree that recording is a great tool for reflection. I feel the same as you do about teachers recording themselves regardless of experience. It is a powerful tool that I think many teachers don't do unless required. I know for me I would like to do this a couple times before the edTPA.
-Adrianna

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After watching my own video, I realized how important it is to use video recording as a tool for reflection. I was able to go back and look at each student to see who was engaged, and also be able to note any changes that needed to be made with my instruction. I think that more teachers should video themselves, even if they have been teaching for an extended period of time. Even though the lesson planned might be well-executed, it is important to see how the students each respond to your teaching, which is sometimes missed while observing in the classroom. I especially noticed how much the students accomplished by being able to talk during the lesson, and also allowing them to move around the classroom. Since normally the students don't get this, I am able to note that it works really well with my students and should be Incorporated into every lesson I teach.

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I found recording myself teaching was very powerful! I was speaking with my mentor teacher about the things I saw and wondered why more teachers don't record themselves. I think more teachers should record themselves teaching; regardless of their experience. I would like to make this a practice in my future classroom and throughout my student teaching. At a minimum you are able to have data and recall on specific moments in the day. At most you are able to evaluate the engagement and learning on a real level. I noticed that when I watched my video there were some moments I saw differently in my memory. Thinking of the upcoming edTPA I would like to record myself a couple more times to become more comfortable; I think it would be very educational and helpful.

-Adrianna

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After watching my video, I realized that I need to video myself more often.  I will be using this practice in my classroom at least once or twice a year.  I think that watching yourself, observing and even asking colleagues for feedback is helpful.  With all of that being said, I would ask my students more questions that built into a conversation.  I would also be more intentional about our learning objective and state that several times for students to understand and comprehend.
-Christy

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I know that watching yourself on video can be uncomfortable, but you notice things that you may never have noticed before.

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Research will help me remember to find best researched classroom practices