Date:

Student teacher:

The purpose of this exercise is to have you analyze the quality of your instruction. Read through all questions before viewing your tape. Keep notes while you are viewing. Prepare your answers in typed format for discussion and submission at the Observation/Meeting 2.

I. Before you look at your tape, take a few minutes to reflect on your lesson/rehearsal. What went particularly well?

II. As you look at your tape, answer the following:

1. The awareness of posture affects the quality of delivery of any teacher. If the body portrays its natural height and demonstrates balance in a natural manner that is combined with graceful gesture, the delivery of information is enhanced the most. If the body shortens, movements become angular and the alignment of the body is flawed, delivery is less than effective. Do you look balanced, poised, and confident?

2. The ratio between teacher verbiage and student activity provides a means to measure effectiveness and to alter delivery to gain more effective results. Time that a student must be still to absorb verbal instruction is to be assessed as verbiage. If there is any activity of the student (playing, gesturing, imitating, monitoring the work of others, etc., ) during instruction, it is to be assessed as activity. As you watch your videotape, use a stop watch or any watch or clock with a second hand to determine the ratio of teacher verbiage and student activity in your lesson.

3. There is generally an ebb and flow in the energy level of any rehearsal/class. Moderate energy is usually paired with review, lower energy level with extension of technique, and high energy with motivational activities. Consider the "energy profile" of your lesson. a. Did you get the class/rehearsal underway immediately? b. Is there a flow of class/rehearsal activity without a loss of pace?

4. What aspect of your instruction would you most like to target for improvement?