Self-Assessment of

Lesson Taught

Name: Jessi Headrick

You will be using this form to assess yourself on the lesson you presented. Respond
briefly to the following questions.

1. Why did you choose this lesson?

My cooperating teacher gave me a workbook of lessons to look through and

choose from. This particular lesson caught my attention because the topic was
poetry. Poetry is an area in English curriculum that is often not covered as much
as it probably should be. Students often find it frustrating to interpret/difficult to
understand.

2. What teaching strategies did you utilize in this lesson?

 Proximity control
 Differentiated instruction
 Positive reinforcement

3. How did you know students had the prerequisite knowledge and skills to be
successful with this lesson?

In this lesson, I taught about the use of imagery, similes, and metaphors in poetry.
The students had previous exposure to these literary terms in my cooperating
teacher’s class.

4. During the lesson, did you adjust instruction based on your monitoring of student
learning and feedback?

I taught this lesson twice, once first hour and once second hour. After I taught the
lesson first hour, my cooperating teacher gave me tips for improvement. Based on
this information and my monitoring of student learning and engagement, I made
adjustments when I taught the lesson second hour. For example, I stood in one
spot during first hour, but I moved around the classroom during second hour. In
first hour, I read the poems to the students and had them follow along, while, in
second hour, I had student volunteers read the poems aloud.
5. Cite evidence that documents student learning.

I graded the practice worksheet the students completed at the end of the lesson,
and the majority of them received an 80% or better on the assignment.

6. What were the strengths of your lesson? Cite evidence of at least two strengths.

 Most students actively participated in the lesson. When I posed a question

for discussion, the students readily volunteered their input. When I asked
for someone to read aloud, several students volunteered.
 If the students seemed confused about something, I stopped and explained
it in a different way until they understood.
 I moved around the classroom when I was teaching to monitor student
behavior and to make sure the students were paying attention.
 I differentiated instruction for some students. Instead of having four
possible answers to choose from on the multiple-choice assignment, these
students only had three possible answers to choose from.

7. Now that you have taught the lesson, how would you plan and/or implement
differently? Why? (Remember there are no perfect lessons. Discuss how you grew
through the experience.)

 When I taught the lesson, there were a couple of students that I should
have called on to answer a question because they weren’t actively
participating. In the future, I need to make an effort to engage all students
in the lesson.
 I didn’t move around the classroom at all when I taught the lesson during
first hour. After my cooperating teacher mentioned this to me in between
class periods, I adjusted and moved around the room when I taught second
hour. Although this was an improvement, I actually moved around too
much in second hour. It may have been distracting to the students. Next
time, it would be better if I briefly stopped and stood in certain areas of the
classroom.
Self-Evaluation of Lesson Presentation:

Indicate the degree to which you agree or disagree with the following statements.

Strongly Strongly
Disagree Agree

1. The lesson was appropriate for the grade level. 0 1 2 3 4

2. The lesson flowed smoothly. 0 1 2 3 4

3. My directions to students were always clear. 0 1 2 3 4

4. Students were actively engaged. 0 1 2 3 4

5. I spoke clearly and loudly enough for all students 0 1 2 3 4

to understand.

6. I used effective questioning techniques 0 1 2 3 4

in exploration, invention, & expansion.

7. I was well prepared for the lesson. 0 1 2 3 4