From the outside: On watching a taped lesson

The third period lesson I taped was unusual in that I did not invent the activity myself, but instead used a (rather good) concept suggested by one of my second years. The activity involved investigating carrying capacity via accumulation of “food”, or labeled paper plates and cups, of which there were not enough to support all of the “cougars”, or students, in the room. Several cougars had injuries or young to support, making the food gathering process more difficult.

After teaching the lesson, as after most lessons, I was highly aware of mistakes that I had made, aspects that could have run more smoothly, explanations that I might have made more clearer. I did, however, think the lesson was effective, and a useful activity.

Watching the video felt like watching a stranger, at least at first. I found that the ways a lesson goes in your mind and the way it runs on tape are apparently not always matched. For me, the tape is more forgiving. Since I am fairly highly aware of how each explanation goes, of whether or not I thought the kids really understood it completely, I don’t notice the parts of the lesson that are clear. Instead, I spend more time worrying about the parts that weren’t, since those are the ones that bear reflection.

While teaching, especially during the part of each lesson when a quiz is given and reviewed- the part that involves the least personality and personal style- I sometimes feel like I am playing teacher. I found it surprising to watch myself in that role.

Either way, it was a new sensation to watch myself teaching, and helpful to view the lesson from the outside.