Video analysis can really change how we reflect on our teaching during practice. I’ve had many experiences where watching my recorded lessons helped me understand my teaching style, see what worked, and find areas I could improve. Here’s how video analysis can make reflecting in the classroom even better:
Visual Feedback: Sometimes, I think I did great in a lesson, but when I watch the video, I notice I missed chances to engage my students. Watching myself teach lets me see what I did right and what I could do better. This helps me improve my teaching methods over time.
Understanding Body Language: How we communicate without words is super important in teaching. By reviewing my videos, I can see my body language, eye contact, and facial expressions. For example, I realized that I often turned my back to the students when I was writing on the board. This didn’t help keep their attention. Spotting these habits can really change how I interact with my students.
Working Together to Reflect: Sharing my recorded lessons with classmates or mentors can lead to great feedback. Thinking about my teaching alone is useful, but getting others' opinions helps me see things differently. For example, my mentor pointed out that I could use quick thumbs-up or thumbs-down signals to check if students understood something. This type of feedback is so valuable!
Focused Conversations: Using specific parts of my video, I can have meaningful discussions with others. Instead of just talking about my lesson in general, we can look at what went well and what didn’t. Together, we can come up with ideas to make things better. This makes feedback even more useful.
Using Reflection Models: Having a clear method for video analysis helps a lot. Models like “Gibb’s Reflective Cycle” guide you through steps like describing what happened, how you felt, evaluating, analyzing, and making an action plan. Each time I watch a teaching video, I can think about these steps. This leads to deep insights.
Setting SMART Goals: After looking at my videos, it’s good to create SMART goals. These goals should be Specific, Measurable, Achievable, Relevant, and Time-bound. For example, if I notice I didn’t ask enough questions, I could set a goal: “In my next class, I will ask at least three questions and record how students respond.” This goal is clear and easy to follow.
Recognizing Emotions: Watching my videos helps me see emotional reactions from me and my students. I was surprised to see how my energy changed during a lesson. I learned that showing enthusiasm really got my students excited too. But if I felt frustrated, it could hurt the class's mood.
Understanding Students’ Feelings: By seeing how my students engaged or didn’t engage during lessons, I got a better sense of what they were experiencing. I could tell where they were struggling or doing great, which reminded me to adapt lessons for different learners.
Using video analysis in teaching practice is not just about “what” I did—it’s also about understanding “how” and “why” I did it. Reflecting on recorded lessons helps me look deep into my teaching practices and creates a cycle of constant improvement that helps both teachers and students grow. If you want to become a better teacher, using video analysis is definitely something to try!
Video analysis can really change how we reflect on our teaching during practice. I’ve had many experiences where watching my recorded lessons helped me understand my teaching style, see what worked, and find areas I could improve. Here’s how video analysis can make reflecting in the classroom even better:
Visual Feedback: Sometimes, I think I did great in a lesson, but when I watch the video, I notice I missed chances to engage my students. Watching myself teach lets me see what I did right and what I could do better. This helps me improve my teaching methods over time.
Understanding Body Language: How we communicate without words is super important in teaching. By reviewing my videos, I can see my body language, eye contact, and facial expressions. For example, I realized that I often turned my back to the students when I was writing on the board. This didn’t help keep their attention. Spotting these habits can really change how I interact with my students.
Working Together to Reflect: Sharing my recorded lessons with classmates or mentors can lead to great feedback. Thinking about my teaching alone is useful, but getting others' opinions helps me see things differently. For example, my mentor pointed out that I could use quick thumbs-up or thumbs-down signals to check if students understood something. This type of feedback is so valuable!
Focused Conversations: Using specific parts of my video, I can have meaningful discussions with others. Instead of just talking about my lesson in general, we can look at what went well and what didn’t. Together, we can come up with ideas to make things better. This makes feedback even more useful.
Using Reflection Models: Having a clear method for video analysis helps a lot. Models like “Gibb’s Reflective Cycle” guide you through steps like describing what happened, how you felt, evaluating, analyzing, and making an action plan. Each time I watch a teaching video, I can think about these steps. This leads to deep insights.
Setting SMART Goals: After looking at my videos, it’s good to create SMART goals. These goals should be Specific, Measurable, Achievable, Relevant, and Time-bound. For example, if I notice I didn’t ask enough questions, I could set a goal: “In my next class, I will ask at least three questions and record how students respond.” This goal is clear and easy to follow.
Recognizing Emotions: Watching my videos helps me see emotional reactions from me and my students. I was surprised to see how my energy changed during a lesson. I learned that showing enthusiasm really got my students excited too. But if I felt frustrated, it could hurt the class's mood.
Understanding Students’ Feelings: By seeing how my students engaged or didn’t engage during lessons, I got a better sense of what they were experiencing. I could tell where they were struggling or doing great, which reminded me to adapt lessons for different learners.
Using video analysis in teaching practice is not just about “what” I did—it’s also about understanding “how” and “why” I did it. Reflecting on recorded lessons helps me look deep into my teaching practices and creates a cycle of constant improvement that helps both teachers and students grow. If you want to become a better teacher, using video analysis is definitely something to try!