Jessi Towne

EDUG 547
Tutoring Reflection #6
November 2, 2015

Appendix H

Tutoring Reflection
Name: Jessi Towne Lesson: Editing and Final Drafts Date: October 26,
2015
Listen to your recording and reflect on your tutoring session by addressing
the following areas. Pay specific attention to the dialogue that you have with
the tutees and what insight you can gain from that. Write a short
paragraph for each section.
1. Identify and analyze strengths of the lesson, include reflections
about written and oral comments from the Coach and/or
professional peer and insights gained after listening to your
recording. [TPE 1A, 10]
One of the strengths from last weeks lesson was that I engaged Kendy and
Julian right from the start. We played a sight word game on the whiteboards,
which they loved because they like writing on the whiteboards. In the RICA
text in chapter 6, page 52, I was able to use a few explicit strategies for
helping students master the spelling of high-frequency sight words. I made
sure the sight word practice was both auditory and tactile. I said the word,
we all wrote in on our whiteboards so the students could see how the word
was spelled, and then we said it again, which got the word ingrained into the
students minds. If it was a word I knew the students were really struggling
with, we would do the same line up, and then revisit the word at at the end
of the sight word lesson. We were able to finish our final drafts of our
informational text, which was good, since we were working for a few weeks
on that part.
2. Identify and analyze problematic aspects of the lesson include
comments from the Coach, and/or professional peer and insights
gained after listening to your recording. [TPE 2,3]
The thing I noticed the most was that Kendy and Julian still have a tough
time completely staying focused. I can get them refocused, but since it is so
loud in the room with all the other tutors and students, they get easily
distracted. TPE 10.1 was something that I should have taken more into
account with scheduling and planning because it says, Candidates recognize
and articulate the critical importance of time management in their
instructional planning, and of the effects of class scheduling on planning the
most effective use of instructional time. Many of these problems arose
because I did not take enough time to plan the schedule for the session. I
wanted to get through and cover everything, instead of taking more time to
focus on what my tutees really need help withtheir word study and writing.
Another problem is when I was editing their paragraphs, there was no room
for me to edit, because I was not thinking about it. I should have had them
skip lines when they were writing their drafts, so that I could have room to
edit. Julian had a particularly tough time writing his final draft because the

edits were so messy. His final draft still looks like a draft because of the
messiness of the editing.
3. Describe possible changes to lesson if implemented a second
time. [TPE 9,10]
According to TPE 9.9, Candidates reflect on and improve their planning
based on their instructional experiences and analyses of student work. I
would have had my tutees rewrite their second drafts below the first draft
and skip lines so it would be easier for me to edit their paragraphs. I should
also have allotted more time for them to rewrite their final drafts, because
they do not write fast. I could have stressed the importance of them writing
slowly and carefully, because it is a final draft.
4. Discuss insights about tutees. Discuss and analyze tutees work,
describe tutees behavior/attitudes, etc. How did you differentiate
your instruction/materials to meet the different needs of your
tutees? What will you work on next session based on your analysis
of this session? [TPEs 4,5,7]
Kendys writing is distinguishable for a 3rd grader. She does have a little
trouble with differentiating her uppercase and lowercase letters in her
writing. All of her letters look lowercase. She writes a little too quickly
because she misses some important grammar and spelling because she is
just focused on finishing quickly, and not too concerned with the quality of
work she produces. Julian just has a tough time writing at all. He does not
like writing at all, so he goes a little too fast and misses the big ideas and
edits from his rough draft. He does not space out his words well enough
because they all seem like one huge word, which makes his writing hard to
read.
5. Discuss progress made toward becoming an exemplary teacher.
Refer to the RICA Competencies, TPEs, learning theories, etc.
Every week I tutor my students, I take one step closer to becoming an
exemplary teacher. The comments from my coaches and from my peers
mold me to become a better teacher and a better person. One of the TPEs
that relates to my progress toward becoming a teacher is 2.2 which states,
Candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and
examining student work and products. I need to be able to differentiate my
instruction and lesson plans according to what my tutees need, so I need to
assess my tutees work and evaluate their progress toward the content
standard.