I found reflecting to be the most beneficial part of the critical friend process. I valued the feedback my critical friend had to give me. I compiled a list of questions to ask my critical friend that I thought would be most beneficial to my teaching.
The first thing I asked my critical friend was is she enjoyed being a critical friend. I asked for her positive experiences and learning experiences from the process. My critical friend reported that overall she enjoyed the process. She loved seeing the difference between the baseline data to the formal data. She reported that she never realized the significance of proper wait time, and became more aware of wait time after the observation. She reported that even though this observation …show more content…
I asked if my wait time was too long or too short. She reported that for an observer the wait time seemed very awkward, but according to the data it had a positive impact. She suggested that next time I try to only give 3-4 seconds rather than 5 seconds. Then I asked if she noticed more student participation. She reported that because of the wait time she did notice student participation increase. She said she was surprised by the amount of hands that started to creep up the longer I waited. I asked if she noticed the reaction of the students during the wait time. She reported that she felt like they used it wisely and the average to low students truly needed the time. The last question I asked was if she thought the reflection was beneficial. She said overall she loved the experience. She stated that it is very time consuming and would almost be impossible to implement often. We both agreed that the reflection part is the most beneficial part.
When I took time to reflect on my lesson, I was happy with the overall process. I think that the data and reflection from my critical friend will both have a positive impact on my future teaching. Three of the biggest takeaways was that held me accountable, helped me look at my teaching through a different lens, and gave me time to
The first thing I asked my critical friend was is she enjoyed being a critical friend. I asked for her positive experiences and learning experiences from the process. My critical friend reported that overall she enjoyed the process. She loved seeing the difference between the baseline data to the formal data. She reported that she never realized the significance of proper wait time, and became more aware of wait time after the observation. She reported that even though this observation …show more content…
I asked if my wait time was too long or too short. She reported that for an observer the wait time seemed very awkward, but according to the data it had a positive impact. She suggested that next time I try to only give 3-4 seconds rather than 5 seconds. Then I asked if she noticed more student participation. She reported that because of the wait time she did notice student participation increase. She said she was surprised by the amount of hands that started to creep up the longer I waited. I asked if she noticed the reaction of the students during the wait time. She reported that she felt like they used it wisely and the average to low students truly needed the time. The last question I asked was if she thought the reflection was beneficial. She said overall she loved the experience. She stated that it is very time consuming and would almost be impossible to implement often. We both agreed that the reflection part is the most beneficial part.
When I took time to reflect on my lesson, I was happy with the overall process. I think that the data and reflection from my critical friend will both have a positive impact on my future teaching. Three of the biggest takeaways was that held me accountable, helped me look at my teaching through a different lens, and gave me time to