C2. The teacher systematically analyzes assessment data to characterize performance of whole class and relevant sub-groups of students.
Getting students to participate was one of the biggest challenges I faced with doing pre-service teaching virtually. Most, if not all, students had their cameras and mics off, so it would be me, my mentor teacher, and my fellow mentee talking to black screens as substitute to real faces, and it was hard most of the time to gauge students’ reactions and feelings about what we discussed in class. However, when students did turn on their cameras, it seemed as though a couple other students felt motivated to the same, so the most faces I saw were four at one time. Students were more eager to and comfortable with unmuting themselves instead of showing their faces; therefore, my mentor teacher, my fellow mentee, and I encouraged students to answer and participate in class by unmuting their mics. Below are screenshots from sections of my final evaluation forms filled out by both my mentor teacher and my supervisor respectfully regarding my engagement with smaller groups compared to the whole class:
In the picture above, my mentor teacher marked me as often working effectively with small groups using lessons developed by the mentor (me). I “utilized breakout rooms and small class activities” as she noted; however, I wish I had gotten used to Zoom Breakout Rooms earlier in the semester in order for students to get more used to them, too. Perhaps if I had engaged students in more small-group discussions, more students would have been willing to participate and talk during the class period. Nevertheless, the times I did utilize the Zoom Breakout Rooms were quick, efficient, and most of the students participated and seemed to enjoy them.
In the picture above, my supervisor also marked me as often working effectively with small groups using lessons developed by the mentor (me). I “worked to…make lessons more of [my] own…used small groups…to encourage small group participation” and “should continue thinking about how to make adjustments in the moment of teaching in order to best meet students.” Essentially, I hope to be even better prepared for the next time I use Zoom Breakout Rooms in class by actively listening to the students’ needs and hopefully getting them to become more comfortable in front of their cameras.