Standard+6

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**Standard 6:** **// Teachers communicate well. //** The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. **Evidence 1:** Flip Camera Video Tapes of Students Reading (See CD) **Rationale 1:** As a teacher, I found that reviewing videotapes of my teaching was a powerful assessment tool. It provided a critical element that helped me see ways that I could improve the delivery of my lesson. The evaluation and discussion that occurred with my peers was helpful in showing me areas that needed improvement and I utilized their suggestions to enhance my lessons. In turn, I felt that it would be beneficial for my students to first hear themselves on audiotapes. Finally, we videotaped them reading a book that they had practiced, allowing them to see and hear them read the book. During the second and third quarter, my students used audiotapes to record their reading. They would playback and listen to their tapes; then practice the parts that they felt needed improvement. Prior to the taping, my students practiced reading their book to themselves, to peers, to an adult volunteer, and to me. Each partner would offer ideas of ways to improve the reading of the text, either through help with decoding difficult passages or on ways to add expression and interest to the delivery. Once it was announced that the next step was that they would be videotaped, they became very excited. This seemed like a natural progression in the evaluative process. We followed the same reading practice procedure as when completing an audiotape. When the videotape was finished, the students watched and reviewed their tape with me privately during recess and lunch. Then, they critiqued what they felt that they did well and what they needed to practice. If they wanted to share their tape with their peers, we watched it during our snack time, instead of me reading a book to the class. The majority of my students chose to have everyone view their video and they were proud to share their tape. We did two different taping sessions, one before spring break and the other at the end of the school year. I felt that the students learned a lot by reviewing the video and it helped increase their fluency and expression while reading orally.

**KSD:** **6.K.4** **The teacher recognizes the importance of nonverbal, verbal and media** **communication techniques.**

 Having the students audiotape and videotape themselves reading was an excellent way to create supportive interaction within my classroom. Students were enthusiastic about reading their books and wanted to share their finished videotape with their classmates.

**6.S.2** **The teacher supports and expands learner expression in speaking, writing, and other media.**

 Student learning and reading skills were enhanced through the audiotaping and videotaping. My students were able to talk with their peers about their books following our class sharing. This created more excitement to read and improved their ability to speak to, and interact with, their peers.

**6.D.1** **The teacher recognizes the power of language for self-expression, identity** **development, and learning.**

 Reading and writing go hand-in-hand. Student proficiency in reading greatly impacts a student’s self-esteem and willingness to participate in various forms of self-expression. I feel that the flip camera videotapes of students reading did a nice job strengthening their reading skills, in particular, their fluency and expression, and overall student learning.