Watching Me: Part II

TEAM teaching was last week -- overall, not nearly as horrific as the second-years made it out to be, but I think we're all hoping there will be some major revisions come next summer, nonetheless. I got videotaped on Wednesday, and noticed some new things and some of the same things as before. It's a lot harder without students in the room, to some extent (come fall -- in minus 3 weeks and counting -- I'm sure I'll rue that statement as my hair turns from brown to gray, but it does seem to lack some of the direction when you know that no one is actually learning anything from most of what you say...)

General Positive Observations:
-Circulated around the room well
-Good feedback to student responses, good validation of their opinions (when appropriate)
-Didn't pace around the front of the room excessively
-Clear instructions to keep everyone on the same page
-Tell the students why we're learning things, how it ties in to the next day's lesson
-Consistent review throughout the lesson, checking for comprehension, tying in previous day's
learning

General Negative Observations:
-Restated things I'd said because I didn't say them clearly or confidently enough the first time (this should not be necessary)
-still played with my hair too much while teaching
-said "you guys..."
-questions in class should be clearer, more direct, and more to-the-point
-turned my back to the students too often (at the board, should write on the overhead more to avoid this problem)
-Before I ask the students to perform an exercise I should model it for them
-If I am questioning verbally, I should tell them what to listen for before I begin the question, give them something to latch on to and hopefully give me a little bit more participation
-should have more written examples (too much verbal questioning/modeling which leads to less specific or less consistent examples)
-"SO" is not really a great transition word
-still talking a little too fast
-If I have students coming to the board I should organize them more carefully, not allow down time, give the other students SOMETHING TO DO while they're up there
-If I run out of things to do it is always appropriate to continue modeling/review -- there are always some people who are confused
-If I'm addressing a single student I should meet them at their level, don't talk from above them (I was better about this when I had "real" students)
-don't say "I want" you to do such-and-such
-don't use understatement
-PROJECT confidence even when I'm feeling a little stalled or flustered

WHAT I TOOK AWAY FROM THIS OBSERVATION:
If it is not worth my entire class listening to it, then I shouldn't say it. If it is worth my entire class listening to it, then I should say it loudly, calmly, cohesively, and with confidence. There should be no reason for me to ever talk quickly, quietly, or with minimal effort in the classroom, or to indicate verbally or through my mannerisms that it doesn't really matter if they hear this particular thing that I'm saying or not. If I am teaching them, they should be listening. And if I am confident that they should be listening (and even if I'm not) ... I should project that confidence to them in order to be a more effective instructor.