TP Reflective Account Introduction This micro-teaching practice lesson was my first real teaching experience in a real classroom. There were twelve adult upper-intermediate EFL students (a mix of Chinese, Japanese and Arabic speakers) attended the lesson. The whole lesson was last one and half hours around the topic “consumerism”, which dividing into 3x30 minutes sections. I finished the last part of 30 minutes section that focusing on speaking skills with my partner. Our section had three main activities including conversation, discussion and debate. According to the tutor’s feedback (observation form in appendix) and students’ response as well as my own experience, I do the reflection both on the preparation work and teaching performance in class. Achievement aims As adult …show more content…
Each of us should taken charge with a part in the presentation in class. Moreover, we did not provide time and chances for students to ask questions. Thus, we did not know what and how they have learnt from this class. Furthermore, we did not give them a comprehensive feedback at the end of the session. Lessons learnt According the limitations we had, I learn following lessons from this teaching practice session. Firstly, it is better to give instructions as simple and clear as possible. For instance, using more short sentences and one sentence only for one key information. Also, I found it is not necessary to give all instructions that they do not need to know in advance Besides, we should find more appropriate ways to help students in class. For example, during students’ discussion, we could stand back but watch and listen to them as well as take some notes for giving feedback later. We could give feedbacks to students how well they have done (both their merits and what language problems they had) at the end of the
Throughout my 10 years teaching, I have had the opportunities to teach in several different schools, subjects, grades, and achievement levels. I have had experiences that were amazing, and some that really made me look within myself to discover how to improve the situation for my students and myself. I feel like as an educator, I must always observe situations around me, ask questions, and when I disagree, speak a voice of concern. I believe far too often in education, we get comfortable, things get easy, and we get complacent. However, I believe our students deserve much more.
Taking into account the fact that students were extremely distracted because of the ending of the school year, I consider that they were sufficiently involved in the lesson. Most of them worked properly during the Practice 1 stage (See Apendix 1) and they were really enthusiastic about the discussions of P...
After examining my use of effective classroom practices through the self-evaluation of current teaching practice worksheet, I identified several areas of teaching that I could improve in. The area that I chose to focus on was “students are carefully orientated to lessons.” Within that broad area I focused on the question if I communicated the objectives of the lesson to all students and checked to see if the students understood the objective. I posed the research question: What will the effect of clearly communicated objectives and expected learning outcomes be on the student mastery of the lesson objective?” By posing this question I expected the students to learn the objective and show mastery of the lesson objective.
Coming to school every morning and watching teachers getting prepared for the class showed how dedicated they were towards their work. It showed how seriously they were taking the responsibility of educating all the students out there. I had a great support from all my teachers in this school; they were so enthusiastic about their teaching career that they influenced me to become a teacher as well. Looking at the amount of hard work they had put showed me how dedicated they were towards their students. Each teacher for different classroom had their own ways to get the knowledge to us in a way where we don’t just sit there and learn but they also made us capable of applying that knowledge in our everyday lives so we could make our future better
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make
Many occupations acknowledge an employee’s years of experience as an important part of human resource policy, which includes the compensation system, benefits packages and promotion decisions (Rice, 2010). Similar to advanced degree certification, the notion is gaining experience over a period of time heightens knowledge, skills and yields productivity of individuals in the workplace. In education, teacher experience is deemed an important factor regarding policies of personnel that impact employees that are currently employed. Therefore, years of experience is traditionally embedded in single salary schedules. In addition, years of experience drives transfer of teacher policies to determine seniority and target
Teaching is not my forte. I have a hard time understanding and employing current teaching theory as it relates to education in the world. I have formed opinions on the adjusted weights of student test scores to the APPR, as it really seems another tool in the current teacher witch-hunt. I do not believe the public understands what it is designed to do especially as I have heard students ask their teachers, “What happens to you if we fail the end of the year test on purpose?” Teachers should strive to better themselves and their practice, refine and reflect, and evaluate themselves to create lessons that are more accessible to all students.
I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.
This paper is a reflection of our group study on how the change frame of teachers learning impacted the new initiative of BYOD (Bring Your Own Device) introduced in a secondary school as part of its “ICT Master-Plan 3” (MP3). This reflection shows that the findings from the interview conducted, in conjunction with literature review, have challenged and changed my assumptions on teachers learning and provided many insights into how teachers learning could be effective in schools. I have learnt that teachers learning as a change frame could not be understood as a simple instrumental and mechanistic tool but as a complex dynamic and organic construct that could not be effective without the necessary conditions and structure, and positive interactions with other change frames.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
The biggest challenge before a teacher is the presentation of a lesson. If a lesson presentation is effective, students can reach the goals of life by acquisition of knowledge; and if the teacher is unsuccessful in his presentation, it is impossible to achieve the educational objectives. The method of teaching is directly related to the presentation of the lesson. The method of teaching depends on the nature of the subject, and the tact of the teacher. This essay is aimed at assessing teaching methods and strategies used in schools and discuss innovations that should take place to make them more effective and learner centred. Brandes and Ginnis (1996:167) acknowledge that the movement from established well-known ground to explore new teaching strategies is a tough challenge to teachers.
My first experience with teaching was during my duration at Ladywood high school, an all-girls high school. I noticed technology was already well advanced, and it was also in great numbers. When I first started going to the school it seemed to be a very engaging learning area but I soon found out that the teachers were struggling to keep up with the incorporation of technology in the schools, and desperately struggled with keeping students attention because of this. There was however one teacher who utilized the technology at her disposal and kept her students engaged. I saw this and compared it not only to the other classrooms but also to my own high school. These experiences led me to think why all classrooms cannot act as the students did in this one. I could see the differences in the student’s curiosity toward things they did not understand in the classroom. With everything I observed, and compared during this experience this led me to develop my philosophy
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
Feedback – A more effective feedback system from the teachers, the parents and the community needs to be instituted and needs to be more frequent. Various aspects of students behavior and achievement needs to be carefully monitored, recorded and corrective measures instituted.
My love for teaching stems from the joy I experienced through my childhood in my family where both my parents were teachers. School always felt like a second home to me. Watching my parent sharing their enthusiasm with students during my occasional visits to school instilled encourage in me. In fact, nothing is more exhilarating than spending time watching passionate teachers engaging students who are eager to learn. During my education, I found myself subconsciously helping my classmates with their questions about schoolwork. However, I didn’t realize that it was my desire to be a teacher until I was offered the opportunity of being a teaching assistant during my PhD at Temple University.