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
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.
As a teacher it is important to make sure that every student has an equal opportunity to learn and succeed. No student should be left behind and failing the class, especially when it is because of the teacher’s lack of effort not the student’s. The teacher should get to know each of their students on a personal and academic level, because this will help them to better understand the students’ backgrounds and knowledge of subject material. It is very important that ELL students feel comfortable and safe in their class and around their teacher. When working with ELL students, it should be a mandatory task for the teacher to learn all that they can about the students in greater detail. This relationship is an important step in helping ELL students succeed in a classroom with a majority of general education students who already speak English fluently, because the teacher is able to teach the student and class more effectively.
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...
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
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.
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.
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.
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
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.
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.
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.
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
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.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of