Reflective Reflection In The Classroom

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

Which the children do not learn more from me not knowing about a certain subject. My spelling is another area that I could improve on because if a child needs and wants to know how to spell a word and I do not know how to spell that word then the child is not learning how to spell the word, but if I did not know I or the child could refer to a dictionary to find the word and spell it correctly. Behaviour management is another one of my areas that I need to improve on, this is a negative to have because children will over step barriers between student teacher relationships and disrupt every lesson because children know I will not challenge their behaviour. These strengths and room for improvements were discussed between me the teacher and the teaching assistant that I work with.

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

When my students pick up a book they will automatically know what to do. I will teach the students to always predict before they read. I will have the students look at the title and the picture on the

Describe fully what happened when you tried to engage the children’s interest during the activity time? When the children first came to me I didn’t have any problem engaging them in the lesson. They were excited to do an activity that was new and on a topic that they don’t normally do during centers. The students like the game nature of the lesson. They didn’t necessary realize that they were learning while completing the center. The problem came with some of the children that have a harder time with self-control. They had a time waiting for their turn without goofing off. Also the children were the lesson wasn’t just not developmental appropriate had a hard time focusing.

For example to access students’ efferent listening skills, I can create an anticipation guide (Head & Readence, 1986, citied in Tompkins, 2005) on the big book “Life of a Butterfly”. Prior to that, teacher can activate the students’ knowledge about the story or any misconceptions they have about butterfly and write a few statements based on concepts on the whiteboard in the form of a chart. Next,

When I observed this classroom I did notice some great things that the teacher was implementing into her lessons. The class size was small which probably helped the students a lot considering they wouldn’t be overwhelmed. The teacher talked in English the entire time. This is something that will help the students get used to when they transition out of the classroom. The teacher would also go over letters and sounds in the

Derek’s lesson on emotions to the Pre Intermediate was particularly enjoyable and effective because of his enthusiasm. He also moved the students around so that they were able to work in different pairs. This was effective in the lesson as the students strengths and weaknesses were easily recognised by pairing them with different students. It also broke the lesson up nicely. I feel that this is something that I could incorporate into my own lessons more often as it is useful for students to get speaking practise with more than one

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

There were few strong point to this lesson. The organization and details were strong, but the implication of the lesson plan broke down as the time disappeared too quickly. Also the anticipatory set went smoothly and was enjoyed by all. One area for improvement is to pay attention to the amount of time needed to complete the lesson. Once the lesson written the writer needed to complete the lesson while timing the whole thing. This will allow the educator to know exactly how long it is need to complete. Another area is to split the class up into groups allowing them to work on their graphic organizers together. Splitting the class into groups would have been beneficial to the special needs students.