a. INTRODUCTION
Describe the approach/strategy used.
b. DEVELOPMENT
What were the challenges encountered during implementation?
What were the tactics employed to resolve the difficulties met?
What further improvements can be suggested?
c. PERSONAL REFLECTIONS
What new insights/discoveries have I made in relation to my role as a teacher?
How will I make use of this new knowledge in future?
What further information or knowledge should I seek to expand my knowledge in relation to this context?
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Done: Observed 2 secondary one class of 30 minutes each (Express and Normal academic)
From the classroom setting, I realise that I would need to project my voice. There were many distractions (eg. students walking along the corridor) outside, which I may lose some student’s attention. To minimise that, I will want the doors to be closed while I teach.
Mdm Anisa used the first 5 minutes to settle students down by asking students about the holiday homework, this help her to understand who encountered problems while at the same time prepare them for lesson. As it was a short 30 minutes lesson, Mdm Anisa went through the procedures to access the document uploaded on AsknLearn and a powerpoint slides on angles and parallel lines. She was constantly asking and checking on whether students understand her instructions. As students have problems accessing the document in AsknLearn, she was lenient to advise and extend the deadline. I realise the usefulness of AsknLearn and her intentions of getting students to make use of the system to do e-learning. This will get students ready in future for more home based learning. Simple topics can be uploaded for students to do their self learning, whereby it promotes independent learning and teachers will be able to concentrate on the tougher topics in class.
She faced some IT technical problems when she was trying to project her laptop to the screen. As the homeroom system was suspended, Mdm Anisa was exposed to an unfamiliar classroom setting. I learnt that I need to be familiarised with the classroom setting and make sure that should IT be used during lessons, I would need to try out before the lesson start. This will help minimise time used to troubleshoot the problems. The projector was abit blurred, hence I may want to minimise the use of projector in my teaching.
I would wish to learn more on questioning techniques to get students’ feedback and classroom management where I need to understand the classroom dynamics.
Meijun
30 June reflections
Mdm Anisa made it a good practice for students to draw Angle’s diagrams and labeling them or giving the unknown angle an identity. She explained to students the rationale of doing all these in class. I find that it is important for students to understand why they are doing these, instead of blindly instructing them to draw. These also help them to plan and be organized. Students are taught that their thought processes such as drawing diagrams, labeling, writing equations and statements, would help the teachers to understand how students attempt to solve the problems.
At the start of every lesson, Mr Boon will instruct students to put away any other distractions (eg. handphone, other subjects’ books) and only his textbook is allowed. Mr Boon is also very systematic in his teaching; he will give very clear and concise instructions. I observed that Mr Boon assign students randomly with different tasks (eg. setting up of projector, to collect workbook). Students are given role and responsibility in class.
meijun
1 July reflections
Various observations from Sec 1.
Mdm Anisa went through the students’ homework, and asked for feedback from students in which questions they were unable to solve. And she went through the questions on the spot. I felt this approach is good. Students were still able to remember the things they have learnt and done, and giving immediate feedback and coaching them should help them to remember better. Mdm Anisa mentioned that homework is usually returned much later, hence students may have forgotten what they have done earlier and not able to understand what went wrong. As students were attempting the homework that was assigned, Mdm Anisa used the time to attend to students who encountered other problems in their previous homework. It was good that attention was given to these students; however it can be disruptive as the teacher would not be able to check if other students were attempting the homework or even see if they understand what was taught.
Observations from sec 3,4 classes.
The teacher was generous of her praises the moment she stepped into the class and whenever students answer correctly. The class was very well behaved. She was going through a revision exercise that the students did. Though not many questions were covered, she constantly recapped on many related topics, linking from one point to another. Whenever she asked a question, some students gave her random answers, she would insisted that they check on their notes or periodic table to give her the correct answer. And when a student asks a question, she will pose and repeat the question to the class and ask the class for their responses. This stimulates students to think for answer and not just the teacher answering that particular student who has queries. As the students are generally weaker, there were constant prompts and “hangman guess the word” approach used to allow students to guess and remember. I felt that she treat the students as primary school kids, which I thought students of that age would like to be treated like an adult and probably care less on such things, however it seems to work in that class.
she also has an interesting way of addressing the students to ask them to present their answer. She addressed students with status “Mr”, “Ms”, or gave them identities like “teacher assistants” to mark their classmates work. The rapport she had with the class is something I wish to achieve with my classes in future. However I feel that friendly approach is not something I would begin with, at the same time, I also fear that students dislike me if I use a stern approach and the relationship and rapport with them will be much harder to build.
Another teacher did group activities in the class. Students were given topics and they were asked to write out what they want their fellow classmates to know. So they were asked to present their answer on mahjong paper at the end. This help students to recap what was taught and what they will be taught. The approach of peer teaching style was interesting, while teachers act as facilitator, I felt that this will work better for students of average to high ability as some students were lost at what they should do. They were unsure and lack the knowledge to contribute for their presentation. However it was an engaging session as students work together for the presentation.
meijun
2 July Reflections part 1
Observations of two sec 1 science classes (30min each)
Students were asked to complete 2 pages of the workbook. Students without the workbook were asked to share the workbook and write their answers on the foolscap paper. All students were warned that if they did not complete the work, they would have to stay back during their recess. This "motivated" students to do their work and that no student was to idle.
Prompting for answer and getting students to contribute their answer were adopted.
Answers were also written on the board so that students, who may not have followed through the lesson, were able to refer to the board for understanding. Common mistakes from students were also highlighted in class. Students were told that their answer have to be relevant to the questions even though generally the answer is correct. (eg. Steel used to make bridge- Properties should not include conductor of heat). Self marking was adopted, students were marking their own work, and this minimizes the workload of a teacher. But to ensure that students were marking correctly, the work was collected back at the end of the lesson.
I also witnessed how Mr Boon carried out Restorative Practices after class. Two students were asked to stay back. The rest of the students were asked to leave. He asked the following questions "Why was the book wet?", "What did you do?", "Why did you do that?", "What lessons have you learnt from this?" and "What should you do to prevent this from happening?". In the end, students mentioned that they should stay away from each other and using these words, Mr Boon told them that he will change their seats. And both were agreeable on that. I think it was a very good practice. Students were responsible for their actions and instead of harsh punishment, students were able to reflect on their actions and problem was resolved very quickly.
Observations of one sec 1 math classes (30min)
Class was delayed due to temperature taking. Though Mdm Anisa was not in class, students did their temperature taking themselves and the class monitor was going around the class, filling up the class list. This help to save time for Mdm Anisa. When Mdm Anisa came, they were ready for class. Similar to previous day, she asked if they have questions, and again remind them to draw, label and write reasons when they work out on Angle's questions.
2 July reflection Part 2
Observations of sec 3 math class (1hour)
Students only entered the class when they are well behaved. I felt that this serve as a reminder to students that they should be prepared and ready to learn.
Mr Malek started the lesson by informing them of the upcoming test, the due date for Math journal and selected some students to participate in some competitions. He also told them of his expectations for the competitions. It serves as a warm up as well as to settle them down. When he mentioned of the expectations for the competition, I can see that students were encouraged and motivated to perform, however some seems to worry for it. I think constant encouragement will help to build up their self esteem and also build the rapport.
Mr Malek also talked about the feedbacks he gathered from students through the 321 system. Alisya explained to me the 321 system, I think it is very useful as it will give teachers feedback to adjust the pace or better cater to the students. This allows us teachers to understand students’ need and difficulties in classes.
Lesson officially started with lesson objectives. Though I felt that most students often do not bother about such objectives, it is still useful for students who pay attention and give a guide and prepare them on what to expect.
Mr Malek related the topic “coordinate geometry” very well to physics and real life examples (eg. School’s indoor sport hall) that student know of. Through the real life examples, he was able to prompt students to talk about “gradient”, “slope”, “steep”. Students are able to find learning more meaningful as these are things related to real life and they knew them. He uses many approaches in the lesson. He uses analogy of flying wings to teach them how to determine positive and negative gradient and he also used the excel file, in which students were asked to observe how the change in gradient affect the slope in the graph. After every small part, he gave an example for students to do. This approach is good as they are able to practise what they have learnt. Any doubts can also be addressed immediately. Definition of a term was shown to students. And to make sure students understand the term, they were asked to describe it in their own words. This help in their learning. Interesting statement / question was also used to stimulate their thinking and evaluate if they truly understand the meaning of the term that they just learnt of. Students also posed different situation of problems to the teacher. This proves that students are learning, and they just need to clarify their doubts to be certain of their answer. As conclusion, Mr Malek showed them the homework to complete. I see class participation and that their rapport with the teacher was good.
Meijun
randomly posting my reflections. with no order
3 aug
Math Sec 101 (30min lesson)
Objective: to go through the class test paper
I wanted to use visualiser to go through the class test paper. I saw how Ms Ginny used the visualiser to teach math, and thought it was useful to do a step by step through visualiser and it would have been neater as compared to the classroom whiteboard. However, I did not check for visualiser before my lesson and when I reached the class, I realised that the class did not have visualiser. I attempted to borrow from other classes, but the neighbouring classes did not have it. Hence instead of wasting time looking for it, I just wrote the answer on the board, and highlight students’ common mistake. I did not manage to finish going through the class test paper. Hence will continue to go through in the next lesson.
4 aug
Science Sec 102 (90min)
Went through the table of comparison between compounds and mixtures. Informing students that when they were asked to compare, they have to compare and not to give definition. This was the common mistakes found in both the test papers. The table of comparison will be helpful to students. When it was given to students, they were told that this will be an added bonus to their quiz for people who got the highest mark for this “fill in the blank” table. Following that, I went through the 2 graded test “Elements, compounds and mixtures” and “separation of mixtures” using powerpoint slides. Common errors were again highlighted. However, it was noted that some students were busy copying that they did not listen to explanation. Hence I waited for most students to finish, before explaining. In addition, some students were in “switch off” mode. They were not copying corrections, hence I had to constantly walk around to check that they are copying the corrections.
Science Sec 1 remedial (60min)
Students’ attendance was bad despite constant reminders during classes. I was disappointed at the turnout and do not understand why. However smaller group is more conducive for teaching. Went through some additional notes and the topic quickly before letting students attempt some questions. I was able to focus on the students and get their response to see if they understood what I went through. After the remedial, I request for the contact list to call the parents to find out the reason. It was my first call to parents. I realised parents were very cooperative. They appreciated the effort the teacher put in to inform them of their children’s doings. Students explained themselves on the phone saying they could not find the classroom. It was written on the classroom board that the remedial was held in sec 102. Students mentioned that they did not enter the classroom to check the board, I gave them the benefit of doubt and informed them that I will rearrange another session for them if time permits in the following week. I learnt that I should dissimilate my information clearly, and state them on the letters issued to students. This will prevent students from making any excuses they could think of.
5 Aug
Math sec 101 (90min)
Lesson went smoothly. At the beginning, real life examples were used to illustrate why they need to study inequalities. Students did not know that they were constantly exposed to mathematics inequalities. There was pair activity to engage students. Students were very quiet. For some moment, I felt that the activity is not engaging enough. Activity worksheet was scaffolded with instructions for students to follow and deduce a conclusion for inequalities sign. I went through some examples, in which many are similar to that linear equation. Students are also asked to take note of sign when they multiply or divide by negative numbers. Some students were vigilant to correct some grammar mistake in my powerpoint and when I was presenting the answers on the board. As the lesson flows, I realised students get restless and were requesting for a break. A 90min lesson for math is really too long. I gave students a three minute break to allow them to stretch themselves before I continue my lesson.
Science Sec 111 (90min)
As I walked past sec 112 to my intended class sec 111, the boys in sec 112 said loud enough for my ears that they hated me. I realised that teachers make enemies faster than building the rapport with kids. Kids need to understand the reason why I punish them, which obviously the boys in 112 did not understand. They felt that I was against him and constantly picking on him. Though the relief class was relatively quiet as compared to my other classes however, the boy’s voice naturally was louder than any other classmates of his. I ignored the comment and taken note that I should not pick on the same boy too often.
For my science class 111, the class was asked to settle down, as they settled down, two boys fought for a seat. I was trying to settle the rest down, hence did not take note that something was brewing at a corner. Mdm Shahizah was there to observe the class, and saw what happen, and manage to stop the boys from fighting. She asked the boys to go out of the class to find out what happen. I was relieved that Mdm Shahizah was there to help out. I was not vigilant enough to stop it from even starting. The 2 boys would have been more disruptive if I was alone. I got to learn how to control and sense the students’ anger. I have notified this incident to Mdm Anisa and their form teacher Ms Ginny.
Lesson for the class went smoothly, though not able to complete what was planned. But activities made students engage. Students like to have hands on activities. Besides that, it was taken note that one student in particular love to play water. This student is also noted for not paying attention in class, even though he sits right in front of the teacher’s table.
6 aug
Math sec 101
Continuation of class test paper and going through the worksheet homework that students did. Using the visualiser, I performed a step by step approach and explain how I obtain the answer and inform students where the marks are allocated to.
Science sec 102
Went through the topic “indicator”, students were pretty noisy. Two students were asked to stand outside the classroom. I was trying the circle approach on the students, however, it did not work well. Students were not paying attention. I probably need to observe how other teachers did their circle approach, I have heard so much about it and yet to witness it. 3 students were asked to write reflections for being disruptive. Students detest reflections, I think it is a good way for them to think about their actions. I also realise it is always the few students who are disruptive. I always have to punish them first, or give warning first before I can conduct my lesson. Time was wasted. I am not sure if this was to continue, how I should do. I understand if class is not quiet, the environment is not conducive enough.
7aug
It was national day celebration for the school. There was no teaching for the whole day. The school had planned many activities for the students which I felt was good for students to relax and have fun. When I walked around the school, the students were really enjoying themselves. I saw that the school put in a lot of effort to organise the game fiesta for students. I was able to make use of the opportunities to see how united the class that I teach were and to talk to some students during the activities time. It was a great way to bond the students.
11 Aug., 09
Science sec 102 (90min)
Conducted a 50 min test. Went through the test mcq and get the students to do peer marking for the mcq, at the same time, explain to students. Explanation was stated on the powerpoint slides for students to read as well. After that, workbooks were issued for students to complete.
Students were also told of this enrichment course that they could go, only a couple of them show interest. I suppose I have to learn to sell this “product” and get students interested in going, especially the local kids, since the course fee will be deducted from their edusave.
During the students’ recess, boys from sec 111 told me that no one listen to what I teach in their class. I have no idea if this was a causal prank, or it was a serious feedback to me. Nonetheless, I do question myself if I am such a bad teacher, a teacher who is not able to engage the class. I do take note of some potential students in that class who can perform or are willing to learn. I also realise some students dislike the subject thus their “turn-off” attitude in class. Given the syllabus to cover, and to make sure that students know what was going on, I find it hard to have activities. Sometimes, activities are not planned for students with consideration that they will not understand the rationale behind it, and they do not follow instructions and class become chaos. I suppose for group activities, students must be relatively well behave and my instructions have to be given bit by bit.
Reflections 8july (111)
•Took some time to settle students down hence time was wasted to prepare students
•Initial lesson plan was not carried out successfully. Initial plan was to finish discussing the properties of metals. This was because students were inattentive, off-task, hence time was wasted to reprimand and control the class.
•Need to carry out negative reinforcement.
(102)
•Took some time to settle students down hence time was wasted
•Spend too much time on some part of the lesson (examples of the metals and non-metals) which should have been briefly touched on. However, I wanted to stress the importance of stating the correct properties to that of the applications as students were evidently seen making the mistake in their class test paper.
•As a result, initial lesson plan was not carried out successfully. The last part on horizontal period of periodic table was initially intended to be covered, but as I forget to factor time in for students’ thought processes and time settling down, the part has been pushed to the next lesson.
•A need for better time management and setting time reminder for myself.
•Being a new teacher to the class, some students seem to make use of the opportunity to go toilet. This was not observed when Mr Boon was the teacher. Hence, I need to reinforce the rules to go toilet.
•Questions were asked to evaluate students’ understanding, it was clear that some students did not understand that particular part of the lesson. I was repeating myself in class on what was taught. I may need to slow down the pace to cater to the different students who did not understand.
Reflections 9 july
Lesson period was short, students just returned from their recess, time was wasted to settle students down. Students were better behaved after I started calling individual names. Conclusion was done hastily, will need to improve on conclusion. I was not able to go through the answer with them as time was insufficient.
Reflections 13 july math construction
I was not able to conduct this lesson as there was change in the timetable and it clashed with my science class. However, worksheet of the lesson was handed over to Mdm Anisa who went through this lesson with sec 101. This lesson plan was initially planned for a 30 minute class. However, the feedback I got from Mdm Anisa was the tasks in the worksheet took her more than 30 minutes to complete. The first 3 constructions of quadrilateral took about 45 minutes. Hence this is an edited lesson plan
Problems encounter while planning was the uncertainty of whether my step by step approach is understandable by students. I found it hard to phase the sentence using compasses and protractor in construction terms. However, previous lesson where a step by step approach with the visualiser, was good aid to let students follow through.
I was also tasked to set a class test on constructions. I realised mistakes in the paper while drafting out the answer keys. There was more than one possible answer in one of the construction questions. Being a Mathematics teacher, I should be cautious that there will be more than one answer and while setting the paper, I should state my questions clearly as well.
Reflections 14 july (111)
Classroom discipline needs to strengthen. Some students generally did not bring their books. Students were asked to stand, however, it caused some disruptions. Students who did not bring their books had been warned that if this happened again, they will serve their detention. Names were taken down.
Technical problems were encountered and there was no resolution to it. Hence I went through the workbook answer with the class. Answers were written on the board, with the intention to engage students to check and compare their answers. However, many students were off task. A need to change strategy in going through the workbook. After which, lesson was conducted verbally and students were asked to read their textbook to fill in the blanks.
15 july
Reflections
Students were engaged when video were shown. However quality of the video is compromised when it was projected on the screen. I need to improve my questioning technics and rephrase my questions in a clearer manner. Some students seems lost when I was explaining. Classroom discipline was improved as compared to the previous time. Names of students who did not bring their books, workbooks were noted down. Students were warned that if anyone who is booked for more than 2 times, will have to stay back for remedial classes with me.
Below are summary of all reflections in weekly form. (total 10 weeks)
Week one
From various observations, many teachers required 5 minutes to settle the students down. It was a new term and with the temperature taking in the morning and noon, it was pretty disruptive to some classes especially to those 1 period lesson classes. However, I learnt the different approaches some teachers use to handle class.
Mdm Anisa usually starts her lesson by asking students if they encounter problems from the homework given to them and to collect the homework that was issued to them previously. When she was teaching, she gave clear explanation and constantly asking and checking whether students understand her instructions and explanations. She would patiently go through any question that students have problem understanding. If the problem was singled out by one student, she would ask that particular student to see her later after class or after school, if there are more than two, she would do go through as a class. Mdm Anisa adopted the e-learning approach on certain topics for students to learn at home during their school holidays. Mdm Anisa also used one of her lesson to go through a step by step approach on how to access the system. She strongly encouraged students to log into the system to get them familiarised. This is beneficial in the long run as students may have to do home based learning should schools closed and it is good as teachers can make use of the system to upload additional things for students to access to learn more. As I looked at the things shown by Mdm Anisa to the class, I feel that math was presented with animation and it was interactive. It was easy to follow and students should be equally engaged at home.
In Mr Boon’s class, Mr Boon always begin his lesson systematically. He will start by instructing students to put away any other distractions (eg. handphone, other subjects’ books) and only his textbook is allowed. He would give very clear and concise instructions and objectives of the class. Clear instructions and objectives are important as students can follow and know what they are learning or doing for the lesson. As I would be taking over the class, I took note of some students who were being called up by Mr Boon often. Lessons were conducted and students were evaluated on their understanding by doing workbook, after which he would let students do peer marking as he went through the answer.
I also witnessed restorative practice being carried out after a lesson by Mr Boon. Students were asked to reflect on the incident and to think of what they should do to prevent it from happening. I think it was a very good practice. Students were responsible for their actions and instead of harsh punishment, students were able to reflect on their actions and problem was resolved very quickly.
From Weilin’s science class, I realise she was generous with her praises the moment she stepped into the class as they were well behaved and whenever students answered correctly. Though Weilin was doing revision with the class, students were engaged in the lesson. Her rapport with the students was good hence I believe that students felt respected by her. Though not many questions were covered, she was able to recap many various topics, linking from one point to another. She questioned and responded to students’ answers by asking their peers to think whether their friends’ answers were correct. This questioning technique stimulates students to think. As students were generally weaker, there was constant prompting or hints such as hangman game to help them.
continued...
From Mr Malek’s math class, before he started his lesson, he informed students of what the students need to know. Eg. class test and math journal due date. He also do a quick recap of the previous lesson and also discussed about the feedback he received from students about previous lesson. It was the 321 approach. (3 comments, 2 things you learnt, 1 question to ask). I find that it is useful as this will allow teachers to pace the lesson accordingly and correct any doubts students may have.
From Ms Joyce, Ms Weilin, Mr Boon’s Chemistry practical, it was the first time I attended how SPA was being conducted. Though it was an informal assessment, I learnt a lot of the teachers on how they assessed the students.
Observed Ms Huda’s science class in which group activity was being carried out. Peer teaching style approach was adopted. Teacher acts as a facilitator in class. However, I felt that this will work better for students of average to high ability as some students were lost at what they should do. They were unsure and lack the knowledge to contribute for their presentation. However it was an engaging session as students work together for the presentation.
Week two
I took over Mr Boon’s class. It was my first time facing the students alone. As I wanted to memorised the students name in the fastest way, I adopted a method used by my tutor in NIE, by getting students to write their name on a blank sheet of paper and take photos of them. However, it failed as I was running out of time. Hence I only managed to take some students’ photos. I felt that I should have done a proper introduction of myself and getting them to introduce themselves to me.
Lessons were taught over the week. I felt that it took me some time for the student to settle down. Initial lesson plan was not carried out successfully. Students were inattentive, off-task, hence time was wasted to reprimand and control the class. I felt that my ground rules were not followed strictly and I need to carry out negative reinforcement. I spent more than the intended duration on a certain part of the topic. I should have factored in more time for students to settle down and for students to fully understand. I would need to plan my lesson appropriately with better time management and giving myself timely reminder. I may need to slow down my pace as some students were evidently shown having difficulties during the evaluation phase. I also felt that when a teacher is able to recognise students without referring to name list, they tend to behave better.
I attended Mr Malek’s math class which students were assessed on their math project. It was very interesting as students present their game of math to the panel of judges made up of three teachers. I was surprised with all the ideas the students had, and felt that math can indeed be so fun. Students were assessed not just on the game, but also on presentation skills. I felt it was a good platform to expose secondary three students to speak to the class. Overall, I think students are very creative.
During the secondary four block revision, I felt that students were better behaved even though they had not seen me before. They were diligently attempting the questions which I instructed them to do. I walked around to help students who were having problems subsequently go through the answer and explained any doubts students have.
Week three
I was not able to conduct this lesson as there was change in the timetable and it clashed with my science class. However, worksheet of the lesson was handed over to Mdm Anisa who went through this lesson with sec 101. This lesson plan was initially planned for a 30 minute class. However, the feedback I got from Mdm Anisa was the tasks in the worksheet took her more than 30 minutes to complete. The first 3 constructions of quadrilateral took about 45 minutes. Hence I was too ambitious.
I felt uncertain during the planning stage of my math construction topic as I was not sure if students would be able to understand my teaching. I found it hard to phase sentences to explain geometry construction.
I was afraid it was not in layman terms for students to understand. Math to me has always been a “quiet” experience, I was not asked to explain how to construct a geometric figure. It was noted that using a visualiser was a good aid to demonstrate step by step construction.
I was also tasked to set a class test on constructions. I realised mistakes in the paper while drafting out the answer keys. There was more than one possible answer in one of the construction questions. Being a Mathematics teacher, I should be cautious that there will be more than one answer.
During P.D., I learnt that sometimes concept puppet and cartoons can be used to engage students and it was used to engage N(T) class. Alternatively, making a deliberate mistake and allowing students to point it out is also a way of learning. It was also discussed if assessment should be done in every lesson to evaluate students or check on their prior knowledge.
As I conducted one of the class which required workbook, a lot of students did not bring. To continue with lesson, I let students share and do on foolscap. I should have reminded students to bring the day before. Mr Boon mentioned that to prevent these things from happening, it was always good to collect their books after they completed the assigned work. In this way, such situation would not occur.
Test was assigned to students and it was told to them that it would be an open book test, yet students did not bring textbook. I found it puzzling as these tests were supposed to help them. And being an open book assignment, they should know better to bring their books.
In one of my classes, some students were disruptive, hence I sent them out of the class. I felt that it did not work very well. Maybe I should just sent one of the students out instead of both of them.
Classroom management is really something I really need to master.
Week four
I carried out the construction test that I set, and found out that students didn’t have enough time to finish. Lesson learnt is I may want to attempt the questions separately and time myself. I should finish the paper within half the allocated time.
In one of the math lessons I carried out, I felt that that lesson had required some minor logistic issue. Lesson didn't flow as smoothly as planned. Mdm Anisa gave me a suggestion that I could adopt IT to demonstrate and she shared with me a website which is helpful to students. I then realised that IT would have make my point across easier. In addition, I should also have seek more advice from teachers around, as I noticed that there were available resources in the department which could have demonstrated them and the teachers here are very helpful.
I had also observed another Mdm Anisa’s lesson. I was listening attentively to her lesson. Things were taught to me before, yet it can be engaging. I felt that it was partly the attitude of whether I wanted to learn. Hence I felt that most students here always think lowly about themselves. We need to infuse some positive attitude and encourage them more. But I have no idea how this can be done besides encouraging them more.
Students were engaged when videos or any small scale experiments were shown. However quality of the video is compromised when it was projected on the screen. I need to improve my questioning techniques and rephrase my questions in a clearer manner. Some students seems lost when I was explaining. Classroom discipline was improved as compared to the previous time. Names of students who did not bring their books, workbooks were noted down. I also found some useful applets to teach science. I felt that they were useful and could be use as an alternative if teachers do not have time to conduct a real experiment. There are virtual experiments which students will be able to visualise it better.
Week five
During P.D. session, various teachers shared a few interesting websites such as BBC website, science brainpop, which can be used to teach science. It was proven engaging in classes. This could be used in introduction phase or conclusion phase as it can act as summary to the topic and there is also quiz at the end where students can attempt them to evaluate their understanding.
I also infused some extrinsic motivation, giving rewards for students who improved in class tests, it have some effect in learning. Some students pays more attention than before in class. I need to come out with a more systematic reward system.
This week, students were brought to the laboratory for practical. When rules were communicated properly, students are better behaved. I neglected the fact that secondary one students do not have experience in practical. Hence they were overwhelmed when they were asked to conduct the experiment themselves and when too many instructions were being delivered across. Hence worksheet and instructions have to be scaffold. After a lesson learnt, using the same experiment with a different class, lesson was slowly paced with one instruction at the time for them to do their practical. Lesson was better delivered, however, students were curious about practical, were distracted with the apparatus they had. Lesson learnt: Teachers’ demonstration may have been a better approach; else, students should not handle all apparatus and only one at a time.
Hence I prepared a small scale experiments for them to do in classroom. As learnt from other lessons, I grouped students up and gave them common items that could be found in our daily lives in group. Students were very engaged. Giving students something practical always help them to relate and understand better.
Some punishments that I implemented this week, more disruptive students were asked to sit outside the class after given repeated warning or to sit in front of the class. And since the school is into Restorative Practice, another “punishment” is for them to write reflection. It was effective for the day. But as this was the first time I adopt the punishment, it did not occur to me that students did not know what to reflect. I had to tell them to ask themselves, what and why did they do it? Is it right or wrong? How to prevent this from happening? What if it happens again?
I also tried talking to some students outside class, they liked to joke around, never treating things seriously and from it, I felt that they aren’t bothered if they disturb others in class. It was inconsiderate of them, but students don’t know their respect for others and they need to learn to be considerate to others.
Week six
Upon seeing Ms Teh using visualiser to teach math in other class, I thought it was useful to do a step by step through visualiser and it would have been neater as compared to the classroom whiteboard.
Conducted a Secondary one remedial this week. Students’ attendance was bad despite constant reminders during classes. I was disappointed at the turnout and do not understand why. However smaller group is more conducive for teaching. I went through some additional notes and the topic quickly before letting students attempt some questions. I was able to focus on the students and get their response to see if they understood what I went through. After the remedial, I requested for the contact list to call the parents to find out the reason. It was my first call to parents. I realised parents were very cooperative. They appreciated the effort the teacher put in to inform them of their children’s doings. I learnt that I should dissimilate my information clearly, and state them on the letters issued to students. This will prevent students from making any excuses they could think of.
Real life examples were used to illustrate why they need to study inequalities. Students did not know that they were constantly exposed to mathematics inequalities. There was pair activity to engage students. Students were very quiet. For some moment, I felt that the activity is not engaging enough. Activity worksheet was scaffolded with instructions for students to follow and deduce a conclusion for inequalities sign. I went through some examples, in which many are similar to that linear equation. Students are also asked to take note of sign when they multiply or divide by negative numbers. As the lesson flows, I realised students get restless and were requesting for a break. A 90min lesson for math is too long. I gave students a three minute break to allow them to stretch themselves before I continue my lesson.
I also attempted circle time with another class after hearing how it could work, but for that lesson, circle time was not very successfully carried out. Not all students were given opportunity to talk. Hence something went wrong. I will find out the reason.
Week seven
During this week P.D, weilin shared her circle time session. I learnt a lot and found out what went wrong to my circle time. I should do a proper check in and check out phase. Rules has to be set to ask them to be quiet and only speak when they are given a talking stick. This will encourage the shy students to have an opportunity to speak up.
I realised that teachers make enemies faster than building the rapport with kids. Kids need to understand the reason why I punish them.
It was also the start of the revision. Worksheets were prepared and given to students to attempt and explain to students. Common errors were highlighted or some important points were pointed out. Students were encouraged to attempt the questions to get themselves prepared for the common tests.
Week eight
It was a common test week. Students were worried about their test, some students asked for additional lesson to revise. It was heartening to see that students do want to study and score well. I did revision with the class, highlighting their common mistakes from their past homework and the important points to take note.
I did revision during lessons, but it was pretty dry and students were not able to concentrate for the full 90 minutes. It was hard to sustain students interest. Mr Boon suggested that I could intercept some energy booster games to make them feel excited or to lighten up the mood. These energy booster games do not have to be related to the topic, it could be something else to make students move around.
This week P.D., I learnt a lot about CCA handling. I learnt that PEARLS system is still in tact as the last time I heard was there will not be any PEARLS systems anymore.
Week nine
This week was mainly going through students’ common test paper. It can be seen that students are nervous to see their results, always asking whether they pass or fail. I also did revision with sec 4s, and I felt the students are more diligent, they are starting to work hard, and generally, they are well behaved. I also felt more satisfied after teaching the class, because somehow, I felt more appreciated for my effort to teach.
When rules were set at the beginning, and not giving students a second chance in class, students know their limits and would not try to do something the teacher did not agree.
During P.D., the math department talked about the math game competition which they helped out. I am looking forward to see. And Mr Malek talked about using photographs and get students to relate them to math, I felt that it was an interesting topic for project, students would get to think slightly out of the box and this may spark a new level of learning math.
Week ten
Using videos, I tried to get students to watch and after which, I would ask questions. Students are divided into groups and if they win, they will be rewarded. Some students did not bother. Maybe I should not make it a competition where the first hand up with correct answer will be rewarded. As some weaker students are not able to answer and they start to get distracted.
This is my last week. Many students were curious if I would be teaching them in term 4. To disappoint them, I had to inform them that I would only return back next year. Students were naughty but as a lot of teachers said, they are harmless. They are still in their sensitive rebellious stage which they do not understand their actions or rationale that they do all these. In the whole ten weeks, I learnt that I should not have start with a friendly approach. Students have taken advantage of this and get disruptive in class. Rules and routines are very important. Tone and attitude really have to be set at the beginning. Student should be reminded that they are in school to learn. And from sharing with other teachers, I feel that students really need encouragement. With encouragement, they will not give up and excel in the subject. It was an enriching teaching experience. Thank you.
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