I know that the students in my class learned what I need them to learn from my reading lesson. The students learned what was intended and I was able to measure this based on my assessment and evaluation that I gave. 2.Were the students productively engaged? How do I know? The students were productively engaged during the lesson plan and learning process.
c. Formulating problems. In this step, teacher gives students the opportunity to identify problems. Teacher creates students groups and invites students to discuss it together. d. Generating Ideas, in which teacher gives opportunity to identify the problem raises, express ideas and also tutors students to decide alternative solutions. Teacher gives students time to express their
The elements of this component are quality of questions/ prompts, discussion techniques and student participation. Effective questioning techniques are associated with the types of the questions. Instead of just asking closed-questions, the teachers should vary the types of questions by asking open-ended questions to encourage the critical thinking of the students. As mentioned by Danielson (2014: 59), “Class discussion are animated, engaging all the students in important issues and promoting the use of precise language to deepen language and extend their understanding.” Hence, an effective classroom interaction is not necessarily evolved high cognitive level of lesson content, but the engagement and participation of the students is important to make sure the learning and teaching process is
I just wish I had my parents back. If only I could start over and tell them that I respect their decision to keep me home. I would tell them I would stay home and spend time with them. I would say to them that I love them and will spend weekends at home instead of going out. If only I could start over and not let them leave me.
I tried to express to my peers how the teacher should have handled the situation differently by communicating with the teacher how to fix their teaching style in order to help the student be more successful. I stated in the post, “The teacher in this situation should have worked with you to help correct the communication barrier. Like you mentioned at the end of your post, you wanted to learn how to work with him. This type of situation could have presented itself again in the future, and it would have been helpful to know what things you could have tried." I responded to the millennial post where I stated that I belong to the millennial generation.
Further, it attempts to find out their favourite method of teaching by collecting subjective data based on the students’ reply. The findings of this study reveals that amongst five teaching techniques, the fifth step, Physical assistance with verbal guidance was most preferred by the children secondly they inclined towards tactile modelling and coactive, verbal assistance and step by step teaching were their third, fourth and fifth preference respectively. Previous studies have shown that physical guidance as a successful teaching method to enhance the acquiring skills of the students with VI (Brueske & Cuvo, 1985; Erwin, 1996; Lane, 1996; O'Connell, 2000). This finding is consistent with a previous study reporting that judo players who are visually impaired responded well when learning through physical guidance (Ohlenkamp, 2000). In contrast to this O'Connell, Lieberman, and Peterson (2006) suggested that as children are more hesitant to physical touch they may prefer tactile modelling as a preferred mode of teaching.
In this situation, the learners’ learning was assessed by teacher circulating and talking with them. Providing learners’ feedback on brainstorming questions as pair or group, the teacher could make a plan for next learning. However, it was difficult for some less able learners to produce their ideas about the topic because they may have no ideas or no confidence to share their ideas with the class. For that, I differentiated the lesson by using think-write-pair-share approach. At that time, I could see their flow in learning with the supports of teacher and peers.
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance. So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson.
Most people learn best when they are part of the learning process, have a voice in the discussion and can evaluate and reflect on their own learning. Furthermore, I also found it difficult to prepare and lead a lesson that was appropriate for the age group, yet not too difficult. From all the diverse backgrounds, learning styles and needs in the program, there were many obstacles that I had to overcome to create a lesson that would