Reflection In The Classroom

1. Introduction.

The lesson in the video is an English class, and students of the lesson are Grade 9 students, they are English native speakers. There are less than 30 students and a teacher in the class, the size is small, and it is an English writing class. The lesson lasts for about 50 minutes. The reason why I choose this video for analyzing and reflecting is that the teacher and students seams haven’t rehearsed beforehand, in other words, students and teacher perform more naturally. Moreover, grade 9 children are full of energy, knowing how to handle the characters of them can help us work better in our practicum. Therefore, this article aim at analyzing the technique that the teacher used in his class to do an effective lesson, and

The monitoring behavior can be roughly classified as two types: checks students’ understanding of the content; and answers to students’ questions. In the video, to ensure students had comprehended the task, the teacher took several actions. First, when assigned a task, the teacher would explain the key word. For example, he asked “…what do you think when it means to say ‘exhibit’? ”. Second, the teacher would give two chances for students to ask verbal questions. Third, the teacher required students to write thesis statement, and he interacted with each student to see what they wrote. When students have questions or needs, the teacher gave different responds. If the question were about the task requirement, the teacher would directly tell them. If the students had problem in what they were working on, the teacher avoided directly giving answers to students. Instead, he preferred to direct students to think. For example, when the student who sat back of the classroom, the teacher provided several suggestions to the students, but let the student add detail information on his own. When students need pen or paper, the teacher would give them. However, when students wanted to go to bathroom, the teacher asked him to obey the class rule. By monitoring, the teacher proved the class processing

My mock class target students are Primary grade 4. The learning objective is making students comprehend the following words: “classroom”, “door”, “blackboard”, “computer”, and “window”.

When preparing the tasks, do not give students all tasks at one time. As Fink (2003) said: “The goal is to sequence the topics so that they build on one another in a way that allows students to integrate each new idea, topic, or theme with the preceding ones as the course proceeds" (p. 128). For example, instead giving all the new vocabularies to students, showing them one by each time.

The course content of our mock class is closed to students’ daily life. Therefore, we can use life experience to achieve our objective. When we teach, we can directly show student the object. For instance, when we teach “door”, we can walk to the door, and point it to students. Corresponding what they see everyday to the teaching content may help