Reflection On Classroom Observation

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The paper reflects on my experience during the teaching practicum. Initially, it analyses the strategies my Mentor Teacher (MT) adopted in her teaching and interaction with the students. Additionally, it analyses the techniques I employed to motivate, monitor, and manage students during my teaching practice. Finally, it discusses how I will improve my teaching in terms of instructional strategies, classroom interaction, objectives-activities-assessments alignment, and classroom management.

Reflection on classroom observation
Instructional strategies
My MT succeeded in applying various instructional strategies. She fused the Presentation-Practice-Production (PPP) method, Audiolingual Teaching (ALT) method, and Grammar Translation (GT) method in her teaching. Take a listening-speaking class as an example, when illustrating how to tell time using the classic way (e.g., a quarter to nine), my MT connected it with students’ prior knowledge – telling time using the digital way (e.g., eight forty-five). Then, to ensure the illustrations were explicitly delivered, she used Chinese to explain the differences between the use of “past” and “to” in telling time. Furthermore, blackboard drawings were displayed to show the contrasts. Hence, the abstract concept was visualized and it was relatively easy for students to perceive and comprehend.
After the demonstration, students practiced listening and speaking skills through intensive practices (see Appendix A) targeted on consolidating
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