The worse part is that I have to peer teach the whole class. Next, I ask myself was what about roleplay? Role play is something that I try to avoid mostly. As I hated to stand in front the whole class, what more I have to "act". However, after attending the lesson I realized that I can do it with the help of my group mates, research, and self-confidence which was slowly gain after seeing everyone including my group member able to present and not being shy to act when we were doing our role play.
Initially when I registered for Interpersonal Communications it was solely to fulfill my USEM requirements and I reckoned the class as nothing more than an obstacle. My sour attitude did not last though, my first class on my very first day of college was my communications class and I felt extremely welcomed and intrigued. These feelings were reinforced when the second day of class brought an interactive outside activity. I happily participated in and the activity it created an enthusiastic impression within me for the classes to follow. In general—even prior to my communications class—I consider myself a skilled communicator and a friend that is more than willing to listen to someone’s struggles; however, I did not recognize how much psychology was behind the way we communicate.
It is just I learned it by doing it I did not go to a special school for them to show me how to be a teacher. I got some formal education about it in 2011 because teachers needed to get certified to keep on working because of some regulation the ministry of education made. And this certification I am taking by my own because I want to do what I do in English and also to able to teach English so I am getting two things done in one. During the lessons I taught in IMAC the observers told me about having a good management with the board in terms of arrangement and the quantity and quality of the information posted. They also told me about moving students
I had planned a competition between two groups, side A and side B based on the lesson which time didn’t allow us to get it done. But as my professor says, this do happen at times so don’t beat upon yourself. The two microteaching classes was a good refresher for me since I haven’t taught a class in the past four years yet so a higher education class, a great experience. In a nutshell, although my microteaching was not an easy ride, I must appreciate that more was learnt than could imagined. I gained vast experience in preparing lesson plans and teaching as per its guidelines for higher education.
I always have dreamed of being a professor, and in my classes I have felt my little improvements. I did my first teaching practice in 2013 when I was in second year; I worked with one of my classmates Cecilia. We practiced in pairs. Our teaching practice was supposed to be in a kindergarten school, but my teacher had some paper problems and we could not start it on time. Even though all this inconvenient, my classmates and I started our training among each other in the IPES institution.
There, my content was being tested and fortunately, I could teach them the right concepts even there were several students who could not understand well. Before the announcement of internship placement, I wished that I would teach senior high school. The announcement was out and I got grade 7-12. I taught that I would teach junior high school because I believed that God would teach me more about classroom management. My taught was right.
However, in my last placement, the school have created DPR which is a system to measure pupils against the standard in order to comply with the Ofsted requirement to accept any system the school will adopt as long as they can justify it (Collie, 2013). Yet only the class teachers could access the DPR, and this was making things difficult for me as trainee teacher to record and monitor my pupil’s progress. It was a requirement to raise pupil’s expectation on what they should achieve by the end of the lesson and this could ensure that some or most pupil’s level is secured if they can reach the success criteria. What I found most important in this system is that being an class teacher at this moment when the curriculum level are taken away, it is really
In other words, they often used the type of assessment that mainly focuses on the ability of the students to arrive or produce or demonstrate their own learning. They rarely used the assessment tools that focus on the product their students were able to come up with. There are many reasons why teachers are reluctant to use formative assessment in their classroom. Time shortage and large class size are one of the main reasons that teachers mentioned in their interview. Moreover, teachers decided their assessment types basing on its convenience for management.
I’m little bits nervous at first but then I can manage to control it. By listening to my mentor, I need to teach in the faster pace but students also need to understand what they have learnt due to we were compulsory completing syllabus before final examination begins. Students in this class have poor basic content knowledge. Because of that, I need to teach one-by-one for each group. I’m only successful to cover one subtopic for today’s session.
Reflections on the Teaching Practice Being a pre-service teacher with little experience, most of my knowledge about teaching is only theoretical. Through the module, I come to realize some important factors in a language classroom. Some of the concepts are in sharp contrast with the learning situation in China, and can be inspiring for its future language teaching development. For example, when introducing the target structure there should be a context; in addition, the module has provided me with effective tips for instruction giving and classroom management; and I have also learned how to increase varied interactive patterns in a student-centred communicative language classroom. In the teaching practice, I tried to incorporate what I have learned.