I started working with my instructional material a week before February 11. My cooperating teacher allowed me conduct a dry run to Grade 7 – B students few days before February 11. The dry run was not that successful because we didn’t finished the entire learning task that should be done so on the next day I did some revisions with my lesson plan. Fortunately, the final demonstration teaching was rescheduled so I had plenty of time to make my lesson plan and instructional materials better. My next dry run happened two weeks before March 11.
Students may get rowdy but they remember the rules which are set on the first day of class. Instead of the teacher always being on top of her game there are some days when she has to wing it because what was planned didn’t go as planned. This is my ideal classroom situation where everything is not perfect and there is continued
Next day each one of the chosen student shows his/her essay with his/her group and each group read and try to find out where are the mistakes and Take notes to discuss the errors later. Teachers here are just monitors exactly as in the oral mistakes correction, observe, discuss than ask them to correct the mistakes they have found in them friends essays in a group work. *Teacher correction: If the teacher is the one who will correct the written work he/she chooses just one kind of mistakes he/she decides to correct at one time grammar errors, spelling mistakes or word order and so on not to correct every single mistake in the written work and teachers have to take some points into consideration while correcting
So, at one point, I was clueless about what I wanted to be and where my future was going. Finally, one day in my junior year, I sat down and thought about all the things I like to do – because I felt that whatever my profession was, it should be something that I enjoy doing. After a couple minutes, I noticed that my list consisted of things that had to do with helping others, education, and kids. Suddenly, I had a sense of enlightenment, what job helps kids through educating them as well as helping them with any personal problems if they may have any? A
During my most recent student teaching experience I had quite a small number of students in my classroom whose position was attention seeking, each student displayed this position in various ways. For example, one student was informed that I would be leaving within a week. This student began to request hugs every day and informing me that she would really miss me. Therefore, every day I would have to explain to this student that I was not leaving on a permanent basis and would only be one hallway over from her room. Additionally, I explained that I would be over on occasions to say hello to her and the other classmates.
10 Response Students :( silence) Feedback Teacher: Yasir and Aliyu are coming tomorrow Initiation T: The teacher solicits more Example:” The class or the teacher”, what grammatical class is” the class” and “the teacher”. Response S: Adverbial Feedback T: No, any phrase that starts with” the and a subject „‟ is a noun phrase. Initiation T: There are seven coordinating conjunction, we minimize it into „‟FANBOYS‟‟. (He told them the meaning of each). Response S: (they repeat after him) “FANBOYS” Initiation T: Give examples of sentence with coordinating conjunction, the sentence should be a complex sentence.
I already knew that this school still used the traditional method in teaching, where the teacher explain and the students take a note (In other words, most of teacher in my workplace during the internship program, are The Explainer). However, Mrs. Wiwiek Andreani ever told in Introduction to English Language Learning course class in the 4th semester, that The Explainer seems ineffective to be used, because sometimes it makes the students become a passive students. She said that If we want to be a good English teacher, we must diminish the Teacher Talking Time and let our students become an active students by asking many questions, let them explain in the class (of course they are still under our control). Thus, it made me trying not to be The Explainer B. Even though I still gave them explanation, but I tried to involve them to be an active student.
I went through sleepless nights, imagining myself standing in front of everyone and under careful scrutiny. I feared of the social event that I was about to go through and fear of failure because I did not know what would be the right things to do as it was my first time ever being a teacher. I felt like what I have learned for the whole semester one was only about theories, methodologies and concepts of successful teaching and learning practices but nothing was practical to resolve the uncertainty I experienced. However, the orientation and practicum workshop did shed some lights for me. On the orientation day, I learned about previous teacher trainees ‘experience of what to do and not to do, and how to prepare myself.
This week I have learned that I enjoy teaching, however, the longer I am teaching the more I wonder if it is for me. My week started off by attending a professional development seminar, where we were shown this video https://www.youtube.com/watch?v=dY2mRM4i6tY . It really made me think about how we are educating our students. In reflection of this week, I see how we are setting our students up to be just like the young lady in the interview. We are not teaching the students how to critically think or how to learn but are teaching them how to take a test.
At the end of TPD course, which consisted of some weekly journal writings and reflection writings, discussions on seminal articles in the field, sharing experiences with classmates who were teachers of English and finally conducting a research project. Throughout this 14 weeks of intense course, I enriched my knowledge on TPD. Besides, I also detected some TPD practices that I had been doing intuitively and I renew my knowledge on TPD. This course caused some changes in my perception of teacher and TPD. Although I had always been trying to search my classes to detect any deficiencies in my teaching or any problems in the class, and afterwards to find some solutions to make my teaching more effective, I had not realized that the teacher in the teaching context could be so functional.