Reflection On English Language Learning Experience

To begin with, today was the first day of practicum two. I joined the assembly along with the other teachers. I observed the school’s assembly. I was given a place to be seated for the entire practicum duration. Then, I was given the opportunity to observe one of the classes with the senior English Major teacher at the school. Followed by, a short meeting with the headmaster and the language panel to discuss about projects and activities that can be conducted in English along the way. We all came with 6 activities and 1 project such as drama, storytelling, songs, choral speaking, reading, slow learner program, and flashcards and UPSR workshop for English.

Feelings:

Initially, I was scared as it was my first day, however I did observe the

I felt happy and proud of myself to be there and facilitate that workshop since it was only my second day of work. However, I was somewhat nervous as was my first time, moreover great responsibility was given. I had to ensure that I trustworthy for my expertise in English Language. I also felt very motivated by the headmaster as he was not an English Language teacher, but he volunteered himself to conduct one of the sessions.

Evaluation:

This was indeed a very good start. Moreover, this workshop was actually planned a day before and we managed to implement it successfully. Not only that, from the headmaster it was obvious that skills are important, even if you are not an expert in that particular area.

Analysis:

From this situation, I believe that if you have a proactive group if a sudden plan can be implemented. Not only that, I do realize that knowledge is important, but how one has to deliver is important in teaching practice. Overall the workshop was a success. Probably if, I would improve it, I would have done it separately as we could have concentrated more on each group’s weaknesses and strengths.

Conclusions

For instance, the younger age group which was Year 2 expected more warmth and care, but they were not able to follow instruction right away. On the other hand, Year 4 wasn’t expecting warmth, but they were interested to know me and they were able to listen to instruction as they are maturing compared to Year 2. Analysis:

From my observation while teaching students were reacting according to their age appropriateness. From my theoretical knowledge, my teaching sessions were parallel with what I have learned in terms of behaviour and behaviour appropriateness.

Conclusions (general):

In conclusion, there are things that are in parallel to theoretical knowledge, even though it varies consequently accordingly to different perspectives.

Conclusions