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Master Teaching Reflection

Master Teaching Reflection

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Published by D Hernandez

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Published by: D Hernandez on Nov 17, 2011
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Hernandez 1EDUC 201Danielle HernandezMaster Teaching ReflectionOur group taught a lesson on self-efficacy. I started out the lesson by going over what
was in the textbook. I agree with some classmates’ comments that the slides were a bit too
wordy. I definitely could have made them more concise and clear and could have used moresupplementary video clips. My lecture was not just reading off the Power Point presentation so Iwas content about that. I did notice, as others noticed too, that there was a lack of flow at timesbetween the textbook readings, the textbook lecturing, and the two studies connected with self-efficacy that we presented. We really should have
had a solid knowledge in every part of thelesson rather than splitting it up amongst the group members. If that had been the case, it wouldhave been easier for one of us to step in and offer some help to a group member.
Overall, I believe that our group could’ve performed a lot better than we did. I felt that
our planning was satisfactory, our understanding and familiarity with the subject matter shouldhave been better, our teaching style was kept very professional, and that we tried to engage
students to an extent. Engagement was not as high as we’d hoped; however, it is difficult to
make students excited about something that you are not personally excited about. I do believethat, had I been teaching in the subject area I am interested in (history), I would have been ableto engage students much more. I know this from past experiences tutoring history. It is a subjectthat I am familiar with, comfortable with, enthusiastic about, and I am familiar with many
supplementary aids in the subject. These factors are, largely, what makes a teacher’s
Hernandez 2performance good and their students engaged. Additionally, when we gave students theworksheets at the end of the lecturing, we should have walked around more and tried to offersome scaffolding. This would reinforce the material learned, assure that students were actuallydoing their work, strengthen relationship between the students and the teacher, and it could also
heighten students’ self 
-efficacy.As a teacher, standards-based instruction really does not match my beliefs of educationand teaching. I think that an education should not necessarily be completely the same for every
student. I’ve heard of administrations refer to teaching as “processing” stude
nts and more andmore schools today are enforcing more rigid standardization. I recently spoke to a teacher whotold me that when her school tightened up on standardization, she was literally handed a scriptedlesson plan. It included the exact words she was to use for her lesson, the exact questions to ask her students, when to ask them, and appropriate responses. Similarly, the teacher I am workingwith in my observation told me that Littlestown High School has still managed to hold on tosome individuality in the classroom which she finds to be incredible important. I feel that thistype of individuality does
mean that you are giving students a slanted view. You are simplyoffering them one perspective. And if every teacher emphasized, to an extent, a certain focus thatthey are personally knowledgeable and passionate about, then their students will begin to gain avariety of perspectives and knowledge supplementary to the basic subject areas. This definitelymeans that not every student learns the same thing, but that is extremely important. As studentssocialize outside of school, they are learning. If they all learn the exact same thing, then there isno reason for them to have intellectual discussions outside of the classroom. If they are all takingthe same course but each have received a different perspective, it will, ideally, lead them to learnfrom one another, debate, think, question, and finally form their own opinions. Stepping away
Hernandez 3from standardization would not allow teachers to brainwash students; it would let them formtheir own personal beliefs in accordance to knowledge rather than ignorance.T
he concept of Bloom’s taxonomy does not pose a problem in light of my educational
and teaching beliefs. It is a broad enough concept and offers a reasonable guideline for classroomactivity. Its order may not be as accurate for one student as it might be for another, though. One
student may find “create” to be at a lower level than “remember” and vice versa. Therefore, it
should not be seen as a stepladder, but as a pile of things in no particular order.I still consider lesson planning necessary. It helps to arrange your thoughts and processesand, when you see a lesson plan in writing, you can hopefully see holes that need filling in. Thelesson plan, however, should not completely dictate a lesson. Improvising and impulsiveactivities should be used in the classroom and, therefore, time should always be allotted for suchelasticity in a lesson plan.Unfortunately, we were
able to come up with something improvised to fill in theremaining time when our lesson ended much earlier than planned. Prof. Miyazawa made it clearthat if we were in a public school atmosphere, we would not have the ability to simply release aclass earlier than scheduled. Recommendations regarding how to fill in the gap included giving
student’s study time, a chance to get a head start on a future lesson or that night’s assignment, or,
most likely to the chagrin of many a teacher, playing a game unrelated to anything. Again, Ibelieve that if I were teaching a subject I was interested in, it would be easier for me to give ananecdote- personal or historical- related to the lesson that was just taught. Perhaps I could talk about a movie or a book that students who had liked the lesson topic might be interested in. If Ihave electronic tools available, it is all the more simple to fill in time gaps. If students have

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