Professional Documents
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Reflections On Teaching Sample
Reflections On Teaching Sample
response would probably have been received. Although not shown on the video, the
chavruta session was followed by a review with much student involvement.
Following the learning activities came a check for understanding for the content
knowledge. The directions were stated clearly, and demonstrate a well thought out
process for checking for understanding. The question was read slowly, carefully,
repeated, and provided a wait time for students to process the question. A check for
understanding was done on the directions for the check for understanding. Once the
questions answer was indicated in unison by all students after the given signal, the
check for understanding was used not only as a formative assessment, but also as a
way to further promote learning. I addressed the students who believed the answer
to be true and also those who thought it to be false and took any questions that
the students may have had. Through the check for understanding, I ensured that
each and every student properly understood what we were learning in class.
After the point where the video concludes, a guided practice was given to the
students in the form of exit cards. The students were also given an independent
practice, to teach the lesson at the Shabbat table (a further reinforcement of what
was already taught), and the note-taking guide would be then collected the
following week as a summative assessment, and then returned to the student.
In general, I demonstrate good energy and enthusiasm in my teaching. There is a
balance of frontal teaching and student centered learning in the classroom,
although I anticipate to integrate even further student centered activities in the
class. My tone and demeanor is pleasant, and lessons and directions are articulate. I
speak slowly and repeat information and directions. I always begin with an
overview of what will occur in the proceeding class before it begins, and constantly
reinforce information along the way to ensure deep student comprehension. I will
not move to the next section until I am sure that each and every student has
grasped the material. My pedagogy calls for slightly challenging the student a step
beyond their current capabilities and provided scaffolding when needed. Further
points that could use improving would be to include more opportunities for student
centered learning, to introduce more dynamism and innovation in certain learning
activities and teaching methods, and also to allow even further time for students to
process what is being taught- this could be done by increasing wait time after
stating points or asking questions and completing further checks for understanding
on the material. Overall, the class was simplified and sequential and genuine
learning had taken place (as indicated by the guided and independent practices!)
The students had very positive feedback and were very excited about the class.
They asked me to come back to teach them again! What a pleasure!