Name of Student Teacher: Mr Timothy Joshua Ong

CS1: English Language

Subject: English Language

(1128)
Date: 21st March 2016
Monday (Odd Week)

Class: 106
Secondary 1 (Express)
Time: 12.40pm 1.40pm
(60 minutes) 3 periods

Class Size:
40 (23 F, 17 M)

Learners Characteristics:
Mixed ability (Average to high ability learners)

Unit: Listening and viewing skills

Topic: Listening Comprehension

Reflections (Choose 1 aspect of the lesson to reflect on- positive or negative

one. It can be written in point form not more than 1 page)
1) What happened? (What did my students do? What did I do?)
Students were to listen attentively and respond accurately to various questions on different
texts for a Listening Comprehension (LC) assessment task. As students just returned from
their March holidays, some appeared lacklustre and not in the mood for lessons. Hence,
intermittently throughout the LC, I paused the track to remind students to sit up and try their
best to pay attention. These words, though brief, showed students that I emphatised with
them on their tired states and that I still wanted the best for them anyhow.
2) Why? (Why did I think things happened this way? Why did I choose to act the way I
did?)
I saw some students nodding and dozing off in the middle of the LC. I stopped the track to
give students a pep talk to waken them up and motivate them to continue giving their best for
this LC task even though they were physically tired. I did not want to simply let the 50 minute
track play on and on, whilst my students fall further and further behind. Hence, in seeking to
keep all students engaged and at the same level of concentration, I stopped the track
intermittently to speak to the students and encourage them to persevere.
3) So what? (What have I learnt from this?)
Sometimes, we need to administer certain tasks during lesson time. Nonetheless, we can
remain open and communicable such that students will know that we, as teachers, really do
want the best for them. Sometimes, in wearing our invigilator hat, we can come across cold,
unapproachable and intimidating. Instead of seeing students misdemeanour as a necessarily
negative attribute, we could convert those instances to teachable moments where we can
impart some values and show genuine care and concern for our student. Though we may not
see the fruits of these little and subtle gestures, I am persuaded that they will yield more
constructive rapport in the lessons to come.
4) Now what? (What do I want to remember to think about in a similar situation? How do
I want to act in future?)
I aim to do all I can to cater to the diverse needs of my students. I also want to show concern
for my students and empathise with them on various situation/ feelings that may be going
through. Placing my students welfare at the core of all my lessons should be a top priority and
we as educators should never see lessons in and of themselves as plans on paper that
need to be executed in the most efficient manner.