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Name of Student Teacher: Mr Timothy Joshua Ong

CS1: English Language

Subject: English Language


(1128)
Date: 6th April 2016
Wednesday (Odd Week)

Class: 106
Secondary 1 (Express)
Time: 11.00am 12.20pm
(80 minutes) 4 periods

Class Size:
40 (23 F, 17 M)

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

Unit: Speaking and representing


skills and strategies

Topic: Using the IBET framework for Spoken


Interaction Practice

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?)
The speaking practice lesson went on smoothly and successfully. The theme for the
spoken interaction was on social etiquette on public transport. Having gone through
my students responses to various task prompts in an earlier lesson, I selected 6
good examples that used the IBET framework well. I got these 6 students to share
their answers with the rest of the class. Subsequently, I also went through the
answers to some visual texts exercises with the class verbally as it prevents students
from simply copying the answers from the answer scheme without understanding.
2) Why? (Why did I think things happened this way? Why did I choose to act the
way I did?)
In showcasing a range of positive examples, it boosts students confidence as it is
like an affirmation of their good work. To those who were not called, their friends
were modelling good practices and points and the message communicated is that
we can all learn together and strive for the better.
Moreover, I took some time to mark the visual texts practice exercises as I had some
doubts about various answers that seemed to be acceptable. After consulting Mrs
Gruber, I was much clearer in terms of the marking tenets and what precisely
constituted incomplete answers.
3) So what? (What have I learnt from this?)
I have learnt that in future, I could showcase both positive and negative examples to
more accurately address students learning needs. I have also learnt how to sharpen
my questioning technique such that it allows for more student talk. Finally, I also
learnt strategies in terms of improving my marking accuracy for various types of texts
and English assignments.
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 want to remember the suggestions Mrs Gruber gave me to become more effective
in questioning students and checking for understanding. I also hope to hone my
marking abilities to more adequately pint point areas for improvement for my
students in a comprehensive and supportive manner..