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Self Reflection

During the introduction or the set induction part, it felt choppy in the
beginning as I believe I didnt ask the right question to direct the students to the
lesson. Perhaps, better set induction activities should be done. Besides, some of
the students were late for my class and it made the introduction felt disjointed.
I began to feel more comfortable when giving them input for the lesson. It
felt comfortable as I didnt have to explain much; the students themselves
arrived at the concept of verb on their own. All I had to do was ask for the
example of verb from the students and correct them if there was any mistake
given. At this stage, immediate correction was made to ensure the learning
process was on the right track and making sure that everybody else were on the
same page. Their prior knowledge of this lesson may came from their primary
schools experience. Perhaps, this factor also contributed to the smoothness of
the lesson.
After initiating the activities, the students became excited and were
anxious to participate. This I believe was due to the praises that I gave once they
answered me correctly. At this stage, correction on their pronunciation was
delayed to so that the flow of the lesson went well.

Their interactions and

laughter while doing the activities humanized what started out as a dry lesson.
Learning was finally taking place when they communicate to get the right
answer. However, some of them did use their first language to interact. Further
action is needed to hinder this in the future.

Improvement

Within everything, there are bound to be some improvements of which said


improvements can be used to further increase the successes of the activity or to intensify the
effectiveness of it. In the lesson conducted by the teacher in the recording, we have made
some notes of which aspects that could use some improvements in order for the lesson to be
more effective for the students. In our opinion, the first one that can be enhanced is how the
teacher manages her board or the board management itself. The teacher should place the

important things on the board accordingly. This is so that the students will not get confused
by the amounts of writing on the board.
Another reason is that the students will absorb all the necessary information from the
board without needing any additional mental faculty. Second improvement that can be made
is that when the teacher announces the roles for each of the students in a group, she should
give them some sort of information regarding their roles. The teacher did mention the roles to
the students but some verbal information may be lost with the noises in the classroom. What
she can do is to give a paper to each of the members detailing their roles or simply just write
their roles on the board. Therefore the students will not be confused when they are asked to
do their roles.
From a teachers point of view, the feedback from teacher can be improved as
suggested below:

Wait for students to think and formulate responses. Waiting


5-10 seconds will increase the number of students who volunteer to
answer and will lead to longer, more complex answers. If students
do not volunteer before 5 seconds have passed, refrain from
answering your own question, which will only communicate to
students that if they do not answer, you will do their thinking for
them. If the students are unable to answer after sufficient time for

thinking has passed, rephrase the question.


Do not interrupt students answers. You may find yourself
wanting to interrupt because you think you know what the student
is going to say, or simply because you are passionate about the
material. Resist this temptation. Hearing the students full responses

will allow you to give them credit for their ideas and to determine

when they have not yet understood the material.


Show that you are interested in students answers, whether
right or wrong. Encourage students when they are offering
answers by nodding, looking at them, and using facial expressions
that show you are listening and engaged. Do not look down at your

notes while they are speaking.


Develop responses that keep students thinking. For example,
ask the rest of the class to respond to an idea that one student has
just presented, or ask the student who answered to explain the
thinking that led to her answer.
The last one is that the teacher should really call some other students to answer the

questions. It is good that some students are willing to raise their hands and answer any
questions asked by the teacher but sometimes attention for the other students is needed. That
is the reason why the teacher should memorize the names of the students or to have a name
list ready at hand so that the teacher may able to call, if possible all the names for the students
for either to answer a question or for a task regarding their understanding. Of course, all these
improvements are theoretical only, but for any practical cases to be effective, the theoretical
aspects of it must be understood first.

Overall Impression

In our opinion, the lesson is successful due to several factors. The first one would be
the fact that at the end of the lesson, the students are able to name several examples from
what they have learnt. Even in a very weak class, if the students are able to get something,

something rather than nothing, then the class itself is a success. Its not the matter of quantity,
but rather the quality of the lesson.
The second factor is that the teacher herself is able to incorporate one of the learning
models in her class. The incorporation itself is in the form of group work. Group work is an
example of social constructivism; that learning comes from social experiences. Being able to
learn with your friends can be quite educating, especially in a classroom environment where
we know everyone. Due to the fact that we spent our time at school; from 7 till 2, being with
friends can make learning a little less tiring.
Based on this teaching and learning session, the teacher is able to
control the class very successfully. All of the students give their
cooperation and enjoy and happy with the class activities. The students
were all voluntarily involved in all the session of the class. The teacher
gives clear instructions to all of her students. The evidence is that when
there are no students to ask her more questions regarding the
instructions. Furthermore, all of the students performed the task and role
successfully such as leader, secretary, spy and runner.
Learning should not be a tiresome affair. It is supposed to be cheerful and
exuberating. We learn something new every day and it is a cause for celebration. This class
shows us that learning can still be exciting. In our wholesome impression, this lesson is a
successful one.

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