ua Jiawei Liu (Linda) Instructor Sara Brathwaite Foundations of TESOL 26 November 2016 Reflective Teaching It was the first time | have delivered a real class, so | was really nervous when | was teaching. Before delivering, our group spent a great deal of time in preparing the lesson plan, searching suitable materials and ‘sources, as well as discussing effective objectives and a rationale. Although | made an effort to prepare for my lesson delivery, there was still something to be improved. As a result, it is necessary for me to reflect my teaching, which has a Positive impact on guiding my future action in teaching. At the surface level, | believe that | gave enough time for activities. | gave students nutes to finish the worksheet which | distributed before teaching. In addition, | gave students 2 ies to check and discuss their answers with their friendly neighbor. When they were completing their worksheets and checking their answers with their partners, | monitored and connected with students to make sure \ they have finished the exercise before | transited to the next stage. % At the pedagogical level, | tried my best to make my class student-centered. In lesson delivery, | fellow some parts of “The Simple Six’. For instance, before asking U7 students to finish “The Other Half" worksheet, | gave an example of what they are Supposed to do in this part. Furthermore, | did the comprehension check (‘what douw Andy and Jessica need to do?") before students started their pair work to make sure they understand what they are supposed to do. When students were. doing their exercise, | monitored and gave guldance to students who need it. However, there were still something that I didn’t work well, | didn't get students moving, which was beneficial to activate class atmosphere; con not sure that whether | appealed to students internal and external motivations. At the critical level, | created a culturally-sensitive classroom. | knew that the students in my class have diverse cultural and educational backgrounds, so | respected different culture and legitimize students’ cultures and traditions (Richards & Farrell, 2011). Richards, J. and Farrell, T. (2011). Practice teaching: A reflective approach. @ Cambridge: Cambridge University Press. ye ude®