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AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
The lesson was about identify and read homophones in familiar texts.

Describe (D):
Who is the lesson for?
Where did the lesson take place?
What were you trying to achieve in your lesson?
What did the students do?
The student teacher taught a grade 4. The lesson was about homophone. I taught the lesson
in the classroom. The previous lesson the students learned identify and read homophones in
familiar texts.
In this lesson, the teacher taught the students to identify and read homophones in familiar
 A teacher was trying to achieve goals, like Implementing Time Management and to go
through the learning outcome and always look for where the student has trouble and
work on it to make it improve by a variety of strategies.
 In the starter, the teacher first introduce the lesson with going through the
vocabulary of Homophone such as too/to/two, there/their, where/wear, know/no and
be/bee with all explanation and examples.

 I think that students responded to this activity the way that they did because a
teacher introduces and explain all the homophone that written. So, the learner did
understand the concept and answer the right answer. For example, a teacher asks the
students “To (be/bee) yourself.” the teacher gave the students the instruction to
makes “Thumbs up for be, Thumbs down if you think we will use bee”.

 The learner answer by thumbs up and identified that we didn’t choose bee because
it’s insect and this sentence it is referred to be.
In the main activity, each group of Emergent, Developed, Master had an activity. Master
group, the teacher will give the students a chance to find another homophone and then
make a sentence of the word that they found it.

Students could say: see-sea, knew-new, son-sun, week-weak.

Teacher put an expectation if the students didn’t know, so she will ask the students to write
one sentence that has two homophone in it.

The developed group Students in developed will give them sticks and ask each girl to make a
sentence including the word. The words will be written in the sticks are:

too/to/two, there/their, where/wear, know/no and be/bee.

There will be 2 teams, team A and team B.

Student in team A should take one stick and read it to her partner in team B and then,
student in team B will make a sentence that has the word in it. After the teacher checking,
the student will write her sentence in the back of the stick.

Then, student in team B should take one stick and read it to her partner in team A and then,
student in team A will make a sentence that has the word in it. After the teacher checking,
the student will write her sentence in the back of the stick.

The Emergent group, The teacher will give the students a story and the students has to
highlight and say the meaning of homophones that in the story with table vocabulary that
contains of:
too/to/two, there/their, where/wear, know/no and be/bee.

Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
How well did you engage the students?
 First, a teacher used introduce and explained what homophones words means and
sentences. Furthermore, nothing will be right for the first time because it’s new, the
teacher was positive about it.
 Every group did very well, a teacher support emergent group by a little bit of Arabic
and a vocabulary table, a developed group were enjoying the activity with the sticks, a
master group was challenging each other by finding another homophone words and
put it in one sentence.
 The students find some difficult of language but in general, the teacher showed them
how to learn and it was effective.

The educator used hands-on activity to engage the students. According to Janelle,
“scientists believe that when children use all of their senses it helps the brain create
pathways that make it easier and quicker to retain information. In fact, students of all ages
can benefit from adding hands-on classroom games and activities to their learning. Whether
you’re learning about math or science, history or language arts, hands-on classroom
games and activities can be added and adapted to any curriculum (Cox, 2018).” That means
that students learn all the subjects with hands-on activities, and it helps the brain to be
actively taking all information and stay in the memory longer.

 The teacher used hands-on activity for the learner. Students were learning by
sticks and story. Also, in the closing, the teacher make the activity of 3 walls
which was helpful and fun.
Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?

 In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept. In addition, the teacher used the timer
for the centers and tried to manage the centers that fits 45 minutes. Which helped me
to achieve my goal when I used the timer. Students solved the questions by
 The lesson kind of met my goal I finished everything in the lesson, so when I used the
timer, I have noticed that each center took the right time and students understands
the concept very well. Jollene noticed that,” Managing your time in this fast-paced
world can be a very difficult task. Have you ever heard the phrase, "A teacher's work
is never done?" Well that phrase pretty much sums it up. Teaching is a challenging
profession, and with it comes the need to balance daily tasks, goals, and not to
mention an overwhelming amount of paperwork (Cox, 2018)”.

Transform (T):
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice?
 In the future, I would like to introduce model learning in a way that I get everybody’s
get the concept of the lesson in less time, so they can practice more. Also, I will be
sure that I put the timer for every centre so I finish on time.
According to Ali, he believes that, “based upon data collected from 63 ELT professionals
representing 23 nationalities, this study discusses the qualities teaching TEs should
have for preparing good and effective English language teachers and the implications
such qualities have for achieving quality and accountable ELT education at schools. It
was found that TEs are required to have strong knowledge about the English language,
teaching methods, and approaches and ways of developing professionally (Al Issa,
 A teacher developing idea and practices about English performance assessment:
Successes, stumbling blocks, and implications for professional development.