AAWC Lesson Reflection

School: Shaikha Bint Suroor Class: Grade 1B Date of Observation: 29-10-2019

Select:
Identify a specific feature of the lesson: The lesson was about living and nonliving, and the outline was to
identify living and non-living.

Describe:
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 lesson was about Living and non-living. I taught the lesson in the classroom. The
previous lesson the students learned living things like plants, in this lesson, student will be able to
know the difference between living and non-living things, and Student will be able to know that living
things has multiple factors.
 A teacher was trying to achieve goals, like Time management , use a timer.
 In the starter, the teacher start the lesson by introducing the living and non-living using
PowerPoint. She explains the meaning and examples of living and non-living and
modeled with real materials. The teacher ask the student to look at their table and choose
anything from the box to describe it if it is living and non-living and why.
 I think that students responded to this activity the way that they did because a teacher
introduces and model then practice for reading the story. So, the learner did understand
the concept and answer the right answer. For example, a teacher show a students a plant
and ask the students and then use another examples
 I have a plant, hmm does it grow?
 Thumbs up if yes or thumbs down if no
 Does it breath?
 Does it eat?
 Does it grow?
 Does it move?

Analyze:
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, model, practice. It showed the student the right way to
learn and gave them time to ask if they misunderstood anything. Furthermore, nothing
will be right for the first time because it’s new, the teacher was positive about it.
  A student should thumbs up or down to answer the questions. Students used what they
choose from the box and a teacher chose randomly and one student will go out and a
teacher will ask his/her and he/she has to thumbs up or down and describe if the item is
living or non-living.

Appraise:
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals? Why?/Why not?

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:
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
attention and 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, 2018)”.