Running head: TEACHING REFLECTION 1

Teaching Reflection

Norrisa Lane

Paris Junior Collage

EDUC 1301: Intro to Teaching

Bryan D. Renfro

December 5, 2021
TEACHING REFLECTION 2

As an aspiring teacher, I revived one of the highest opportunities early in my studies. Early

field observation, allowing me to watch not one but three different classrooms. Each provides its

unique teaching system. Same subject, same lesson, different experience.

Upon the begging of my observation, I got to view a college-prep biology class. Being an

advanced class, expectations were slightly higher. The students, first presented, with a bell ringer

was quickly completed without much reminding from the teacher. To me, bell ringers are a great

way to start a class. It engages the student's minds and immediately shifts thought to class rather

than other distracting topics. The teacher used this well and immediately switched to an

assignment to keep them on track. Between the teacher and the students, the class was quite

teacher-centered as there was an equal level of understanding and expectation between the two.

She made herself present and verbally addressed anything that the students needed. Unlike the

first classes observed, the same lesson was given to a different college prep class, the

relationship between teacher and student shifted.

Though a different teacher, same subject, the prosses to teaching came obscurely. Even at

the same level of understanding, overall class participation was lacking. She gave more student-

based learning: that allowed them to complete the same assignments in their own time. Most of

the learning was the teacher voicing out instructions as the students followed. I do, however, feel

as though the students should be given the freedom to complete an assignment with

independence. The lack of teacher-to-student understanding was a cause for concern. I feel as

though the teacher should allow for student independence but with more personal attentiveness

as well.

As said previously the same topics were discussed but the class learned differently. The

final teacher observed was a mover. She would go from one corner of the room to the next
TEACHING REFLECTION 3

making sure each student understood the topic. Like the first college prep class, the student was

prepared and knew what to expect. Most likely established early in the school year and enforced

by the teachers to remain a constant thought. Especially in a non-advanced class such as hers.

Constantly watching which students needed help and quickly there to answer questions. Though

like previously, it was a manly lecture-type class that involved independent assignments. This

teacher made it president to go around and check every student's process. I felt as though her

philosophy was that every student needed attention. I have always believed that, and the

efficiency of her class proved it all.

The overall diversity in each classroom was astonishing. The way each teacher conducted

herself gave a feeling that I was entering a whole new subject matter. The main object was never

lost, and that was to teach. Rather one went about it nonchalantly or just watching like me and

seeing how the students progressed was a journey. Even one teacher believing in their students

and vice versa is a goal rightfully met.