Reflection 3

th
14 Dec Minor TEA 2021
Ping Dai

From 29th Nov to 14th Dec, I worked on three goals. They are interactive skills, time management,
being more flexible in classroom.

Goal 1: Interactive skills

When we are talking about interactive skills, it refers to the general ability to interact with the
external world to accomplish a task. In my case, I want to improve the skills to communicate with
little ones in the reception class.
In this case, I practiced voice modulation, facial expression, body language. I tried to talk with
kids in a more exaggerated way that I never did in the past. It was kind of making me
uncomfortable because it is not matched with my personality. I am always calm and not willing to
show my emotions. Now all the happiness, sad, angry need to be showed to students so they could
understand me more easily.
For example, there is a new student from foreign countries who doesn’t speak English. I squat
down, made my eyes to his eyes in the same level, and guided him by clear gestures and settle him
down. When he did a good job, I made a very happy face, and gave him thumbs up. And he smiled
and understood. I think this is a big improvement for my development.

Goal 2: Time management

Time management is the process of planning and exercising conscious control of time spent on
specific activities, especially to increase effectiveness, efficiency, and productivity. I wanted to
improve this skill in the classroom. I researched and found out that much of the essentials of
classroom life involve time management in some way: paring down paperwork; planning;
establishing routines that eliminate wasted time and confusion; using learning centers,
independent assignments, and seatwork to give you time to work with small groups; and creating
classroom environments.
In my class, the routine in the class is very clear and all the students are well trained. They know
every procedure what they should do next. What I need to do is be more punctual one time and
speed up a little bit. It is not a very big problem. And I believe I achieved this goal.

Goal 3: Being more flexible in classroom

Flexible Teaching is an approach to course design and delivery that helps students learn and
succeed. Why do I need to be more flexible? Because I am used to the teacher centered approach
not the students centered.
I am aware that children have short attentions spans. For little ones, their attention is 5-10 minutes.
What I did is observe their reactions and make lessons flow more freely. For example, I made
several activities in my planning. I chose the priority one what they must do with me. They could
choose from the rest what they like to do in 3 different stations. I am improving on this goal, but I
still need to pay attention to it.
 Personal Activity Plan (PAP)
please fill in for a period of two or three weeks

A. General Info

Name of student Group: 29M3TE

Ping Dai

Internship school Place: International School Breda

Group(s) at school: Reception Class

Teacher(s) at school:
Miriam de Oliveira

Coach at Avans: Kitty van Gulick

B. How to fill in this form

week 17-22 Date Dec 20- Jan 24

Take these four steps::

 Draw up your own Personal Activity Plan on the basis of:

 Considering the competencies required of you (assessment form!);

 Considering what the internship school has to offer;

 Considering your own personal development points (tips by teachers and peers).

 Carry out your Personal Activity Plan;

 Evaluate your activities;
 Write a reflection and adjust the plan for the next two-week period on the basis of:

 The lesson(s) taught and the feedback you got from teachers, coach and fellow
students;

 Suggestions and/or information you got from teachers and coach.

Indicate in the white spaces below how you plan to work on your personal development
targets (teaching goals) by specifying in detail what it is you will be doing in that particular
area.
Usually we expect third year students to fill in three personal development targets a
week (usually one target focusses on pedagogical issues, a second focusses on the content of
the lessons taught and a third focusses on the methodological principles underlying the
choices made.

Personal Development Target (be SMART = Specific, Competencies involved:

Measurable, Activating, Realistic, Time-related.
Stimmulating guidance Didactic Expertise
What am I going to do? What do I have to What What
prepare? appointments evidence of
do I make? success do I
(Activities) (Reading, preparing include in
materials, collecting (Lesson my online
props etc.) schemes, portfolio?
visits, videos)
I have to ask stimulating questions I need to observe I will make I used some
and gives encouraging feedback how my mentors more questions in
on the task at hand as well as the they do that. stimulating the class to
procedures to be followed, thus questions in guide
ensuring the pupils are guided my planning. students.
during their learning process.

Personal Development Target (be SMART = Specific, Competencies involved:

Measurable, Activating, Realistic, Time-related.
Giving positive feedback Pedagogical Expertise
What am I going to do? What do I have to What What
prepare? appointments evidence of
do I make? success do I
(Activities) (Reading, preparing include in
materials, collecting
(Lesson my online
props etc.) schemes, portfolio?
visits, videos)
I need to be capable of stimulating I need to observe I would like to I can see
the self-confidence of pupils as how my mentors watch some students
well as encouraging them to they do that. videos about smile more
optimal performance. giving because I
compliments encourage
to students in them.
different
ways.
 Personal Development Target (be SMART = Specific, Competencies involved:
Measurable, Activating, Realistic, Time-related.
Differentiation Didactic Expertise
What am I going to do? What do I have to What What
prepare? appointments evidence of
do I make? success do I
(Activities) (Reading, preparing include in
materials, collecting (Lesson my online
props etc.) schemes, portfolio?
visits, videos)
I have to vary instructions and I should make my I will talk with I vary
activities to process the subject lesson plan clearer my mentors instructions
matter in order to attend to on differentiation. what can I do. to fulfil the
differences in level and individual different
needs of the pupils. levels of
students.

Reflection 4
12th Jan Minor TEA 2021
Ping Dai

From 20th Dec to 12th Jan, I worked on three goals. They are stimulating guidance, giving positive
feedback, differentiation.

Goal 1: Stimulating guidance

A stimulating classroom environment has benefits in terms of engaging students in the learning
process and enhancing their educational experience. The more students' interests and senses are
piqued, the more engaged they'll become with the content being taught. 
I brought up more stimulating questions and gives encouraging feedback on the task at hand as
well as the procedures to be followed, thus ensuring the pupils are guided during their learning
process. I provided with more open questions, “How can we solve that problem?”, “What can you
do?”, “Can you try again?” to guide them instead of it is always me to came up some ideas to help
them.
Another example that I am trying to achieve this goal, when I am serving the lunch to students, I
turned off the lights and played light music for students. I asked them to imagine they are sitting in
a fancy restaurant eating quietly.

Goal 2: Giving positive feedback

Fostering a love for learning is the goal at the core of every teacher’s pedagogy. Offering positive
feedback when students make a mistake and supporting them to learn from this experience will
help students build their self-confidence.
I learned many ways to express it. Here are the ones that I like to use: “That’s a really great start,
but perhaps you could…” “You’re on the right track, but you’re not quite there yet.” “Thank you
for that idea! How about…?” “I love your suggestion!”
I love to see that they smiled happily when they are encouraged.

Goal 3: Differentiation
Differentiated teaching occurs when a teacher plans a lesson that adjusts either the content being
discussed, the process used to learn, or the product expected from students to ensure that learners
at different starting points can receive the instruction they need to grow and succeed.
I tried to vary instructions and activities. For example, I asked students to use textbooks and
laptops to search for the words when they are making their own menus. When we are working in
pairs, I paired those who need some help with those who are at higher level.
I improved on this goal, but I still need to pay attention to this point.

Task 4: