Reflective Teaching Assignment

Penti (192122077)
Rohayani (192122089)
Nisa Suminar (212122003)
Saeful Anwar (212122006)
Khalif Qodar Romdhoni (212122013)

Name: Lily Gerard

Age: 20
Academic background: Lily is currently working toward completion of a Bachelor of Education with a
major in Math and a minor in Second Languages.
Teaching experience: This is Lily’s first classroom teaching experience, but she has worked with her
local youth group for three years and done a lot of volunteering with children in her community.
Other background info: Lily went to an immersion language school for all of her elementary and
secondary education and has completed the language requirements for her minor in University.
Current teaching experience: Lily is currently enrolled in her first practical teaching experience, at a
local junior high school.

Questions:

1. What does she reflect on her first teaching experience?

-Teacher’s beliefs ….
-Teacher’s role …
-Critical incidents
 2. Lily mentions that she has been observing her mentor teacher. In your opinion is
observation an important part of the teaching process? Why or why not?

3. Lily talks briefly about using a seating plan. Brainstorm some different seating plans that
you have seen and think about which ones may be best in the SL/FL classroom.

4. Lily mentions that her teacher uses individual seatwork with his students; is this type of
work valuable in a SL/FL classroom? What other options are there for structuring
activities?

5. Lily notices that the students do not interact with the material. What could the teacher do
to encourage interaction?

6. After reading Lily’s reflection, in your opinion what benefits can you obtain from her
reflection?

Answer:

1. What does she reflect on her first teaching experience?

○ Teacher’s beliefs
Lily reflects on the misalignment between her initial beliefs about teaching and the reality
she encountered in the classroom. She questions whether her idealism and high
expectations are realistic.

Sentence in the passage: "Is this what the second language classroom actually looks
like?"

○ Teacher’s role
Lily contemplates her role as a teacher, her authority in the classroom, and her ability to
engage unresponsive students.

Sentence in the passage: "I quickly discovered that this wasn't easy at all."
○ Critical incidents
She discusses critical incidents, such as her struggles with classroom management,
unresponsive students, and the ineffectiveness of her teaching methods.

The passage describes Lily's observations, classroom management difficulties, and

challenges with her teaching methods as critical incidents

2. Lily mentions that she has been observing her mentor teacher. In your opinion is
observation an important part of the teaching process? Why or why not?
 Yes because we think observation plays a vital role in teaching. It enables educators to
learn from experienced teachers, get a glimpse of various teaching styles and strategies,
and adjust their own teaching approaches accordingly. Watching experienced teachers in
action offers valuable guidance and real-world insights that can be put into practical use.

3. Lily talks briefly about using a seating plan. Brainstorm some different seating plans that
you have seen and think about which ones may be best in the SL/FL classroom.

There are many kinds of seating plans that may be best in the SF/FL classroom, such as:

● Traditional Rows: This arrangement involves students sitting in rows facing the front of
the classroom. It's suitable for lectures or teacher-centered instruction. It can help
maintain discipline and minimize distractions but may not be the best choice for
interactive language learning.

● Circle or U-Shape: In this setup, students sit in a circle or U-shaped arrangement,

promoting interaction and communication. It's excellent for discussions, debates, and
group activities, which are crucial for language learning.

● Pairs or Small Groups: Arrange desks or tables into pairs or small groups. This setup
encourages collaboration and communication between students. It's effective for pair or
group work, where students can practice speaking and listening skills with their peers.

● Horseshoe or Semi-Circle: A horseshoe or semi-circle seating plan combines elements of

both rows and circles. It allows the teacher to address the whole class while still
promoting interaction and discussion among students.

● Cluster Seating: Place desks or tables in clusters around the room. This arrangement
fosters small group discussions and activities. It's ideal for interactive and project-based
language learning.

● Individual Desks with Flexible Seating: If your classroom allows for it, provide flexible
seating options like bean bags, standing desks, or comfy chairs alongside traditional
desks. Students can choose their preferred seating, which can make the classroom more
inviting and comfortable.

● Rotating Seating: Periodically change the seating arrangement to keep things fresh and
encourage students to interact with different classmates. This approach can prevent
students from becoming too comfortable with specific partners or groups.

● Assigned Seats: For maintaining order and tracking student performance, especially in
larger classes, assigning seats can be effective. It allows you to strategically place
students based on their language proficiency, behavior, or other factors.
 ● Hybrid Seating: Combine different seating arrangements based on the lesson's objectives.
For example, start with a circle for a discussion, then move to pairs for a speaking
activity, and transition to individual desks for a writing exercise.

Ultimately, the best seating plan depends on your teaching goals, the dynamics of your class, and
the specific activities you have planned. Be flexible and willing to adjust your seating
arrangement as needed to create a productive and engaging language learning environment.
Consider seeking input from your students to see what seating arrangements they find most
comfortable and effective for their learning style.

4. Lily mentions that her teacher uses individual seatwork with his students; is this
type of work valuable in a SL/FL classroom? What other options are there for
structuring activities?

We think there are other options. Like Cooperative Learning, by providing a simple
project, students are able to contribute to each assignment, are able to share the
experience/material they will bring, are able to appreciate the work of each individual in
their group and other groups. So, I think this is one effective option.

5. Lily notices that the students do not interact with the material. What could the teacher do
to encourage interaction?

● Extending Wait Time

Wait time is teacher wait between asking question and getting a response. This pause
time is important since it is not realistic to expect every student to reply promptly and
accurately. It is actually the case because students need time to understand and process
what the teacher has said or asked (Pesce, 2014: 1).

● Using Body Language

Body language strategy in verbal interaction with students is important. Giving eye
contact, smiling, and affirmative nods, try sitting down or squatting to be on the same
level as the student when speaking to students on one-to-one basis, moving from the front
of the classroom are some body language suggested by experts (Haggarty and
Postlethwaithe, 2007; Mohr and Mohr, 2012; Louis, 2013; Watson, 2014).

● Establishing Supportive Enviromment

This strategy is actually based from the notion that a comfortable environment should be
provided for the students to support their engagement and therefore increase their
willingness to expand their talk in the classroom. Learning environment can be
conditioned, for that reason teacher can make some efforts to provide best setting for
student learning to take place. There are three aspects that should be emphasized
according to this theory: student seating arrangement, teacher’s position, and the
 placement of visual aid (Haggarty and Postlethwaihe, 2007; McGraw, 2015; St. Louis,
2013; Garcia, 2012; Chong, 2012).

● Referential Question
Here are two kinds of questions: display questions are questions that teachers know the
answer, and referential questions are the questions that teachers do not know the answers
to. Asking referential question will require longer answers, while asking display or close-
ended questions the teacher basically will get yes, no, or maybe answers (Faruji, 2011;
Chong, 2012; Darn, 2009; Pesce, 2014; Walsh, 2006; Moore, 2013; Mohr and Mohr,
2012; McGraw, 2015).

● Conducting Discussion Based Activity

Discussion-based activity is an activity which sets the classroom as social interaction and
ensures all students are given opportunities and support to speak and think (Moore, 2013;
McGraw, 2015, St. Louis, 2013, Pesce, 2014).

6. After reading Lily’s reflection, in your opinion what benefits can you obtain from her
reflection?

● We must be able to observe mentor teachers who are directly related to classroom
management problems.

● Add problem solving exercises or other teaching methods to improve students' abilities.

● Study all types of teaching so that in the future we don't run out of ideas when learning
methods have to be changed.