Reflection from Teaching Practice Essay Example

  • Category:
    Education
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1159

6REFLECTION FROM TEACHING PRACTICE

Reflection from Teaching Practice

Reflection from Teaching Practice

Under the influence of Madeline Hunter’s model for evaluation of the elements of the lesson design, there are diverse emerging trends. The lessons focus on science, language arts, probability, calculus, blood circulation, and research methods. In the first instance, the usage of ‘any question’ as a closure approach is not common in the diverse lessons under evaluation. The main objective of closure is to ensure that the students have substantial information in relation to the lesson concepts. This is through critical evaluation and reviewing of the major concepts and key questions to facilitate effective understanding of the students. From this perspective, integration of ‘any question’ in the closure does not focus on the achievement of the goal of the closure. In addition, the lessons concentrate on exploitation of challenging objectives and purposes.

This is vital to ensure that the teacher has a clear idea of the learning objective for diverse lessons in accordance with the content standards, which are complex. Students and teachers in these lessons engage in active participation in relation to tapping into experience as well as prior learning. This approach contributes towards understanding of the concepts, skills, and knowledge. Moreover, teachers in these lessons focus on the integration of numerous and diverse examples to ensure that the students capture the concepts adequately with ease rather than complexity. Furthermore, the usage of groups of students by teachers ensures that the students develop their own understanding of the concepts thus incorporation of the skills and knowledge in the minds of the students.

These techniques are valuable for the development of appropriate rapport among the students as well as engagement with the teachers on unclear perceptions. Another emerging trend in the six observations is the tendency of monitoring of the learning process by the teacher. This essence is ideal for the achievement of the purpose and objectives of the lessons with the aim of ensuring that the students capture the concepts of the lesson in friendly environments. Similarly, the approach generates effective engagement between the students and their teachers for the course objectives and standards.

Description

During the closure stage, PST takes the action to conclude the lesson presentation. The intention is to cue students to the fact that the lesson has ended, which is an important point of engagement. In the course of the closure, one student prompts to generate things in his own mind with the motive of making sense of the concluded lesson. Since the student is still undecided on what to do about the emerging issues, he decides to let go the issue and let PST continue with the wrapping statement. PST goes ahead and states ‘any questions? No. Ok, let’s move on’.

Analysis

Closure is one of the essential elements of the lesson design to ensure that students achieve the goals and targets of the lesson with reference to the topic of discussion. PST’s inexperience in handling the issue ensures that one student does not capture the intended concept in accordance with the type of closure implemented. It is essential for closure to capture the major components of the lesson as well as reviewing of the key concepts to ensure that students do not have any lingering questions concerning the topic of discussion. The methodology in the recapturing the lessons learnt by PST is not a closure thus should be avoided at all costs for effective understanding by students.

Transformation

In future, PST will focus on the integration of a closure delivery concentrating on securing the key ideas and concepts in the minds of the students. This is essential for cognitive development as well as realization of appropriate transition between the lessons and diverse concepts. The approach will ensure that students have the ability to organize and evaluate their own progress as well as learning. This is through sharing of the summary with other students and exploiting the process to write appropriate closure strategies in the course of learning.

Transcription of professional conversation

Italics: Pre-service Teacher (PST)

Normal: Mentor teacher (MT)

PST: in the introductory part, I noted that the lesson plan demands a report for a triangle, which you avoided completely, why did you decide so?

MT: I noted that continuation of the process and incorporation of the concept of triangle would confuse the children hence I gave the substantial opportunity to digest the first bit of the lesson.

PST: how did you decide on the appropriate modalities to use for the lesson?

MT: normally, I try to use modalities and examples these children can identify with to make it easier for them to capture or grasp the concepts and objectives of the lesson.

PST: I could not help but notice that you sat next to the children during the lesson, is it necessary?

MT: the children have different levels of understanding of the concepts. I try to create a friendly environment and adjust to their level of understanding hence the essence of sitting next to the children to ensure that I monitor their learning process. This is necessary.

Reflection

From the professional conversations, I had the opportunity to generate diverse positive aspects in relation to lesson planning and delivery. In the first instance, the professional conversation generated the need to adopt and incorporate relevant modalities with the aim of improving understanding of the students. The conversation was also essential in understanding when to introduce a new concept with the intention of making it easier for the students to understand the concepts and course objectives. Similarly, participation in the professional conversation was ideal in transformation of lesson planning and delivery in accordance with the diverse models for effective understanding and capturing of the concepts.

Nevertheless, there were diverse elements, which were challenging in the course of the professional conversation. In the first essence, the diversity between the lesson plan and delivery was a challenge to understanding the intention in presentation of the concepts with reference to the lesson objectives. In addition, the professional conversation of full of anxieties because of the difference in experience between the PST and the MT. This relates to the anxiety of asking relevant and valuable questions concerning lesson planning and presentation with reference to the objectives and level of understanding of the students.

In future, planning and presentation of the lessons will focus on incorporation of relevant and practical examples and modalities to aid understanding of the students. This is through adoption and implementation of modalities that the students subscribe to in their daily interactions as well as learning contexts. Furthermore, I will seek to transform the choice of resources for planning and presentation of the course objectives. These techniques will be ideal in enhancing understanding and development of the skills as well as knowledge of the students in accordance with the course objectives and standards. From this perspective, professional conversation was ideal for the improvement in planning and delivery of lesson plans and objectives.