There’s something special about doing your practicum at the same place you graduated from high school. So much has changed, but at the same time, so much remains the same. The most interesting part of my time here at Beaver Dam High School is seeing the other side of things that students are not necessarily privy to. For example, knowing how a teacher writes curriculum and plans for units. High schools have so much going on in plain sight and behind the scenes, and Beaver Dam is no exception. Therefore
The students were excited about drawing the parts of an apple and labeling each one. They all did a fabulous job and they were so focused. I was incredibly proud of all of the students. I also put my reflection from yesterday to use. I made sure to ask beforehand how to proceed with my group. Then I went into detail how the students were to complete the work. I made sure that each student understood the
Discipline, classroom management, and creating community in the classroom begins the first moment a student meets a teacher. This may be the first day of class, at a basketball game, or as students pass the teacher in the hallway. Respect, in my opinion, is the beginning to every good relationship, which is exactly what teachers must develop with students in order to build an atmosphere of successful learning. An atmosphere of successful learning holds disciplinary issues to a minimum, because
• The students are partially responsible for the classroom atmosphere, but the teacher should help by controlling the class arrangement, changing the usual partners, and introducing warming or group-engaging activities. • The teacher should know where the lesson is heading, make sure the students are following
As to me, I think the module video presents a variety of skills and concepts that help teachers in creating a well-managed and effective classroom that provides an environment in which teaching and learning escalate by setting clear and well-organized classroom rules and procedures. An effective learning can be maximized in a secure learning climate, where the teacher and her students feel comfortable. It is very beneficial that both, the teacher and the students must be encouraged and motivated;
o The challenges to conducting the formative assessment in the classroom. o Some solutions like ICTs tools that can help teachers to do assessments o The theoretical framework for formative assessment. Community-Centered Environments o What is the Community Centered environment refers to. We found, It refers to the classroom as a community, the school as a community, and the degree to which students, teachers, and administrators feel connected
and good models for others, and to be so, mentoring is an important means for them (Goodwyn, 1997). For them, the interaction with prospective teachers, novices, or among themselves is an excellent stimulus for reflection: helps them to look afresh at the familiar features of the classroom through discovering new possibilities in the process of mentoring (Goodwyn, 1997). To the mentor, other benefits of workplace mentoring include feedback, reciprocal learning, knowledge and skills development, cognitive
journals (Richards, 1995; Xu, 2009). Collaborative diary keeping has been found to be instrumental in developing a critical reflection on teaching (Xu, 2009). Studies conducted on collaborative diary keeping have associated the same practice with several benefits to self-development among second language teachers (Orem, 2001; Richards, 1995; Xu, 2009). Firstly, the awareness of classroom process and a deep consideration of the same process was improved significantly. Secondly, the collective diary keeping
Qualitative Data I have also collected some lived experiences (reflections) and suggestions to improve the effectiveness of lecture method through open ended questions. I requested to all participants but only eleven research participants (9.2%) voluntarily responded by writing on provided one blank paper. Those reflections and suggestions are presented below as it is. However, to maintain the confidentiality of the research participants and to be ethically correct the original personal information
students and the availability of resources and facilities. Concerning this, the results from the questionnaire, interviews, and classroom observations were found to show that teachers were not in a position to practise reflective teaching in their classrooms. Of course, the findings from the questionnaire seemed to indicate as teachers were attempting to conduct their actual classroom practices in light of reflective teaching