a. INTRODUCTION
Describe the approach/strategy used.
b. DEVELOPMENT
What were the challenges encountered during implementation?
What were the tactics employed to resolve the difficulties met?
What further improvements can be suggested?
c. PERSONAL REFLECTIONS
What new insights/discoveries have I made in relation to my role as a teacher?
How will I make use of this new knowledge in future?
What further information or knowledge should I seek to expand my knowledge in relation to this context?
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Have not been physically reflecting.....but mentally is another story....So here are a couple of things ...
ReplyDelete1. When we mark answers on MEAN (Data Analysis), observe the workings. Many pupils did what I think is unacceptable but in so doing will ALWAYS get the correct answers. EG. The mean of 3 numbers x, y and z is 12. What is the mean of 2x, 2y and 2z ? Pupils give :
[2(12)+2(12)+2(12)]/3.
I have a strange feeling that they've been taught by their tutors that its ok to do such. I don't think so. What do you think ?
2. My lesson with 321 have been observed in week 5 and I must admit, the 'darlings' have been , as usual, noisy during group work. Been told that a couple of groups were even not on task. Even though I thought my instructions were clear, pupils were asking many questions and some repeatedly on 3-unit figure tessellations. A couple of learning points
1. Never assume that just because they could understand 2-unit figure tessellation, they can do 3-unit - its too much to ask for 3NT.
2. Quickly adapt and ask them to work on a something slightly easier because to insist that they take time to think as a group , with 321, its asking for trouble.
3. I noticed that since teaching challengng classes like 321 and 221, my tolerance for noise has heightened to the point that sometimes I think its not healthy.
Anisa
I've always said this and will say it again for consideration...
ReplyDeleteHODs and KPs MUST teach the worst classes of the school for the following reasons :
1. Its a message sent to all that these students can be salvaged, are important, and most importantly, discipline is of utmost importance that KPs are specifically picked for them.
2. As reporting officers, none of the teachers can negate you or say that you don't understand their problems because you walk the talk and you know exactly what problems they're facing. You can even given valid and proven suggestions in helping them in classroom management, teaching lower ability pupils, etc.
Anisa
Something new and exciting has happened this year with regards to CCA. Just thought I'd share with the Maths Dept.Mr Wie and the Prncipal has thought of the idea of having all Performing Arts under one. Initially, I was sceptical, the coaches were sceptical on how this would work. Now that the Angklung, Modern Dance and Band are working together for the Band SYF Outdoor Performance, I can see that it can be a win-win situation since the SYF Outdoor alternates with the SYF Angklung and Dance. This year we help Band and as soon as the SYF Band OUtdooris over, Angklung and Dance would prepare for our next year's performance. Since Band do not need so many members for SYF Indoor, some of band members will then strengthen our numbers. Modern Dance will get more boys ! Angklung will have more musically savvy players ! Most importantly, the pupils will have the opportunity to participate in various SYF performances in their 4, 5 years in Ping Yi. As such, many in performing Arts will prob score distinctions! Jacks of all trades surely has its shortcomings but lets genuinely try this out
ReplyDeleteSomething interesting about 321....
ReplyDeleteI noticed that they cheat during tests if they can. Its as if its the norm.....If you catch them red-handed, you still need to argue your way through. Don't get trapped into that because when you're distracted, some will take the opportunity to cheat. SO this is what works..
For the first couple of tests, make it easy for them to pass.
Tell them that its a ZERO when they communicate in any way - verbal or otherwise.ZERO regardless of who's at fault. No warnings anymore - just ZERO. Because the tests are easy many will try hard. The culprits will still try to communicate for 'fun'. Just note their names. Then mark and give a ZERO to those . Some were unhappy because they scored high and they were not cheating.ALL learnt the ZERO tolerance for breaking test/exam etiquette. One parent during MTP did question me on whether the child cheat. I questioned the child whether he's been warned. And in the end the parents understood because and agreed its better for him to get ZERO now than the GCE.
Mr Malek shared about the way PAL test can be conducted. He suggested open-book test. Something I've done before and wondering if anyone else has faced this strange problem before....
ReplyDeleteI've given a couple of Maths open book tests last year where the pupils were told beforehand. What happened was that the pupils didn't revise thinking that there was no need to since they were allowed to refer to text. I had a higher failure rate then. Those pupils who were consistent in their work ,did not refer to text at all. When I gave an open book test without informing them earlier that it would be so, most pupils did not refer to text at all even though they could. The result was better. Those who refer to texts have not studied and did not perform well nevertheless. Perhaps this is only peculiar to Maths since it is a 'doing' subject...