Monday, March 22, 2010

REFLECTION - ANDRE

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?

2 comments:

  1. a. In my first 2 days at Ping Yi, I observed a few classes covering sec 1 NA and sec 3-4 Express. I have been warned by many that it would be a "culture shock", and I was bracing myself for the worst. Yet, while the students are indeed different from what I have witnessed in TKGS, it was far from my imagination of chaotic classrooms and outright defiance. The approach and strategy used by the teachers, both inside and outside the classroom, are also different. Teachers were tougher on the students for minor infractions such as incomplete homework. I understand that with different student profiles and environment, the approach should also be tuned to suit the circumstances.

    c. As I am still orientating myself into the new environment, I realise the many differences in the way PY operates, from homeroom allocation, assembly procedures, and pupil management. It is an eye-opening experience, and I am certain I will further expand my ideas on teaching along the way this term.

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  2. Today was my first lesson observation for maths with 301. As a weaker express class, I sense that it will be a greater challenge to teach and motivate them. My role at present is to guide them through the class work as an assistant teacher, and through it, I hope to not only the students understanding of a topic, but also cultivate an interest in the subject. When viewing mathematical challenges as a necessary chore, it is going to be difficult to actually motivate them to study, to initiate their own practice regime. With a twist of interest, independent learning will indirectly be encouraged.

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