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?
Subscribe to:
Post Comments (Atom)
Week 1
ReplyDelete28th June – 2nd July
Restorative Practices
When I was posted to Ping Yi Secondary, I was unsure what to expect. I was only intrigued by the school’s framework of restorative practices after Mr Martin Chan’s briefing on the 1st of July. At the end of his briefing, I was able to retrospectively reflect on the circle time I shared with Mrs Toh and her form class 412.
I was honoured that the class welcomed me to join in their circle time. They were extremely open to sharing their thoughts about returning to the school after the June break. They were honest about their feelings of stress and anxiety of the upcoming events of Term 3 as well. I believe that the circle time was effective in providing the students a safe environment to share their opinions with their fellow classmates and to build their relationship with their teachers. Mrs Toh was also able to manage the class. If someone was speaking out of turn or being dismissive towards another’s opinion, she only needed to speak out “Respect!” Order would then be restored. I am assuming that it could be explained by the setting of ground rules at possibly the start of the year. Perhaps, the class had decided upon that everyone would be listened to respectfully if they spoke in turns.
I have requested to sit in 412’s science classes. I am curious whether their positive attitudes in circle time would be translated to normal curriculum time. I am curious as well if restorative practices would be applied to relational teaching.
-Nurul Aliah
Week 1
ReplyDelete28th June – 2nd July
211 Mathematics
I was able to observe 211’s mathematics lesson on both Thursday and Friday. First of all, I believe that the container is a highly conducive environment for learning to take place. The isolation of the container from other classrooms combats distractions and pushes the students to focus.
I could clearly observe the difference in the students’ level of engagement in Thursday’s lesson (Probability) and Friday’s lesson (Revision of Holiday Assignment = Proportion, Expansion & Factorisation of Algebraic Functions). The students were very responsive and actively participated in Thursday’s lesson. It could be explained by the relative ease of the topic and how relatable probability is to the students (weather forecasts/odds of a team winning a soccer match). At the Secondary 2 level, probability is “tangible”; the students could physically count the number of balls in the jar or the number of female students in a class.
The observations represent one of the fundamental challenges of teaching; motivating and engaging the students to learn. I have been tasked to search for new approaches to teach the next chapter (Algebraic Fractions). The aim of the approaches should be to simplify the concepts for the students and interest them.
-Nurul Aliah
Week 1
ReplyDelete28th June – 2nd July
211 Mathematics
I was able to observe 211’s mathematics lesson on both Thursday and Friday. First of all, I believe that the container is a highly conducive environment for learning to take place. The isolation of the container from other classrooms combats distractions and pushes the students to focus.
I could clearly observe the difference in the students’ level of engagement in Thursday’s lesson (Probability) and Friday’s lesson (Revision of Holiday Assignment = Proportion, Expansion & Factorisation of Algebraic Functions). The students were very responsive and actively participated in Thursday’s lesson. It could be explained by the relative ease of the topic and how relatable probability is to the students (weather forecasts/odds of a team winning a soccer match). At the Secondary 2 level, probability is “tangible”; the students could physically count the number of balls in the jar or the number of female students in a class.
The observations represent one of the fundamental challenges of teaching; motivating and engaging the students to learn. I have been tasked to search for new approaches to teach the next chapter (Algebraic Fractions). The aim of the approaches should be to simplify the concepts for the students and interest them
-Nurul Aliah
Week 1
ReplyDelete28th June – 2nd July
211 Mathematics
I was able to observe 211’s mathematics lesson on both Thursday and Friday. First of all, I believe that the container is a highly conducive environment for learning to take place. The isolation of the container from other classrooms combats distractions and pushes the students to focus.
I could clearly observe the difference in the students’ level of engagement in Thursday’s lesson (Probability) and Friday’s lesson (Revision of Holiday Assignment = Proportion, Expansion & Factorisation of Algebraic Functions). The students were very responsive and actively participated in Thursday’s lesson. It could be explained by the relative ease of the topic and how relatable probability is to the students (weather forecasts/odds of a team winning a soccer match). At the Secondary 2 level, probability is “tangible”; the students could physically count the number of balls in the jar or the number of female students in a class.
The observations represent one of the fundamental challenges of teaching; motivating and engaging the students to learn. I have been tasked to search for new approaches to teach the next chapter (Algebraic Fractions). The aim of the approaches should be to simplify the concepts for the students and interest them
-Nurul Aliah
Week 2
ReplyDelete6th – 16th July 2010
Sec 1N Science Remedials
The Sec1N remedials were conducted after normal curriculum time (1530-1615pm). The attendance rate of 70% could perhaps be explained by the reminders given earlier during the day and the assertion that parents would be called up for those who were absent.
The small class size of 20 was conducive for both teaching and learning. The remedial which was intended for the weaker students required a quick topical review and questions to evaluate their understanding. In explaining the solutions, clear and direct instructions needed to be given out.
-Nurul Aliah
Week 2
ReplyDelete6th - 16th July 2010
113 Science
Miss Chew Mei Jun was on course and I was tasked to manage the class by myself. I was to review their answers in their Science workbooks and complete corrections for the following topics:
(1) Diversity in Plant & Animal Life
(2) Classification of Material
Areas for Improvement
= I need to build a rapport with the class. I need to know their names well and understand the dynamics of the class. If I did, I would be able to swiftly call the pupils who are distracted to attention. I would be able to praise or motivated students who are engaged and responsive. I would be able to best understand their learning styles. I believe as well that if I make the effort to know them, they would be less apprehensive and more willing to learn.
= From the observation of the Sec 1N classes, I can deduce that they are managed best when presented with a clear ground rules.
Rules:
Standing at attention when greeting or dismissing.
Unanimous hand signals (alternatively a countdown) to call the class to attention.
Clear stand on the confiscation of irrelevant materials
Reward:
Praise (Eager to answer questions or write out their answers on the board)
Tokens (Most effective when the class is broken up into competing groups)
-Nurul Aliah