The Teachers Self Reflection Cycle
Description of the learning event
The lessons were conducted in a normal class setting where students are supposed to learn new ideas from the teacher. The school is TexasElementary School and most of the lessons were conducted to students in grade four. These are children who are just out of early childhood education and they are more conversant with learning in higher levels. This is a group that is very eager to explore new dimensions and most of their activities are full of new discoveries. Most of the lessons had been scheduled in the morning hours so that the afternoon hours could be used in preparation of the next day’s work. The lessons targeted for this level is composed of more practical activities than theory as the level of understanding is enhanced by indulging in physical activities.
Almost all objectives of lessons in grade four are aimed at helping the young learners learnt to associate theory and practical by developing a closer relationship among them. Occasionally, the learners are given an opportunity to apply common knowledge to class work especially in mathematics and science.The learning experience was one satisfying activity especially during the question and answer sessions. The application part of the lesson was more like an open forum where the opinions and ideas of the learners were aired together with engaging in discussions with the sole aim of emphasizing the new information. The learners were willing to help their peers in answering questions based on the lesson and they were equally willing to discuss the answers as well as seeking clarifications. In most instances, the objectives of the various lessons were obtained such that as a teacher it was quite an achievement after realizing that the lesson was not only a success but it also benefited the students tremendously (Bullock and Hawk, 2001).
Analysis of the past
A major strength that was observed during the lessons is the way in which learners were cooperative and their willingness to learn new things (Bullock, 2001). Actually the learners had taken up the responsibility of their learning with such interest that as a teacher the process of imparting new knowledge became easier. The ability of learners to engage in productive discussions on relevant issues relate to their learning was another equally noticeable strength. As a teacher, the best way to achieve the preset lesson objective sis through incorporation of students in the learning process by engaging their minds physically. Sometimes it was difficult to anticipate a successful presentation of the lesson but dependent on the way in which the lesson was introduced, much anticipation was obtained in the course of the lesson. This was essentially vital for lessons such as mathematics whereby the teacher had to introduce some facts and make the students believe them as being true (Bullock, 2001).
Factors such as the scheduling of lessons had negative or positive effects on the success of each lesson. Such cases include the scheduling of mathematics lessons during mid-morning when students get back to class from recess. This negatively affected the achievement of most objectives as the students are usually already exhausted at this time of the day. Alternatively, the anticipation of breaking again for lunch further deteriorated the intended lesson goals. This could be improved by scheduling the mathematic lessons as the first lesson of the day before the young minds becomes saturated with other things. One very essential thing that was learnt is that the ability of students to understand and participate actively in class is dependent on how the teacher handles them as well as the way in which the lesson is introduced. A captivating introduction of the lesson creates a renewed interest in the learner and the end up being more active in class (Bullock, 2001).
Planning for future lessons
The teaching experience has proved that there is still more to learn in the teaching field because as a teacher each day is composed of many things which are learnt. Future teaching should incorporate a diverse ways of capturing the attention of learner’s way before the lesson is introduced. This will create a consistent anticipation for the lesson and the students will always be looking forward to that lesson. Alternatively, to refine future teaching experiences a teacher should look for captivating ways of delivering content. This includes aspects such as changing the teaching methods especially if the method fails to attain the intended objective. Teachers should include some aspect of creativity in lesson presentation to capture and maintain the attention of the young learners who are easily distracted by tiny diversions (Bullock, 2001).The needs of a teacher as a learner are inclusive of improving their teaching methods to ensure that their lessons will be successful. Student teachers are also expected to learn from past mistakes and experiences such that future lessons are void of similar mistakes such that they are able to improve on their teaching skills. This will be crucial as they have to meet the required qualifications and skills for the teaching profession (Bollock, 2001).
References
Bullock, A.A. & Hawk, P. P. (2001.) Developing a teacher portfolio: A Guide for preservice and practicing teahers. Upper Saddle River, NJ: Merrill Prentice Hall.
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