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Reflections and feedback
What cause tuberculosis?
April 12, 2015graduating from high school
April 12, 2015I have written draft and highlighted with ball points my reflections on lessons. I am looking for someone to rewrite them. In addition you may use your own imagination and reflections to complete the reflections .Please see the attached doc. for the instructions.
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Attachment
There’re two lessons the first one requires a 150 words and the other a 125 words.
Reflections on my supervisor teacher’s feedback
Reflection after teaching lesson on the following:
- What I did well
- How needed improving
- How did the students respond to the lesson? To me? To each other?
- What I need to improve on
– The war up?
– The instructions?
– The amount?
– The speed of teacher talk?
– The difficulty level of the language?
– The difficult level of the lesson? (too slow, too fast)
– My assumptions about what the class knew?
– The pacing of the lesson? (too many? too few?)
– The number of activities? (too many? too few)
– The whiteboard/visual support?
Lesson teaching 3: I hour and 20 minutes – visiting dentist
Objectives/ focus: Students will be able to make simple polite requests and be in a position to answer them effectively.
1. First reflection on mythirdlesson taught.
My first reflection was that I can progress myself into the next stage of teaching where I develop more teaching strategies student at different levels. The other reflection was is that I felt during the lesson I taught that I needed to do a teaching activity rather than continue explaining to students the topic from whiteboard which was taught. I meant that I should’ve assigned activity to students to reinforce learning the vocabulary of the topic presented and check their understanding whether they’ve learnt from me or not.
Below is my supervisor’s feedback of my third lesson:
The feedback I received from my supervisor of the above lesson:
- Start lesson with eliciting (draw out students attention), by asking students questions
- Do brainstorming with students.
- Write all new vocabularies on whiteboard before lesson starts and pronounce them (new words) together with students.
- Supervisor feedback was positive that I have given students activity handout where they practiced writing few words about the topic I presented using its vocabularies and checked their work.
- The other positive point was that I asked students the opposite meaning of new words.
- I must have made synonymous to a new word that came up during the topic’s dialogue.
- Supervisor comment was that the lesson went well.
- The lesson supposed to end with an hour I taught more than an hour my supervisor feedback was to control my time pacing.
- I had to use projector for my lesson whereas I used whiteboard where I spent time writing on board. Supervisor advises me to use projector with my lesson and save time.
2. Secondreflectionon my fourthlesson taught.
Lessontaught: 30 minutesdoctor’s and patient vocabulary
Objectives/Focus: to teach student will learn doctor’s vocabulary and will be able to communicate using simple sentences whenvisiting their doctor.
- I felt confident
- I could even explain and teach students in-depth about the vocabulary presented
- I felt during lesson that I could teach at even higher level of English of learners I taught.
- The class knew very little English and they (learners) don’t speak English where I had to explain to them through pictures using the Google images and handouts with pictures.
- I feel now that I am motivated that I could teach and improve myself after each lesson.
- The good activity was that I gave my students matching exercise where students match a sentence used by patient to one answered by doctor.
Below is my supervisor’s feedback of my fourth lesson:
The feedback from my supervisor of the above lesson:
Improve my handwriting on whiteboard and explaining new words that students are not familiar with. And I should let my voice to be heard at the back of class to get their attention. The supervisor said that I have the ability to teach. And I also had to give students an activity to do such as role play to practice the role of a doctor and patient.
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