REFLECTIVE JOURNAL - 19 - CRITICAL INCIDENT FROM PRACTICUM III

This semester has produced many critical incidents for me. These have stemmed from both the influence of my lecturer as well as that of my fellow classmates. The most significant game changer or intervention was as a direct result of my lecturer's timely impartation of wisdom. However, I wish to share another experience.

A couple weeks ago, my Practicum class engaged in in-house teaching exercises. While one of my colleagues shared, reference was often made that, “You all are in Class X now, so you are supposed to know about Topic A.” This is a statement I have often made, however, hearing it from someone else caused me to realize how erroneous we can be in our deductions at times.

 In planning lessons, we are often required to state the previous knowledge of the learners, however, in reality, this previous knowledge is often characteristic of some or most of the learners, not all. This was one thing I felt necessary to not lose sight of as I continue on my journey as a prospective teacher.

Secondly, the colleague used concepts of time by the analog clock to reinforce the lesson being taught. It was assumed that all students had a working knowledge of time because we were all in Class X.  This took me back to my days at school. The concept of time had evaded me for almost my entire Primary school life. To this day, I am not sure how that was possible, but the fact remains. My colleague used these concepts to build an understanding of a new topic, which was being taught. I thought of my level of understanding when I was a student and I knew, had that lesson been taught to me then, I would have been completely lost. While I may have been able to understand the lesson, I would not have been able to make the necessary connections if the concept of the hands of the clock were used. My confession is, I learned to tell time in Standard Five. It was an embarrassment I silently endured for many years. I had found a way to mask it, so much so, no one in my home ever realized that I was unable to tell time. From this exercise, I understood the importance of truly knowing your learners and to not take anything for granted.

This situation was compounded because the lesson involved left and right movements. While this may be something that most persons master perhaps from as early as pre-school, this was always a challenge for me. There was nothing SIMPLE about left and right. It was ALWAYS a big deal for me. Again, another burden of “shame” I silently carried while growing up. I always needed a couple extra seconds more than my peers did, to locate my right hand, then I could have moved on to the next instruction. Again, if this teacher had taught me in my former years, I would have been left behind because instructions were being given at a quick pace. Perhaps the teachers I had were just like my colleague, for I was in fact left behind. I do not know what accounted for this “deficiency” in my learning, especially since I often placed in the top three for End of Term exams. This fact added to my personal shame even more. 

This experience reminded me of how clinical the role of a teacher is. It taught me the need to be more critical of my strategies and examples if a student is not grasping a concept. It reminded me of the need to meet students at their level and provide the one to one intervention that they may need. It is my hope that what I faced in Primary school would not be experienced by any of my students. Strangely, I had never before considered the possibility that dealing with my inability was also part of my teachers' responsibility.  Instead of a child going through years of shame and trying to mask areas they feel incompetent in, he or she should feel comfortable to approach me with his fears. I am hoping that I would still be observant and discerning enough, that even if a child still lacks the confidence to approach me, I would be able to detect gaps in the learning. 

Finally, as the lesson progressed, I literally found myself “lost”. My colleague made reference to a particular animated movie to which everyone else in the class came alive and engaged in interactive discussion. My colleague used this as an opportunity to elaborate on the teaching point. While the example seemed to be an excellent one, the problem was I had never seen the movie. I was not familiar with what the rest of the class spoke about. I sat in silence, as I was unable to contribute to or participate in this aspect of the class. I tried my best to understand how the characters being discussed could have helped me understand the teaching point, however, I was beyond reach.  I am glad I had this experience because it reiterated the fact that as a teacher, I should not take anything for granted. There may be the odd number of students in my class who may not have been exposed to certain factors or experiences. As such, I need to be mindful of these possibilities. I may also need to ask specific questions to ensure that I am not leaving any of my learners behind.

In essence, this experience has caused me to look at myself more critically and see how I may be able to conduct my lessons in a manner that can engage each student. At no time must I take it for granted that because something or someone is popular, all my students would be aware of it or him/her. Additionally, I should not assume that because the students are a certain age, in a particular class, or able to attain a particular grade, those students are fully aware of what is deemed common knowledge. If I am to attempt to reach and influence my learners, I must always be able to connect with them.

 

PS: How I learnt to tell time.

For my 11th Birthday, someone gave me a watch. It was undoubtedly my most beautiful personal possession, however, I did not wear it because I was afraid someone would ask me the time.

 

I desperately wanted to wear my watch, so I embarked on a personal journey to learn to tell the time. I had a vague idea of the concepts involved and the terms used (that is, quarter to, ten minutes past, etc.). I devised a plan to slowly try to figure out how to tell the time.

First I asked a family member to set the correct time on the watch for me. Then, I started asking random persons at random moments to tell me the time (using their watches of course because I kept mine hidden). Each time they responded, I wrote down what they said, and I quickly took out my watch and drew exactly what I saw.

I did this for  a period of time and I studied all the data I had gathered to see if I can make sense of it. I found the lesson on time in my Mathematics Textbook and I tried to study it. It took me a while to catch on, but finally, one day I experienced that Eureka moment!!!! There are not sufficient words to express the pride I felt.........not to mention, I was now able to sport my new watch.

REFLECTIVE JOURNAL - 18 - INDIVIDUAL LESSON REFLECTION/ APPRAISAL

On Wednesday 29^th November, 2014 I co-taught a lesson with one of my colleagues as part of my UTT Practicum 111 Assessment. Ideally, the lesson was designed to be taught to a group of twenty Infant 1 students, however, the actual lesson delivery was done with  a group of ten adults (peers) who aided in  simulating the classroom setting (my lecturer included). Our lesson was designed to introduce students to the concept of the number three.

            Before we even attempted to teach the lesson, we had to draft a Lesson Plan. My colleague did a Social Studies lesson and I did a Mathematics lesson. However, we needed to decide on one lesson. This presented the first conflict for us as we each chose a lesson with which the other was not most comfortable. I gave my colleague  the option to choose whatever she wanted to teach, and I assured her that whatever she chose, I would support it one hundred percent. I made this decision because I realized that in the Primary School setting, teachers would be responsible for teaching all aspects of the curriculum regardless of how we feel about a particular topic. My colleague expressed the same concerns. Eventually, she selflessly opted to do my Mathematics lesson; hence, we crossed our first hurdle together.

            My colleague and I divided the workload between ourselves and we communicated with each other via emails and short meetings at school. A week before our lesson delivery, we presented our Lesson Plan to our lecturer. She made a number of recommendations; a sure indicator that we needed to go “back to the drawing board.” My colleague and I also got some new ideas regarding how we wished to present our lesson. We decided to do a complete overhaul of the original lesson and we worked arduously to ensure that the new lesson was satisfactory in design and delivery.

            One of the concerns our lecturer expressed when she viewed our Lesson Plan, was the impracticality of delivering such a content filled lesson in twenty-five minutes. She also suggested that we did a dry run of the lesson, and time ourselves. Once we completed our Lesson Plan, we met to ‘practice’ teaching the lesson. This exercise took much longer than we had anticipated as we often found ourselves being “stuck” at key areas of transition. We rehearsed and gave each other feedback. We did not leave the room until we were both satisfied that we were ready to execute the lesson. Based on our lesson’s rehearsal, we made some final adjustments to the Lesson Plan. These adjustments were also necessary if we were to stay within our allotted time. Planning and working with my colleague was very rewarding as we both have mutual respect for each other, and we share the same ideals of striving for excellence. Although we often had very different perspectives or preferences, we maintained respect for each other’s opinions. At no time did we lose focus on the fact that we were a team. I felt comfortable working with my colleague.

            The day before our lesson delivery, my colleague and I had one last meeting. We met to ensure we had not overlooked anything, and to prepare the classroom, as a part of our lesson incorporated the use of pictures stuck on the classroom walls.

            When we entered the classroom on the morning of our presentation, we soon realized that we had to adjust our lesson delivery. Our lecturer had suggested that we incorporate the use of technology to enhance the closure of our lesson. We did a PowerPoint presentation; however, there was no projector in the class that day. We quickly realized our first mistake was failing to remind our lecturer to walk with the projector. We took it for granted that it would have been in class because our lecturer was the one who suggested that we used it in the first place. Our second mistake was that we arrived to class fifteen minutes late. Had we been present before the start of class, we may have been able to deal with that matter. Despite the setback, we were able to implement an alternative method by using a picture book, which we had made to be used as a future resource tool in the classroom. Before the lesson began, we already had key experiences regarding what to do (or not do) when preparing for a lesson. We recognized the danger of taking too much for granted.

            My colleague blew a whistle to call the class to order, and thus began the set induction. This part of the lesson was well executed in my view as the class remained engaged the entire time. I tried my best to observe my colleague and the class to determine the atmosphere created at the beginning of the lesson. I felt pleased to see smiles on every face and all eyes focused on what was taking place at the front. I moved back and forth during this part of the lesson, but my movements did not seem to distract anyone. The set induction went well, and I was particularly impressed with my colleague’s delivery and level of questioning.

            During the set induction, I recognized my lecturer had taken on the role of a student who may have been a special needs student. Her performance tested how we would address diversity in the classroom. Fortunately, while my colleague and I were rehearsing our lesson, we kept thinking and strategizing about what we would do if a student was not conforming to our instructions. We had discussed how we would adjust our teaching to deal with such students. I believe this helped us to deal with the surprise elements that presented themselves in the form of students not operating at the normal or average cognitive level.

            The role taken on by my lecturer was difficult to “diagnose” as it varied among characteristics of various disabilities most likely to be found in the classroom. There was not a constant adherence to displaying one type of disability, hence we got an opportunity to teach a range of complex behaviours which we may encounter. Besides our lecturer, other students also took on the role of slow learners or disruptive students. They also increased the challenge of being able to teach the lesson successfully. While every teacher would like to have well-behaved, independent, intellectual students, that is not the reality of the classroom, hence the odd experiences were welcomed in an attempt for us to get an all rounded experience.

            I was responsible for delivering the next two teaching points. I tried to keep my focus on all the students and I kept calling on those who may have had a tendency to become distracted. A main fault of both my colleague and me was that neither of us had a watch or other time keeping device on our persons. Again, had we used the computer, we would have been able to gauge our time. My task was to introduce the students to the “manyness” of counting to three, and also to teach and evaluate how to choose a group with three items. While in rehearsal of the lesson, we tried to strategize for deviations that may occur; I found it necessary to change the teaching activity impromptu to make allowance for the students who “did not readily grasp the concept.” At one time, I called three students and had them demonstrate counting a group of three. These students initially carried out instructions incorrectly, spoke constantly, claimed they were incapable of doing the activity, or had a tendency to distract the class. While this approach may have ensured the students grasped the concept, it also utilized some time I had not catered for.

            Perhaps I should have asked my co teacher to briefly take these children aside and try to give them individual attention while I focused on the rest of the group. Perhaps all the children could have been regrouped to move on to the next activity.

            During the entire teaching exercise, my colleague and I circulated the classroom in an effort to give each child individual attention. This worked well for us as we were consistently able to detect the students who were misguided, and we could have dealt with it immediately. We tried to pay attention to detail, for example, my colleague encouraged a student to “pinch her pencil” so that she would have the correct pincer grasp.

            During the lesson, an assessment checklist was done. The results showed that all objectives were achieved, even by those students who seemed to be slow at grasping concepts. For students who did not immediately understand instructions given, I was mindful that before I dismiss it as a “learning deficiency,” perhaps I should change my delivery approach.

            We tried to praise each child constantly and encouraged the rest of the class to applaud their friends when they did or said something noteworthy. I even used stickers as an added incentive to motivate the students to feel good about their work. Students were also allowed to display their work before the lesson was over.

            I enjoyed teaching this lesson with my colleague. We tried to make it student centered and interactive. We used concrete objects, bright colours, songs, actions and movement. While everything was not perfect, I am pleased with the effort that was put into the lesson planning process, and I would love to teach this lesson again and improve on the areas that were marked for improvement.

           

           

REFLECTIVE JOURNAL - 17 - ASSESSMENTS

When I first thought about the concept of assessment, I mainly thought of test papers and worksheets. While this is what usually comes to mind for me, I have always been an advocate for various forms of continuous assessments.

Formative assessment is conducted throughout a student’s period of learning or instruction.

As a teacher, I have understood that this is applied to measure a student’s progress as well as measure the effectiveness of a teacher’s lesson delivery. Some of the forms it takes are observations, journals and questions and answers.

Summative assessment is an evaluation of a student’s learning at the end of the period of instruction.

As a teacher, I have understood that this is applied to rate a student’s understanding of what was taught. It may take the form of an end of term test, a portfolio or even a performance.

About the levels of flexibility and adaptability, I believe that I will have to familiarize myself with which types of assessments are best used with specific types of objectives or activities.  I would also need to research how to effectively apply assessment, which caters for diversity in the classroom.

My strategies may need to be constantly reviewed because there is always room to improve one’s self. Thus, if one form of assessment was used in association with one lesson, a reflection may cause me to opt to do a different type of assessment should I do that lesson again.

The immediate challenges that I can identify are determining when to apply assessments for individuals, and when to apply them to groups. Also, recording assessment details of multiple students while conducting a lesson is challenging as well.

The road ahead is paved with optimism when I consider past and present experiences with administrators, as well as the contemporary education system. This is because I have always used several forms of assessments. These assessments and the results were often shared with my administrators and their input was always acted upon by me.

 

REFLECTIVE JOURNAL - 16 - THE POWER OF THE OPEN ENDED QUESTION

In my last Practicum class, the lecturer asked us to present a Set Induction for a lesson. However, in planning and conducting the Set Induction, she instructed us to focus on asking open ended questions. Initially I did not think much of the request , however, as I attempted to construct my Set Induction, I realized I was stumped.

I knew what I wanted to do and how I wanted it done, but all the questions that came to me were closed or structured. At that point I realized I lacked another integral skill or tool for effective teaching - the skill of asking questions.

Before that class, I never gave thought to attributing "power" to any type of questioning method. I thought I was quite competent in this regard because I ask questions everyday. "How difficult could it be to ask a group of Primary School learners some questions? What's the big deal? I thought. "At the end of the day, the lesson will still be delivered." Thankfully, that narrow minded way of thinking was dispelled by the close of my last Practicum session.

My lecturer highlighted the fact that in comparing open ended and closed questions, we should not perceive one as right or wrong, good or bad, superior or inferior; each type of question has its place and serves a purpose.

The power of the open ended question lies in allowing teachers to connect with their students. Teachers can have a greater influence on their students if those students feel a sense of connectivity.

Open ended questioning causes the students to answer freely without intimidation. The students gain confidence in knowing there are no right or wrong answers, and that their opinions matter.

The nature of the open ended question causes the learner to think deeply. They are forced to "probe" their own minds to discover what they truly think or feel about a particular subject matter. The teacher therefore gains greater insight into the thinking processes and abilities of his or her students, and the students discover their perspectives as a worthwhile contribution.

Open ended questions also open a door for multiple perspectives to be highlighted. It is impossible for anyone person to have all the answers regarding a particular subject matter. Open ended questions is one way of ensuring a well rounded view is achieved or explored.

Bearing these in mind, the power of open ended questioning should never be underestimated. When I demonstrated my Set Induction, I experienced first hand how a lesson may take a slightly different slant to what I had perceived, simply because I chose to incorporate open ended questions. The bonus for me was that the spontaneous and unpredictable answers caused the Set Induction to play off better than I had anticipated. The activity was more enriching.

REFLECTIVE JOURNAL - 15 - IMPACT OF PERSONAL TEACHING PHILOSOPHY ON LEARNERS

In a previous blog post, I expressed the view that I believe education  should empower learners in a holistic manner. With each successive Practicum experience (theoretical), I am realizing more and more that such "empowerment" would not occur if left up to luck and chance. It is not automatic. I, the teacher, must make it happen.

One way I can ensure the learner is empowered is by critically and strategically giving thought to my lesson planning process. This involves the writing of proper objectives. I must confess that in my pre - teaching experience, I have not given the writing of objectives sufficient thought. However, having since been exposed to Bloom's Taxonomy, I shall never look at writing objectives the same way again.

While I believe in the student - centered approach to teaching, upon reflection, I have been guilty of conducting many teacher - centered lessons. This was not intentional on my part, rather, it stemmed from me lacking the tools to write proper objectives.

Adherence to Bloom's Taxonomy in writing objectives helps the teacher take the students from "the shallow to the deep". Herein lies the goal of any educator. Herein lies the blueprint for the successful empowering of the learners.

In writing my objectives, I must ask myself some pertinent questions:

• Why am I writing those objectives?
• What is my purpose for writing them?
• What level of Bloom's Taxonomy can be used for my objectives?
• What personal belief or philosophy is influencing the objectives that I am choosing?

As an educator, I owe it to my learners to provide them with the best quality instruction. This requires careful thought and planning. It begins with the formation of my lesson's objectives. Yes, I believe writing objectives is a personal affair. It is therefore important for me to be clear about why I select certain objectives and not others. I must know what I wish to achieve, why I think it should be done in a particular manner and how I intend to execute my goals.

REFLECTIVE JOURNAL - 14 - CRITICAL REASONS BEHIND LESSON PLANNING.

When I first thought about having to do a Lesson Plan, my reaction was mixed. I felt that it was too technical in some regards, however, I believe it is a necessity. Before I even knew the term "Lesson Plan" existed, I was in the habit of drafting Lesson Plans (even though it was not in accordance with the proper criteria). My mixed feelings stemmed from having to learn to do it the correct way after years of comfortably "doing my own thing."

It is often said that Lesson Planning is a critical skill to acquire in a teaching degree, and I am in full agreement with this statement. However, because of the detail it requires, I view it as impractical for a teacher to do a Lesson Plan for every single lesson, especially for those at the Primary and ECCE levels.

I have heard my peers say that the only time teachers ever use Lesson Plans is at training college, however, because of my personal practices, I know this statement is untrue. At the same time, I believe it would be fair to say that most teachers do not make use of Lesson Plans.

In visiting and working in schools, I noticed that effective teachers were those who had a clear plan of action before they entered the classroom. They were better able to deal with unplanned occurrences as well.

REFLECTIVE JOURNAL - 13 - THE SYLLABUS AS A PROFESSIONAL AND PERSONAL DOCUMENT.

The availability of a syllabus is beneficial to both instructors and students. This document aids a teacher's preparation as well as assist in lesson delivery and assessment criteria.

A syllabus is a tool which may make both teachers and students more accountable in their approach to the teaching and learning process. In this regard, it can be seen as a contract.

Additionally, a syllabus offers a measure of transparency, in that, if well designed, it would be self explanatory.

The syllabus may also be considered as a reflective exercise where a lecturer has the option to adjust a schedule or topics, based on feedback or experiences from the preceding program.

These are some of the reasons a syllabus is considered to be a professional and a personal document.

REFLECTIVE JOURNAL - 12 - TWO DAYS IN THE LIFE OF A FIELD OBSERVER

The word dynamic is truly an appropriate term to describe a school’s environment: no two days are the same. I experienced this first hand as a Practicum Field Observer. The two days I spent on the field were unique in their own capacities; however, I would attempt to summarize the overall experience.

 My time spent at the school was enriching as I gained a greater perspective regarding how a school functions. One of the main challenges at the school was physical space, hence I was crammed in a corner for the two days (unless I ventured outside to explore). Despite this, I was comfortable. I felt like a part of the environment.

The exercise was useful to sensitize prospective teachers to the operations of the learning environment. Experience in the field is an asset.

As a new face at the school, I was subject to scrutiny by many individuals: the principal, teaching staff, students, colleagues, parents, security and auxiliary staff. I believe I was viewed as a non-threatening factor at the school. I was warmly approached by all. I repetitively had to explain my reason for being at the school because no one seemed to know what being a field observer entailed. I also had to clarify misconceptions that I was there to teach, or that I would be visiting the school regularly.

My level of maturity as a professional is such that, “If life gives me lemons, I’ll make lemonade.” Teachers are usually very busy; hence, it was extremely challenging to obtain all the information I needed for my assignment. I was very mindful not to encroach on anyone’s time or space. I devised a strategy to ask different individuals different questions, so that I would not take too much time from any one individual. This was a great opportunity for me to connect with all the teachers; however, it was a disadvantage if a teacher did not have the knowledge to respond to my question.

I intend to use this experience as a comparative tool for my next field experience. I learnt that I do not need an ideal situation, to provide an ideal teaching experience. I must be able to find creative ways to work around the challenges of the work place (be it physical or otherwise), and not use these limitations as excuses for poor performance or mediocrity.

Dealing with other human beings is always an interesting yet educational experience. There is always something new to learn about the way persons conduct themselves. Ironically, other persons’ behavior also teaches me some things about myself.

Before this, I thought of myself as not having much to offer because I am not a trained teacher. However, from observing others, I realized that I have not given myself enough credit.

Based on people's reactions, I think as a professional I would need to guard against temptations to malign those with whom I will work. I must also expect that my co-workers may not be as professional in their approaches, and know that they may speak ill of me. I was appalled at how easily some of the teachers divulged negative information about their colleagues to a total stranger.

My communication skills were tested because I had to find a polite way to express that I did not desire to know of anyone else’s personal affairs through secondary sources, without offending those from whom I needed to get information.

I believe my deportment was professional and that I represented UTT well. These sentiments were echoed by the school’s principal at the conclusion of my Field Observation exercise.

 

 

REFLECTIVE JOURNAL - 11- SECOND FIELD OBSERVATION

My second day of Field Observation took place on Monday, 17th, February, 2014. I was stationed in the Standard Two class again, however, I spent sometime in each classroom as the day progressed.

 One of the main challenges at the school was physical space. I was fortunate to witness the ceremonious opening of the new Standard Four classroom that was built adjacent to the main auditorium which housed classes from First Year to Standard Four (all classes  were separated by blackboards). In preparation for this milestone event at the school, there was a lot of extra activity taking place. As a result of this, the cooperating teacher for Standard Two was engaged outside of the classroom for the entire day. His services were utilized as he was one of the two male teachers on staff (apart from the principal) and his masculine physical strength  was needed. The brief ceremony took place after lunch, and at two o'clock reallocation of classrooms began. This brought with it a certain measure of chaos as the normal daily functioning of the school was disrupted and the students were excited.

I entered the Standard Two class that day with a prejudiced mindset towards my Year Four colleague. When I discovered that she was once again in charge for the day, I was very concerned. However, her approach was a vast transformation from what it had been a week earlier. At the end of the first day I had no doubt in my mind that she should not be in the teaching profession. However, her attitude on my second visit did much to restore my faith in her. For the first time I saw her display the heart of a teacher.

She still held on firmly to her stick while she taught, however, her tone was more subtle, she entertained the students' questions and she did not quarrel with them for the entire lesson. Another marked change in her attitude was her praise of the students and friendly gestures towards them. She still used much sarcasm with them, however, she did not insult them as much. At times she appeared to be losing her composure, but she quickly regained it. The students still gave her a bit of a challenge occasionally, but they were more settled and cooperative.  I could tell that both teacher and students were enjoying the lesson. I for one did, and I did not feel that sense of intimidation that was emanated on my first visit.

I cannot account for what brought about this great transformation in the teacher's attitude; maybe she was not in a good mood on my first visit, maybe she was cautioned about her behavior, maybe it was because of complaints the students made about her "bullying" them, or maybe it was my prayers. Whatever the reason is, I am glad the change occurred. While it is true that first impressions last, I am glad I got another chance to "look at the fish".

REFLECTIVE JOURNAL - 10 - FIRST FIELD OBSERVATION

My orientation as a Practicum Field Observer occurred on Monday, 10th, February, 2014. I was assigned to a coeducational Government Primary School in south Trinidad. The population of the school is approximately 130 students and there is one class per level from First Year to Standard Five. Three other First Year prospective teachers accompanied me, however, there were also  two Year Four prospective teachers conducting their individual field teaching exercises.  The majority of my day was spent in the Standard Two classroom to which a Year Four colleague was previously appointed.

I went into the school on "over drive" because I was eager to capture as much information as I possibly could. However,  my first moments at the school were plagued with a measure of uncertainty and embarrassment (because UTT personnel had not confirmed our placements with the cooperating school). This experience altered my psyche and it took me a while to regain a mental state of equilibrium. I did not outwardly react to this deplorable scenario, but I was grossly displeased. This displeasure naturally stemmed from the fact that this was the one thing I did not want to encounter (as I had repeatedly voiced in my Practicum classes). The actual experience was even worse than what I had imagined because the school's principal was absent and calls to all relevant authorities were unanswered. In all fairness, my lecturer forewarned me to be prepared for anything, hence this was no exception. As the day progressed and the situation became more favourable, my feelings of despair gradually dissipated.

The key lesson I learnt today was the strong impact of a teacher's attitude towards children. I first got to observe the cooperating teacher as he delivered his lessons. He spoke with compassion, both for the subject and for the students. He praised the students frequently and tried to include everyone in discussions. He used a lot of humour and he smiled constantly. The atmosphere in the classroom was relaxed and comfortable. The teacher maintained a good rapport with his students. He spoke casually with them to see who had understood the lesson.

I was amazed at how focused and engaged these students were. Even though there were many distractions around, they seemed oblivious to it. The expression on each child's face was one of contentment and happiness. If I did not know better, I would have thought these students were in a trance, for they were very well behaved and obedient. The teacher gave an instruction once, and the class responded in unison (with the exception of one student who appeared to have some cognitive disability). The students worked quickly and independently, but the teacher supervised them and offered assistance where he could. When the students had completed their class' assignment, they begged the teacher for more. He gave them home-work instead, and they were excited to receive it. This was the most disciplined class I have ever encountered.

In the afternoon, I got to observe the Year Four student-teacher deliver her lesson. From the onset, her approach was a threatening and intimidating one. She held a stick in her hand and pointed it at the children as she shouted her commands, "I want all yuh to sit up straight and look at me! I am the teacher now, so all yuh have to listen to me. I doh want to see anybody talking, or laughing or writing or doing anything else. Just sit up and listen to me, because I am in charge now!!" She then ordered all the children to put their heads down and remain quiet. The children started to fidget during this time and she struck the furniture loudly with her stick each time they moved or talked.

The class teacher was not in the classroom during this ordeal as he attended to other school matters. After a prolonged "rest period", the prospective teacher instructed the students to raise their heads. Some complied, but some did not. She rehearsed her former set of instructions to the children, and dared them to disobey her. Her approach was hasty, abrasive and dictatorial.   I searched for the contented expressions I had seen on these faces earlier, but there were none. They were replaced with fear, shyness, and anger.

As the lesson progressed, the students became disenchanted, disruptive and uncooperative. Those at the back turned to me with an expression that could be interpreted as, "Can you help us please?" A few minutes later they confirmed my suspicions as they turned and asked in hushed tones to avoid getting caught, "Miss, can you come and teach us please? Miss can you find our teacher for us pleeeeeeeeeeeeease?" Instead, I sat and continued to observe in horror. I wanted to do something but I did not want to make the situation worse. I saw another side of these students. Their behavior was completely opposite to what I had observed earlier. I could scarcely believe this was the same set of students. They seemed uninterested in participating in the lesson. When they were questioned about what was taught, few remembered the main points. This infuriated the teacher even  more, and she meted out different forms of punishment and insults at them for "not paying attention." When tears of frustration began to form in some pupils' eyes, I excused myself from the class to avoid a confrontation.

The events I witnessed this afternoon disturbed me greatly. I was more disappointed with myself because I sat and did nothing. I desperately wanted to intervene, but I kept silent because I was unsure about what was the ethical thing to do as a Field Observer. I witnessed how differently the same group of children reacted to a positive and a negative environment. Truly, the teacher creates the atmosphere in the class and sets the environment for learning. As an educator, I will take that lesson with me and use it to make a positive impact on students.

REFLECTIVE JOURNAL - 9: OBSERVATION

In my last Practicum class, we explored various exercises in "Observation." These exercises made me aware of how much I take for granted. They also made me aware of the need to sharpen my observation skills. This skill is essential for teaching because I can only address what has gained my attention. If I am to be an effective teacher, I must be able to know my students and environment thoroughly.

One concept that was reiterated was the need to review what I think I know, and even then, to keep observing continuously. This action is beneficial because the longer I examine something, the more I will learn about it. This lesson is similar to the moral of "Look at Your Fish," on Page 17 of the Course Outline.

REFLECTIVE JOURNAL - 8: INTERVIEW WITH AN EXPERIENCED FIELD OBSERVER

One method of preparing for Field Observation is by guarding against pit falls which may be encountered on the field. This form of preparation can be done by gaining the perspectives of those who have already experienced it.

One year two student at UTT described her Field Observation exercise as "very difficult." Her most difficult task was having to face an undisciplined, rowdy class. This experience became more disheartening as the class teacher often vacated the classroom for prolonged periods. This was counterproductive for the student teachers.

The interviewee also lamented that she wished she had understood what the acceptable dress code was before she embarked on her journey. Even though she wore what she initially thought was appropriate, she found that her colours and style were more eccentric than those of her peers. This caused her to feel uncomfortable and be self conscious.

 Despite these  negative experiences, she recalls a highpoint when her Field Observation had concluded. Her proudest moment was gaining the acclaim of her lecturers who were pleasantly impressed by her group's presentation.

REFLECTIVE JOURNAL - 7: FIELD OBSERVATION GOAL SETTING

An important part of preparing for Field Observation is goal setting. This would help me to remain focused and ensure that I accomplish my objectives.

• As a field observer, I will aim to be professional and objective in conducting my research.

• I will learn about the culture of the organization by dedicating my undivided attention to all that I see, hear and experience.

• I will become a member of a team by showing keen interest in my surroundings and presenting myself in a cordial manner.

• I will observe groups within the culture by interviewing persons of interest and by actively participating in exercises if an opportunity is presented for me to do so.

• I will observe the variety of ways that problems are addressed by analytically determining which theories support or oppose how solutions are generated.

• I will learn all I can about the school's dynamics through research, interviews, observation and participation.

REFLECTIVE JOURNAL - 6: UNDERSTANDING WHOLE SCHOOL DYNAMICS

This semester my Practicum course focuses on Understanding Whole School and Classroom Dynamics. This knowledge is valuable for me because I need to have a working knowledge of the environment in which my career path is based.

A component of this course requires me to partake in Field Observations. Dr. De Peiza, in her address to the students, made an appeal for us to focus on the effect the teachers have on their students. According to Chris Kyriacou, "To elicit and sustain effective learning by pupils, in general, your manner needs to be confident, relaxed, self - assured and purposeful, and should generate an interest in the lesson" (2001). Teachers have a responsibility to create a non - threatening environment for their students in order for them to learn.

At the conclusion of this course, I hope to have a greater appreciation of how theories of teaching and learning are reflected in an actual school and classroom setting.