4TH
FEBRUARY, 2015
Today
I went on my Field Orientation and Observation. I had a partner assigned to me
as this semester we are doing peer teaching. Both of us had a connection with
the school because my daughter is a student there and my partner taught there
previously. We took a while to meet with the Principal because she was dealing
with a serious school matter which took a significant amount of time. When we
finally met her, she was very pleasant and accommodating.
We
were placed in a Second Year class. The class’ teacher had only been there for
about two weeks. The principal placed us there because she was hoping that we
could teach the teacher something worthwhile (because we had prior teaching
experience). At first I was a bit disappointed because I was hoping it would be
the other way around, where we can be placed with an experienced teacher, and
so glean strategies to enhance our own teaching practice.
The
co-operating teacher was very glad to
have us, and she echoed what the principal had said. She claimed that she was
inexperienced and she hoped we could give her some tips for teaching. For most
of the day, I was under the impression that this teacher had no formal teaching
training, however, I later learned that she was in fact a graduate!!!! When I learnt this about the teacher it had
me confused because I could not understand her actions seeing that she would
have been exposed to training and field experiences. The things I witnessed
that day left me with a heavy heart, but I purposed in my heart that I would not become too
despondent.
Firstly, my
observations taught me that I should pay very close attention to my learners at all times. I have seen firsthand
how easily they are distracted. I have also observed how ineffective a teacher
can be by only focusing on students who are participating in class discussions.
The art of questioning
should be developed and practiced by every teacher. This realization was
reinforced by what I observed. This is
one way in which teachers can learn from the students in order to provide
experiences with which they can and will be motivated to learn. It is necessary for students to feel as though
they have some form of autonomy and ownership in the classroom. This will boost
their confidence and in turn their motivation to participate. The students
observed were not given an opportunity to express their views as the teacher
operated as a “sage on the stage.”
In order to be
effective, I must always be prepared for
each lesson. For the benefit of my students, and myself, I must plan to incorporate all the parts of a
lesson plan in each lesson taught. I
must have a strategy regarding how I would deliver my lessons. I should
not take the planning process for granted as each part has a specific function,
such as engaging the students in a set induction to gain their attention and
peak their interests. The teacher appeared to have no proper plan or agenda for
the day.
As I embark on my field-teaching
journey, I endeavour to forget the popular negative beliefs of others of my
assigned class; I believe that each child can learn regardless of
circumstance. Believing in negatives will create unnecessary barriers as well
as undue stress on both my students and me.
I will adopt a positive mindset.
This class lacked
structure and directionality. Children need boundaries within which to operate.
I hope to conduct lessons in such a manner that the students
know what is expected of them at all times. Regular re-enforcements of rules
and procedures are needed, as well as rewards for good conduct and
disseminating fair discipline when students deviate from expected behaviour.
Finally, I would
communicate with the students my high expectations of them. I would give them a
lot of verbal encouragement and try to eliminate an atmosphere of learner
anxiety within the classroom.
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