TEACHING PRACTICE
- CHERYL ANN AWAS
- Oct 27, 2024
- 3 min read
1.1 Procedures of teaching
I proceeded with a structured approach designed to facilitate effective learning. Each lesson began with a motivational activity, such as a question and answer session, recitation, or a warm-up exercise, to engage my students' interest. This was followed by the lesson proper, where the main content was delivered through a combination of direct instruction, interactive reading and speaking, and multimedia presentations. The next phase involved application activities, where students applied what they had learned through group discussions, hands-on projects, or individual tasks. Lastly, the lesson concluded with an evaluation phase, incorporating formative assessments like quizzes and oral recitations, or summative assessments such as real-life questions to assess their understanding and to wrap up the lesson.
1.2 Time Management and Organizing Activities
Effective time management was important to ensure that all lesson components were covered within the allocated time. I planned the lessons to be divided into clearly defined phases, with specific timeframes assigned to each activity:
For example:
Motivation (8 minutes): Engaging students and activating prior knowledge.
Lesson Proper (20 minutes): Delivering the main content and interactive discussions.
Application (8 minutes): Engaging students in practical activities to reinforce learning.
Evaluation (7 minutes): Assessing student understanding and providing feedback.
Activities were organized to balance direct instruction with student-centered learning. Transitions between activities were planned to be smooth and efficient, minimizing downtime and maintaining student engagement.
1.3 Classroom Management
Classroom management strategies were implemented to create a conducive learning environment. I established clear rules and expectations, consistently enforced them, and used positive reinforcement to encourage desired behaviors. Seating arrangements were designed to facilitate interaction and collaboration among students. Additionally, strategies such as group work, peer reviews, and interactive activities helped maintain students' focus and participation. Conflict resolution techniques and active monitoring of the classroom ensured a respectful and productive atmosphere.
1.4 Problem-Solving While Teaching and Staying in the Designated School
While teaching and residing at the designated school, several challenges arose, requiring effective problem-solving skills. Common issues included managing diverse learning needs, addressing behavioral problems, overcoming logistical constraints, and language barriers. Solutions involved:
Adapting Instruction: Tailoring teaching methods and materials to meet the varied needs of students.
Behavior Management: Implementing consistent and fair disciplinary measures, along with positive reinforcement strategies like hand signals and simple words to create a conducive environment.
Resource Management: Efficiently utilizing available resources and seeking additional support when necessary.
Communication: Maintaining open lines of communication with students, colleagues, and school administration to address and resolve issues promptly.
Strategy: I developed strategies to handle the language barrier, making the environment beneficial for both myself and the students.
1.5 Others: Reflection
Other aspects of teaching practice that contributed to its effectiveness included continuous professional development and self-reflection. Engaging in professional development opportunities helped me stay updated with the latest teaching strategies and educational technologies. Regular self-reflection on teaching practices enabled me to identify areas for improvement and adjust my methods accordingly. Building strong relationships with students also played a crucial role, fostering a supportive and trusting classroom environment. With these kinds of experiences, I have learned that patience, strength of mind, wisdom, knowledge, and a positive attitude are essential when teaching. Teaching is not merely about following a book; it requires engaging both the mind and soul. It is not just about imparting knowledge for the sake of it, but about ensuring that students enjoy the learning process while genuinely absorbing the lessons. The goal is for students to carry this knowledge with them into the future, remembering it as they grow older.
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