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Dialectical Journal for ED 335 Teaching Practicum Date Feb.

12, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. One student is misbehaving and 1. Misbehaving students, or students that
over reacting in class. My needs to be corrected should not be
cooperating teacher talked to him corrected as much as possible in front
outside the classroom when the of other students to save the student
other students were away. She from shame and teasing. This was
corrected him and he was crying, mentioned to us by most teachers that
but was better after the talk. we observed during Freshman
observations. I think what the teacher
2. Students are extra noisy today and did was correct, but there are times
hyper. While doing their worksheets when she is in the middle of the lesson
with their partner, others jump and and the student does the same thing.
run around. Teacher corrected She can’t just stop the lesson and bring
them and removed one letter from him outside or ignore the student’s
“NOISE” actions. So sometimes she calls the
student’s name and this usually gives a
3. While I was teaching, students were signal to the student that he should
asking too many questions. I limited stop what he is doing.
the number of questions that can
be asked to 4 questions. 2. My cooperating teacher placed the
letters N O I S E on the board and
would remove one letter out if
students are noisy. When the only
letters left are N and O, they won’t
have break time. This is a good way to
warn students that they might have a
punishment if they continue to be
noisy. This was a similar strategy that
we talked about in Instructional
Alignment I class.

3. Going back to our Instructional


Alignment Class I, to be able to
manage time, questions should be
managed and limited. Informing
students that you would be answering
only 4 questions is a way to inform
them that you will not answer all
questions so that you don’t have to
suddenly cut questions while students
are raising hands.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 13, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. Teacher asked students how confident 1. By asking students to close their eyes,
they are with their knowledge on their this can keep other students from
Math lesson. She did this by asking teasing others that are not confident
everyone to close their eyes and raise a with their knowledge on Math. And
number from 1-5 (5 being the highest). students who are not confident enough
can be saved from being teased.
2. I made a mistake on my slides and I did
not notice it. My teacher quietly 2. My cooperating teacher did not correct
corrected me when the students were me in front of the class or interrupted
working on their worksheets. my lecture, which is good for me. This
kept me from being embarrassed in
front of my students. Because of her
correction, I was able to correct my
mistake on the slides and had a chance
to clarify to the students. In
Instructional Alignment I class, we
were told to correct our mistakes to
the students. This is necessary because
we would not want our students to go
home with a wrong information even
though it is as minor as a PowerPoint
slide.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 14, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. While doing Math, the teacher said 1. She explained in front of the class why
“let’s try another one” and one she corrected him. She said that if they
student said, “No.” teacher corrected say “No” to what a teacher asked them
the student in front of the class. to do, they are showing disrespect and
disobedience to the teacher. I have
read articles and heard from other
2. The daily video that I show to the class teachers too that it is better to correct
before I start my lesson did not work. students individually to keep the
Instead of making them wait and students from shame and to correct
looking for it, I skipped it and moved the student properly. However, I think
on with my lesson. what the teacher did is proper for the
situation because it is true that by
saying “No’, he is showing defiance
against the teacher and is also setting
a negative example to the students
since he said it in front of the class.
The teacher corrected him in a strict,
yet gentle way. I can see that handling
students that misbehave or show
defiance and correcting them
efficiently and graciously, might
become my struggle in my own
classroom in the future.

2. I moved on with my lesson instead of


trying to find the video even though
the students loved the videos because I
learned from our micro teachings in
P.E. class that teachers must make use
of every class time. As much as
possible, teachers must not make
students wait while the time for the
lesson is running and there should not
be any dull moment. My teacher also
had some minor technical issues and
while trying to fix the issues, she
instructs students to do something else
that is connected to what they are
talking about. I wanted to do the same
thing since they really wanted to watch
the video, but I did not have anything
in mind at the time to keep them
occupied while I fix the technical issue.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 15, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. Today the students had their midterm 1. I have read articles where they suggest
for some subjects. While they were students to listen to calming music
taking the quiz, the teacher played while studying, but this is my first time
some soft music. to see a class play music while taking a
test.
Is this helpful in the class? I think in a
way it is helpful because the teacher
plays the same music while they are
doing individual work and they are
usually very quiet during this time. I
observed that with the soft and
calming music, they are much more
quiet than without music, because
when the music is not played, even
though they are told to be quiet, they
still talk to each other.
Is this helpful while taking a test?
Personally, I have to listen to music
when I am studying. But when I do
homework that requires me to think
well, I prefer to stay in a very quiet
place. Which means, when I take a test
or exam, I want it to be as quiet as
possible. This is my personal
preference and I have other classmates
that listen to more loud music when
they need to concentrate more which
is opposite to my preference. In a class
with 24 students, each student is
different and I am not sure if playing
music while taking a test is helpful to
all students or only to some and is
annoying to some students. However, I
believe that my cooperating teacher
knows her class and students very well
and thinks that this is helpful for them
after a long time of being with them.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 19, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. For science, the students had to make a 1. Once again, this is my first time to see
project and after completing their primary students check each other’s
project, they have to look for a partner work. Although there is a rubric given
to check their project with a rubric by the teacher, I admit that I doubt
handed out by the teacher. After being how they will check their fellow
checked by their partner, they go back students’ work primarily because I
and change or correct necessary changes think they are not old enough to check
or correction before passing it to the or see whether their classmate’s
teacher. project is good or not. While I was
going around the room, I heard a
2. During my teaching, I prepared more couple of students tell their classmate
extra worksheets for students who “If you don’t do this… I will give you a
finished the worksheets designated for 2!” Now, this could be the downside of
the lesson first. It was successful during allowing young students to check their
the first few minutes, but most students peers work, but this is also a way for
started finishing and asking for extra them to practice and checking other’s
worksheets, until only around 3 students work helps them realize their own
were left working on the original mistakes in their own work as well.
worksheet. I had a quick mental block However, I later on realized that this
and did not know what to do for a second also helps them improve their work
(partly because I was nervous because I because as they check others’ work,
was being observed by a professor). After they realize some things that they
a minute, the stopwatch started ringing missed out on their own work and
and the designated time for their correct it before passing it to the
worksheet ended. I gave an instruction teacher. I am also impressed that at
that they should pass their worksheets this age, they were already given a
finished or unfinished. proper rubric for their project (similar
to our rubric in ITC, but with simpler
words). I learned that even at a young
age, students should know the
expectations for the work that they are
asked to do. Having a proper rubric for
projects at primary level was not
mentioned or introduced to us because
we thought that rubrics are only for
middle or high school students.
2. I am still adjusting and figuring out
how to manage my time wisely during a
lesson, and today, students are extra
active and most finished the
designated worksheets earlier than
expected. What went right is the
stopwatch. Even though a few were not
yet finished, I have a reason to stop
them from doing their work because
their designated time is over. Although
I could have done it in a more
organized and clear way. I learned that
I should give options 1, 2, 3 when they
are done with the work they are told to
do. Example,
a. Do worksheet 2 if you are done
with worksheet 1
b. Free read or write when you are
done with worksheet 2
c. sit quietly on your desk when you
are done free reading and writing.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 20, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. Today I had them play a game as a way 1. What went well is that the students
of reviewing the lesson we learned today. became engaged with the lesson
They enjoyed the game, that we played because of the game. This allowed
longer than expected. them to learn the lesson faster. What
went wrong is that I did not become
2. To end the students’ Bible subject, the strict with my time. Even though the
teacher prayed for the students and students were asking for one more
prayed a sinner’s prayer for the students round, I should have ended the game
without forcing students that they accept earlier so that I did not have to exceed
Jesus now. with my designated time. I believe that
games such as this are helpful to get
the students engaged and active in the
lesson, however I should be more strict
with the my time and inform students
in advance that if we still have time,
we will have a few more rounds, but
we will end as soon as the time is up.

2. I think this is a good wrap up for the


lesson they had and the fact that the
teacher did not force the sinner’s
prayer in a way that she did not ask
them to raise their hands. Instead, she
said “…for those who has not yet
accepted Jesus…” after the prayer, she
told the students to come to her for
questions. Two students did come to
her and asked questions after the
lesson. This is an example that we
don’t have to insert “Jesus” in every
lesson and in every subject, but
mention it when it is aligned to the
lesson or topic. The question “what is a
Christian school/class? What makes a
school/class Christian?” is often asked
in Alignment I. I believe that this class
in particular is an example of a
Christian class in a Christian school.
The Bible is not forced, but the
teachers act in a Christian manner and
connects the topics and lesson to the
Bible in a way that students will see
the connection. It is not “forced”, but
it is visible.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 21, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. All grade 4 students had a spelling bee 1. Before we head off for the spelling
today (two sections of grade 4). Both bee, the teacher already gave them
teachers of Grade 4.1 and 4.2 were the instructions on how they should
judges for the spelling bee, and so I was behave, but before the spelling bee
assigned by my cooperating teacher to started, I repeated the instructions
monitor the students and make sure they given to them by the teacher and
are very quiet and behaved while she informed them that I will be constantly
judges. I knew it will be difficult to keep looking at them or tap them if they are
them quiet for an hour straight, plus becoming noisy. What went well is that
some parents were there so I was a bit I gave them an information that I will
nervous because they might not properly be watching them, and this made them
behave. aware and when other students are
2. Compared to the last six days that I was starting to get noisy, other students
teaching, today the students were extra would tap them and point at me. As a
noisy and hyper. This was the first time result, the students were 90% quiet the
that they were extra noisy and whole time. What would I do
inattentive. As a result, I took 3 letter of differently? I could maybe appoint a
the ‘N O I S E’ board and they lost their student to help make sure that others
break time. It was my first time doing are quiet.
this. 2. What went wrong is that for a few
3. Today, my cooperating teacher seconds, I had a mini mental block and
spontaneously asked me if I could replace did not know what to do and how to
her on her duty during lunch break get their attention back. We did not
(watching over all grade 3 and 4 students have any classroom management class
during lunch time). I did not hesitate to yet so I am still struggling on how to
accept it because I knew this was going to keep the class managed. What went
be a new experience for me (watching right is that my cooperating teacher
over all grade 3 and 4 students). It was already warned me before-hand that
indeed a new experience because I was this might happen and gave me tips
shocked at how noisy and messy these from the feedback on what to do when
kids could be. they are becoming too noisy and
inattentive. Taking off letters from the
‘N O I S E’ board was one of her
advices as this is a warning tool for
them in the class.
3. The noisy and messy sight when a lot of
students are together is not supposed
to be something new, but the students
were not just noisy but a lot of them
were calling me and telling me that
some students did this, some students
did that, there was like this, and there
was like that. I did not really become
strict on them because it is my firs
time doing it, but I could have done is
tell them to eat with less noise until
they are done since they can have a
break and play after they eat.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 22, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. For the first time I went overtime for my 1. What went wrong is I completely lost
lesson. track of my time because the lesson I
taught today was a bit confusing to the
students. I knew from the start that
they will have a hard time
understanding rhythm in poetry and so
I added extra activities to help them
understand it. My cooperating teacher
said the activities were good, it’s just
that there was not much time. Next
time, I could divide a difficult lesson
into two sessions and not just one
session so that students would have
enough time to understand the lesson.
This way, I do not have to rush and
they would not become confused.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 23, 2018

Observations/ Account Reflections & Critical Response


(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. Today the class started with singing 1. After singing songs and discussing
songs for devotion. This is my first time together as a class their topic or theme
to see a class sing songs of worship for the week, they were given time to
before beginning the class. spend time with God by writing on the
2. I ended my last lesson with a biblical journal, drawing, or praying. And I saw
perspective how concentrated they are in their
reflection and prayer. In our classes,
we are told to insert a Biblical
perspective all the time. Most of the
times we had a hard time trying to fit
in a biblical perspective for every
lesson. My teacher said I do not have to
mention a biblical perspective in every
lesson, but I can show it in the
classroom. I saw how my teacher
integrates biblical perspective not by
mentioning it in class but through
action.
2. In connection to my cooperating
teacher and I’s conversation about
biblical perspective, I found the
opportunity to wrap up my 2 weeks
teaching in a biblical perspective
because it fits the conclusion.