Progress that provides constant interaction between students and

Progress in the development of oneself depends upon how
honestly a person judges oneself, and what corrections a person makes to align
their character with an ideal version of a self (Oldster, 2015).  Overall I think my lesson was effective due to
my well prepared lesson plan, knowledge and my responsibility for learning as a
teacher.

I
admit that, at first, I found it difficult to get students’ attention for me to
teach them properly. 

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Though I know that I am knowledgeable enough about the topic at hand, teaching
students is an entirely different matter. That is why projecting a pleasing
personality and attitude in class is important.

 

My
mentor’s observation was invaluable in enabling me to effectively analyze the
lesson. She highlighted that the good relationship between the students and me,
command over the topic taught and variety of the learning activities in my
lesson plan were the key strengths of the lesson. However, I should use a wider variety
of formative assessment techniques to monitor learning as it is taking place.

 

In
my opinion, I easily managed to achieve the lesson objectives. Direct
instruction was used throughout the lesson: this strategy was effective in
providing information and developing step-by-step skills for the topic. My
instructions were clear as students knew exactly what they were supposed to be
doing. Direct Instruction refers to a carefully developed, highly scripted
method for teaching that provides constant interaction between students and the
teacher (see image 4) (McInerney, 2002).

 

Having
the materials prepared made the lesson run smoothly as students were ready
to start. Visual aid was used to cater for spatial learners (see image 2) (Silverman,
2002) and to assist lower ability
students in identifying what speech writing looked like. Note taking from what
volunteer student was writing on the whiteboard during the brainstorming
session was effective as well. The brainstorming idea proved to be an effective
strategy as they were all raising their hands to answer the questions that were
asked. I felt that the learning outcomes were being addressed here. The
students did a great job in discussing their opinions and idea: their speech
writing responses in their notebooks further helped me to analyze the
effectiveness of the lesson. As it was a new topic for them, I managed to
encourage my pupils, and they ended up writing much more than I had expected
them to.

 

As regards to weaknesses, my mentor pointed out that working in
pairs did not work for some students, as they were not focused on the task in
hand. I feel that this weakness could have easily been avoided if group work is
carried out in a more structured way, with clear guidelines about expectations
and time. In the future, I will give limited time for group work to avoid
distractions for the students (Dodd
and Sundheim, 2005). In the future, I will keep a
better eye on the clock and end the main lesson activity and immediately move
to a review of whatever is learned in the lesson when one tenth of the lesson
time is left, irrespective of whether it matches the plan.

 

As a whole, I am
glad that I made improvement to give effective modelling and provide more
student-centred activities. Designing a good flow of activities is another key
to making a successful lesson. I think that is something I need to improve on,
as well as elicitation techniques. I need to improve my time management to ensure
I do not run out of time as students lost the chances to present what they
learned in class through fun activities
before they walked out the classroom. This could be managed by dividing the
lesson in two slots.