EDPT 2220 – Learning & Teaching

Micro-Teaching Reflection Task

Micro-Teaching Reflection Task

 

Subject: I.F.F. (Present/Practice)

Number of students: 7

Date: 29/11/2004

 

This mini-teaching was designed by the whole group’s members.

How is the group working out?

We have all been impressed with the way you seem to be sharing and collating your ideas. Is this a false impression?

My group members are doing their best not only to achieve the teachers’ aspects, but also to show the other students how a team work should be carried out. We all think it is our duty to clarify for our colleagues that having a strong member in their groups doesn’t mean we should depend on him to finish all tasks required from the group.

Exactly J

This group made it easy for me because the work is divided among the group members equally. By dividing the work among us I don’t have too much to do, which is the opposite of my last group when one member of the group complained to Ruth that I didn’t help him on his PowerPoint slides. She explained to him that I’m not required to do his duties although I can help him, by guiding or giving some advises the way it should be done.

Interesting. How did they react when Ruth said that?

Glad the group is working for you J

When my colleague complained to Ruth she briefly explained what teamwork meant to all of us. After the lesson and during the breakfast break he came to me and opened the subject again. I re-explained to him how much time I spend doing my own material. He complained that Ruth misunderstood him. That gave me the opportunity to tell him that he never worked with us while doing the lesson plan and usually he does his PowerPoint slides or exercises when it is the time for the group to plan the lesson so Ruth would not misunderstand him, but she knew what was going on. He realized his problem and he promised to correct it. I really hope that he corrects himself by thinking about the groups’ duties because it will be for his good.

Here’s hoping J Great description J

Our overall aims for this presentation were; students would know what “IFF” stands for and what the procedures of challenge and reply are.

Good J

 

The way we sat

My colleagues and I decided to reorganize the classroom by placing the students into the middle of the classroom at the beginning of our lesson to create an interesting atmosphere. We thought it is an important thing to do because of the Navy School style of teaching which hardly ever focuses on classroom management. Usually students don’t change their places for the whole course which sometimes lasts more than 6 months.

What effect does this have on learning?

Be seated in one place will affect the input of the students. A student who doesn’t change his place for a long period of time will be bored. He will never have the opportunity of changing his ideas or knowledge with other colleagues particularly when they work in pairs because most of the time he will be working with the same person who is seated close to him since the course started. Also changing students’ places is good to change the classroom atmosphere. So they will feel like starting a new lesson with new people around them.

Exactly. How did you feel about this morning’s lesson especially as you moved less than most of the students?

I agree that I didn’t move that much, but I worked with 4 different colleagues. This was really enjoyable. Well, today morning while working with my colleagues I realized that only one of them did the task as it should be. The others did the task completely different than you asked us to do. The worse thing was that one of them didn’t do the task at all. He came to copy my answers only.  I tried to explain for him the importance of doing the task, but he didn’t pay attention to what I was saying. I was wondering if I should draw your attention for that or not? I decided to inform you for my colleagues’ benefits.

Was it because of the difficulty of the task or instructions?

NO, it was not because of the two above. The task was a little challenging, but they were able to do it with me. The instructions were clearly stated. You made sure that everybody was paying attention before you re-clarified the task by drawing Saleh’s, Salem’s and my attention to your re-clarification. In my opinion, this was because it was Thursday.

But then I should have taken this into account and planned a more guided session maybe. Thanks for letting me know as it will need some reflection on my part about instructions, guided tasks and group make-up.

Let me know how you think this morning goes as I plan to use three different discussion formats and guidance. It’ll be interesting to get your feedback J Thanks.

We also joined the students in their discussion ring. We placed ourselves among them as if we were learners like them. This was done on purpose. The reason behind this was to make the discussion students’ centred because if we sat on one side of the discussion ring the students would address us in their questions and comments. This lead the elicitation stage to work perfectly and the reason behind that was the way we sat. If we were in front of the class the interaction would be completely different than what it was in our lesson. The interaction would be from the teacher to the students and then from a student to the teacher. It was recognizable that when we threw questions the answers were directed to everybody and followed by other questions from the students and it was mostly answered by them as well. Our role in this stage was (Guidance) to guide the discussion to the correct direction with the lowest interference from us as teachers.

Excellent. A case in point to show how important classroom management is J Did you find it easier or more difficult with only 4 students at the Navy base?

Well, we thought it wasn’t going to work with only 4 students in the classroom so we asked one of the instructors to join our discussion as well as some of our colleagues.

And that was successful?

Yes, it was because our colleagues were helpful as well as the instructor. They all interacted effectively along with students. 

Good news J

Pinpoint a student to answer a question

There were sometimes when I directed my questions to some of the students or asked them their opinions about their colleagues’ answers. This was to draw them to the discussion. It was obvious when I asked Saeed, “Why do we need IIF in the navy?” I didn’t expect him to give a perfect answer. The only thing I needed him to do was to talk even to say, “I don’t know!” My expectation was correct he didn’t know what the answer was, but he tried to guess it. My goal was achieved in this action because he started to communicate with the students especially when Hammed corrected him.

Good awareness of students. Were there others who contributed more or less than you previously expected?

There was some of the students who contributed and they expressed themselves deeply with the help of our ‘why & how’ questions. I can remember Mosabah & Hammed when they started answering the questions asked by Aziz which was, “what I will do if the target is a friendly unit and the IFF doesn’t work in his unit?” There was a hot discussion among them because each one had his own idea and he believed in it. At the end Hammed persuaded Mosabah with his idea.

Good one J And was Hamad right?

Yes, He was

Good J

My presentation stage

After 15 minutes of discussion we needed to break down the discussion. So I started my PowerPoint presentation. It was presented to polish the discussion’s topics with a different technique.

What was this “different technique”? And, different to what?

I meant here the presentation stage which was different than the discussion stage.

OK J

I clarified and described the challenge and the acceptance of the reply.

 

 

Check students understanding

While presenting Salem added extra information for the students when he said, “We are using EM waves.” I wasn’t sure about the students’ understanding of this term. This made me stop to check their understanding of the term by asking them if they knew the meaning of it.

How did it work for you with Salem and Saif taking roles within your presentation? Were their roles clear to all of you while you were the ‘presenter’? Did the roles change when you taught the lesson at the Navy? How has this prepared you for future team teaching and the consideration of teacher roles?

It was a pity that the same thing happened at the Navy Base. Salem overtook my role while presenting my presentation and saif’s as well. Steven noticed that in the Navy lesson and spotted it to us in our lesson’s feedback. This time it was only Salem who interacted during my roles and saifs’. Steven asked him why he kept doing it. Salem answer was that in Saif’s explanation there were some uncovered points which he thought it will be better to cover. We (as group members) should state a rule that won’t allow any one to overtake his colleagues’ role. The rule should be clear that no one has the right to interrupt his colleagues’ stage whatever the reason is. Even if there was an uncovered point in our colleague’s explanation we don’t have the right to interfere with his role. We should wait because maybe he will cover it later in his stage or it will be asked by the students. We can clarify it later in our personal stage (only if it is really important to be clarified). This rule will make the lesson run smoothly and the roles will be divided fairly among us.

Agreed. And what was especially interesting for me was that not only did Steve make the same point but that Salem realised it J

 

 

Saif’s presentation

This was after my bit. In this stage Saif was in his teacher role. It was a pity that Salem and I interacted during his role. We should be supporters and clarifiers among the students not to takeover his role.

So, how did you change this at the Navy? Did it work better? Why?

I thought of what you said at the end of our mini-teaching. I was right to give Saif his time. I kept thinking twice before interacting or interrupting his role. I placed myself in his shoes and thought if some one interrupted my role how I would feel?   I really realized how bad to takeover someone’s role, so I stopped doing it.

It’s easier said than done though, isn’t it? J

Sure it is easier saying it, but when I say something I’m sure that I will do it. “Insha’ Alaah”

Ha ha J

Practice stage

In this stage we divided the students in to three pairs. Each teacher joined one pair.

How did you do this stage with just 4 students at the Navy base?

This stage was done by the help of our colleagues who participated in the lesson as students.

A good bit of flexibility. J

 

They had to practice what they had learned in the previous stages. Then, they had to present their answers using the PowerPoint slides in front of the class. The best thing in this stage was that we (teachers) were in role of students. We joined their pairs. We thought with them about the answers and at the end we listened and watched their answers while they presented them.

Excellent shift of teacher roles here. What do you think is the most important feature of a lesson where the teacher takes the role of student? How is it beneficial to the students?

This role simply breaks the walls between the students and their teacher. They will act with him as a colleague and will build the rapport among them and him. Students who never thought about their teacher as a friend they will have this opportunity to know their teacher’s personality and to take the gaps out of their way toward their teacher’s friendship. On the other hand, seeing it from learners’ point of view they will have an expert colleague who will join them while they are doing their task or practice.

A nice description J

 

-       Activities help the learners achieve the lesson’s objectives

-       How the activities will link together to form a full lesson

-       How long each activity will last

One of the teachers’ duties is to provide his learners with a variety of activities which will help them to learn in a better and easier way. These activities must go well with the students’ level and knowledge as well as to focus on what they have to learn in the lesson. Teachers have to select interesting activities to make their students learning while enjoying doing them. Teachers should make sure that the activities are carried out in a correct way to achieve the lesson objectives. These activities must be connected together to form a complete lesson. This can only happen if the teacher has thought deeply enough about these activities’ objectives. Also he should bear in mind what the learners are learning by doing these activities and if it can be done in a better way. We teachers should think about our learners. We have to search for the best tasks to do in their time and think twice before presenting our tasks to our students. One more thing that can be done to link several activities to form a lesson, is to think how to start, wind down and stop the activity. Teachers should know how long each activity needs to be carried out based on their students’ level in the subject.

Lovely paragraph and nothing that can be argued J

It indicates the importance of preparation. What would you say to those teachers who don’t prepare as thoroughly as you do?

They should be prepared as thoroughly as possible remembering there is no limit to their opportunity. They must believe in themselves capability which is endless. They have to do a better preparation every lesson than it was before. It is their duty as a teacher to provide their students with the best lesson they can. They have to know one important aspect which is, as much as they prepare for their lesson, as more enjoyable as it will be. I spend hours preparing my materials for a 10-minute lesson and I spend days waiting to present it in front of my students. I really enjoy my lessons because I prepare myself thoroughly.

And the effort is always worthwhile, isn’t it? J

Sure

Teacher roles

This leads me to teacher roles and how much it can be expanded. Before joining this course, I thought teachers’ roles are lecturers, directors, class leaders, examiners, evaluators and information deliverers. I never thought of a teacher’s role as the followings:

·      Instructions designer

·      Tutor

·      Knowledge and discover guider

·      Trainer

·      Silent partner

·      Group work coordinator

·      Advisor

·      Monitoring specialist

·      What important to learn decider

·      Lessons and activities organizer

·      Students’ esteem protector and improver

·      Environment for explore experiences provider

·      Tasks accomplish helper and clarifier

·      Elicitor

·      Simplifier

·      Supporter

·      Collaborator

·      Facilitator

·      Confusing subjects clarifier

Great list J

In each stage of a lesson teachers should role one or more of the personalities above. Teachers have to think which role is best to use to deliver their lessons in a perfect way. Teachers should be flexible in shifting among these roles and never get stuck in one role for a long period.

Agreed, although I often say that each stage of a lesson should have a dominant role that I will take on. We need to be careful not to shift so often that the students are confused as to what my role is. So, the teacher’s role is dependant upon the activity and upon the role I wish the students to have at any given stage. What do you think?

Teacher’s role must be clear and obvious to the students. Students mustn’t be confused by their teacher’s role. Usually the activities will guide the teacher in which role he is going to be also the students will understand from the stage activity which role their teacher is rolling. Teacher role is also an important aspect to bear in mind when the teacher needs his students to role in a specific role. The students will understand this role and will start helping each other. Moving among teacher’s roles must be done carefully and with good reasons. Teachers must minimize the number of roles in each lesson to the number which is really needed for the lesson.

Excellent J Reads like a guide to teacher roles J

 

Self assessment

15/15

In my idea, I deserve this grade because of the effort I put creating the material.

Fair enough, although I still think you should deduct one for the role confusion during Saif’s presentation.

I think deducting one is fair, especially because I learned from this, so I believe we sometimes have to pay a price for our mistakes. I also think that you are a bit too expensive because you deducted 2 from my mini-teaching. Why? Is it fair?

Am I being too harsh and perfectionist so early in the Diploma course?

Well, the amount of work we are doing is A LOT!!!!!

“BUT” I’m sure this will lead us to be better teachers in the future. Being in this course is not as easy as we thought at the beginning. On the other hand, it is much more benefit than what we thought. When I see how hard you are on us I understand how much you are expecting from us as future teachers. So keep pushing us to the best and never stop providing us with the best of what you have got.

Thank you

And thank you Khalid J

Of course, this means I can say I pushing hard because Khalid said so J ha ha

In straight words YES J

 

Khaled A. Majid

 

Great entry again. Thanks Khaled J