by Travelin EdMan
Sunday, November 20
Guidelines for Online Teaching Success
By Mary Bart
1. Technology Access
The instructor is responsible for meeting the same technology requirements as required for students.
The instructor is expected to:
• Secure access to a high-speed bandwidth connection for class activities.
• Test all course-related technology prior to the start of the course.
2. Course Management and Instruction
The instructor is responsible for managing and teaching the class from start to finish.
The instructor is expected to:
• Follow the established and published course schedule.
• Conduct (that is, “teach”) the course within the scheduled time frame.
• Make and communicate schedule adjustments as necessary.
• Provide each student equal opportunity to succeed.
3. Preparation
The instructor is responsible for assuring that they possess the required skills and competencies for teaching online.
The instructor is expected to:
• Be operationally proficient in the course technology.
• Be prepared with the skills to teach online.
• Be able to complete the required administrative tasks necessary to complete the course.
4. Course Familiarity
The instructor is responsible for being adequately familiar with the online course.
The instructor is expected to:
• Be familiar with the syllabus including course milestones, due dates and critical course activities.
• Make changes to the syllabus as necessary and communicate the changes to the students.
• Review and be familiar with the course content.
• Identify and report inaccurate course content, confusing information and/or instructions, broken links, and other course design issues.
• Review the course teaching guide to gain an understanding of the intent/context of the course such as the author’s teaching philosophy, content, learning activities, and assessments.
5. Availability
The instructor is required to be available to the online learner for the duration of the course.
The instructor is expected to:
• Regularly access the online course.
• Notify students and appropriate administrative units if unable to log in to the course.
6. Communication
The online instructor is responsible for managing course–related communications.
The instructor is expected to:
• Clearly communicate student expectations.
• Communicate instructor class schedule and access.
• Actively participate in course-related discussions and activities where appropriate.
7. Feedback
The online instructor is responsible communicating with and providing feedback to students.
The instructor is expected to:
• Provide prompt feedback.
• Inform the learner of when they can expect a response if the instructor cannot provide a detailed response within 12 hours.
• Provide clear and concise feedback to explain the degree to which the student is achieving the course/lesson outcomes.
• Communicate to students when they can expect to receive graded feedback on assignments and exams.
8. Documentation & Record Keeping
The online instructor is responsible for maintaining records of course transactions and communications.
The instructor is expected to:
• Keep a record of communications with students including when other modes of communications are used.
• Record and communicate student progress information such as assignment and quiz grades.
• Post the final course grade promptly.
SOURCE: Faculty Focus
=============
Also visit: www.agentsentral.com
1. Technology Access
The instructor is responsible for meeting the same technology requirements as required for students.
The instructor is expected to:
• Secure access to a high-speed bandwidth connection for class activities.
• Test all course-related technology prior to the start of the course.
2. Course Management and Instruction
The instructor is responsible for managing and teaching the class from start to finish.
The instructor is expected to:
• Follow the established and published course schedule.
• Conduct (that is, “teach”) the course within the scheduled time frame.
• Make and communicate schedule adjustments as necessary.
• Provide each student equal opportunity to succeed.
3. Preparation
The instructor is responsible for assuring that they possess the required skills and competencies for teaching online.
The instructor is expected to:
• Be operationally proficient in the course technology.
• Be prepared with the skills to teach online.
• Be able to complete the required administrative tasks necessary to complete the course.
4. Course Familiarity
The instructor is responsible for being adequately familiar with the online course.
The instructor is expected to:
• Be familiar with the syllabus including course milestones, due dates and critical course activities.
• Make changes to the syllabus as necessary and communicate the changes to the students.
• Review and be familiar with the course content.
• Identify and report inaccurate course content, confusing information and/or instructions, broken links, and other course design issues.
• Review the course teaching guide to gain an understanding of the intent/context of the course such as the author’s teaching philosophy, content, learning activities, and assessments.
5. Availability
The instructor is required to be available to the online learner for the duration of the course.
The instructor is expected to:
• Regularly access the online course.
• Notify students and appropriate administrative units if unable to log in to the course.
6. Communication
The online instructor is responsible for managing course–related communications.
The instructor is expected to:
• Clearly communicate student expectations.
• Communicate instructor class schedule and access.
• Actively participate in course-related discussions and activities where appropriate.
7. Feedback
The online instructor is responsible communicating with and providing feedback to students.
The instructor is expected to:
• Provide prompt feedback.
• Inform the learner of when they can expect a response if the instructor cannot provide a detailed response within 12 hours.
• Provide clear and concise feedback to explain the degree to which the student is achieving the course/lesson outcomes.
• Communicate to students when they can expect to receive graded feedback on assignments and exams.
8. Documentation & Record Keeping
The online instructor is responsible for maintaining records of course transactions and communications.
The instructor is expected to:
• Keep a record of communications with students including when other modes of communications are used.
• Record and communicate student progress information such as assignment and quiz grades.
• Post the final course grade promptly.
SOURCE: Faculty Focus
=============
Also visit: www.agentsentral.com
Friday, September 16
Blended Learning
by TravelinEdMan
Video 1: Blended Learning (General)
Video 2: Implementing Blended Learning
Video 3: The Future of Blended Learning
Video 1: Blended Learning (General)
Video 2: Implementing Blended Learning
Video 3: The Future of Blended Learning
Friday, August 26
46 Hours
It's done.
I finished the week with my certification on 38 hours of class observation and teaching practice at the Southville International School & Colleges at the Department of Psychology and 8 hours at SEED Academy.
To all the students and my teacher-supervisors at SISC and SEED, Maraming Salamat po!
I finished the week with my certification on 38 hours of class observation and teaching practice at the Southville International School & Colleges at the Department of Psychology and 8 hours at SEED Academy.
To all the students and my teacher-supervisors at SISC and SEED, Maraming Salamat po!
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| My SISC Certification |
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| My SEED Certification |
Thursday, August 18
My Lesson on "The 5 Laws of Attraction"
Sharing my slides on my lesson on "The 5 Laws of Attraction" which I presented in class:
Wednesday, August 17
Student Assignment on "Intelligence" -- Assess Yourself
"What are you good at?"
This was question to my students during my lecture on "Multiple Intelligence." The class fell silent for a moment and I assumed they realized it was a serious question.
It was clear to me at that instance they were in a quandary as to what really were their strengths. Being college students, it is an important question to answer as they were getting ready to face the real world of working for a living.
I went around the class and asked each of five students to describe to the class what they perceive as their strengths, in relation to the topic on Multiple Intelligences.
As a take home assignment, I gave the link: http://bit.ly/assessmyself for them to answer and discuss to the class the results the next meeting.
Here's a print-screen of the online test:
This was question to my students during my lecture on "Multiple Intelligence." The class fell silent for a moment and I assumed they realized it was a serious question.
It was clear to me at that instance they were in a quandary as to what really were their strengths. Being college students, it is an important question to answer as they were getting ready to face the real world of working for a living.
I went around the class and asked each of five students to describe to the class what they perceive as their strengths, in relation to the topic on Multiple Intelligences.
As a take home assignment, I gave the link: http://bit.ly/assessmyself for them to answer and discuss to the class the results the next meeting.
Here's a print-screen of the online test:
Sunday, August 14
WIP, Presentation, TOS and Exam on the Topic of "Intelligence"
Here is my Weekly Instructional Plan (WIP) for the topic on "Intelligence" as presented at SISC's department of Psychology chairperson, Dr. Ludy Balatbat:
Here are my presentation slides for General Psychology on the topic of "Intelligence" as presented at SISC for my practice teaching:
Here are my presentation slides for General Psychology on the topic of "Intelligence" as presented at SISC for my practice teaching:
Intelligence
Challenge and Inspiration
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| Student at work |
It might be a plus that students can now multi-task much better than ever, but it doesn't guarantee that they will truly learn more than before.
That has been my constant struggle in my practice teaching classes. I cannot even specifically pinpoint any student as they run across all types. These students make me doubt my capabilities.
I have a short temper. But as a veteran presenter, deal maker and speaker, I should say I have more than experience in handling these types of challenges. But I guess I wasn't that ready for college students!
But the students that keep inspired, no matter how few they are, also keep me going and believing that someday somehow, everything's not for naught.
Two students, one from SISC's Psychology department and one from SEED Academy, somehow inspire me to teach.
Ann is a junior Psychology major. She says she wants to be a Psychotherapist. She is motivated and studies hard. She usually would speak her mind and readily give her insights. She is a strong contender for graduating at the top of her class.
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| Jun, SEED IT student. Assists in Psych Dept. |
Teaching is a challenge. But it, too, is a noble service and career for many. I believe a part of me tells me it's also my second calling -- my second wind.
Let's see where the road ahead will take me. It already excites me.
Saturday, August 13
Be the Next Billionaire
"So who wants to be the next Billionaire?"
This I asked my students for the second demo class I did at Southville International School and Colleges.
There were around 25 students in Dr. Balatbat's psychology class. They were third year students who were already into specialized subjects and would be graduating soon.
Everybody raised their hands on my easy-to-answer opening question. I passed around replicas of a one million dollar note and a one billion dollar note. Many giggled and gasped as they felt through the laminated notes in their hands.
I told them to focus on the bills and visualize them actually having those amounts in their bank books.
The subject I was teaching that day was on "The Five Laws of Attraction."
It was a subject I knew so well as I trained a couple of people in my little seminars. But I didn't know the subject was really part of Psych 158 at the college I was doing my second demo class.
Seated at the back were the college dean and the chairperson of the psychology department. All the more I was motivated to teach using my power point presentation which composed my main song-and-dance.
Looking into the excited faces of my students, which included my two observers with PhDs, I was so inspired to deliver my subject. I went around the room to generate insights and questioned them on their dreams. I wanted them to leave the room inspired.
At the end of the session, I was happy to get their positive feedback. I was elated to know that I have improved from my previous class.
It wasn't just my students who learned that day. I, too, learned something more: be happy to get any kind of feedback, learn, and do better each time.
This I asked my students for the second demo class I did at Southville International School and Colleges.
There were around 25 students in Dr. Balatbat's psychology class. They were third year students who were already into specialized subjects and would be graduating soon.
Everybody raised their hands on my easy-to-answer opening question. I passed around replicas of a one million dollar note and a one billion dollar note. Many giggled and gasped as they felt through the laminated notes in their hands.
I told them to focus on the bills and visualize them actually having those amounts in their bank books.
The subject I was teaching that day was on "The Five Laws of Attraction."
It was a subject I knew so well as I trained a couple of people in my little seminars. But I didn't know the subject was really part of Psych 158 at the college I was doing my second demo class.
Seated at the back were the college dean and the chairperson of the psychology department. All the more I was motivated to teach using my power point presentation which composed my main song-and-dance.
Looking into the excited faces of my students, which included my two observers with PhDs, I was so inspired to deliver my subject. I went around the room to generate insights and questioned them on their dreams. I wanted them to leave the room inspired.
At the end of the session, I was happy to get their positive feedback. I was elated to know that I have improved from my previous class.
It wasn't just my students who learned that day. I, too, learned something more: be happy to get any kind of feedback, learn, and do better each time.
Bonus! Watch the music video of Bruno Mars' "I Wanna Be A Billionaire" below:
A Southerner's view of Southville
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| Southville International's main building |
Being a Southerner is defined as someone who has lived in the southern suburbs of Metro Manila, particularly in Paranaque, Las Pinas, Alabang, Laguna and Cavite.
I live in Las Pinas and the school that accepted me for my practicum is a few minutes away by car from my home.
Southville International School & Colleges is an urban campus that has a mixed student population of Filipinos and foreigners. They have a Foreign University offering International Baccalaureate (IB) courses with learn-and-travel options.
The teaching and learning atmosphere is light but still serious in its approach. They are heavy on ISO guidelines and procedures.
Every teacher addresses each other with a "Sir" or "Ma'm" no matter who is senior or not. Everyone speaks in English on-campus. I guess the only people who don't speak English well are the security guards who are at the campus gates nonetheless.
Students are respectful. Though there could be some so called bad apples, discipline is just and swift.
What I like about Southville is their commitment to serve and improve. They have already succeeded in putting up SEED Academy, a non-profit college for the those who cannot afford a good college education. It's run by professors who teach after-hours (5-9pm) for a token hourly rate. The modern facilities are shared with the main campus and student-scholars receive an allowance as they help around the campus as assistants.
A plus for teachers in Southville is that they are allowed to enroll one of their children in college for free. Not bad, eh?
As I immerse myself more into Southville's atmosphere, I hope to imbibe the air of urban learning -- Southern style.
Facebook Fan Page
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| My Facebook Page |
What a flattering and amusing remark from Bebs, a junior college student at the Southville International School & Colleges in Las Pinas City where I did my first demo class.
I had just told the students that if they had questions, they could simply add me on Facebook and send me a note.
That rather cute feedback was actually followed by clapping from the students after my first class session. Heart-warming but to me it was affirmation enough that the lesson had some impact on at least some of the students.
My lecture on the "Five Laws of Attraction" bordered on the inspirational. I believe this is what some have felt -- that it was an inspiring topic.
Little did the students know that I was the one that they inspired to do better next time.
Revisiting College Life
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| Practice teaching |
Of course, it was pressure enough to teach a Development Psychology subject, but to be observed and evaluated by the top officers of the school in front of college students put a lot more pressure on me.
I was only given 1 day to research on my topic -- The 5 Laws of Attraction.
I had a whole day of preparation for my powerpoint presentation and gathering of some materials for activities. Being a department head at the office helped as I was able to juggle my time between meetings and doing my school stuff.
I was given a "Very Good!" by my teachers-supervisors in the feedback sheet.
After which, I was invited to the College Dean's office where they verbally communicated they elation on my first demo teaching. I was given a few tips on getting insights from students which I really appreciated -- coming from seasoned professors. The clincher for me was when the Dean told me that I will be a very good professor/lecturer. I was even tipped on a possible slot to handle a Psychology course.
I will have my second and more rigid practice teaching from Monday onwards initially teaching the subject "Intelligence," a General Psychology course for non-majors.
I am really excited about this Practicum course as it has opened me to something which I love to do -- teaching -- but did not have time to do all these years.
Teaching as a True Profession
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| Understanding students is key |
The purpose of my class observations revolve around the need for various teaching strategies employed by both novice and experienced teachers which I hope to understand in preparation for my practice teaching.
Understanding various approaches to teaching
Students differ in every way such that the teachers also must differ in their approaches to make the students understand the subjects they teach.
Being able to observe and understand how both novice and experienced teachers undertake their tasks in the classroom are keys to my learning in this practicum course. As students have different ways of looking at and understanding subjects based on their individual situation, background, environment, upbringing, social status, and other variables, so should the teachers have an array of strategies in the classroom.
It is in this understanding that one of my learning intents is to know how teachers master their students and become more proactive in their approach than reactive.
This is my main goal during my practicum at Southville International School and Colleges and in its outreach institution – SEED Academy – where I was assigned to observe and practice teaching college students. The students in my classes are majoring in Psychology and Information Technology.
It is in this understanding that one of my learning intents is to know how teachers master their students and become more proactive in their approach than reactive.
This is my main goal during my practicum at Southville International School and Colleges and in its outreach institution – SEED Academy – where I was assigned to observe and practice teaching college students. The students in my classes are majoring in Psychology and Information Technology.
Given that the students have different majors but are tasked to take up general subjects that are not necessarily related to their majors like General Psychology, my objective is also to know if this factor shall make a difference in their understanding of the subjects.
In this particular case, I am tasked to initially observe classes on General Psychology for non-Psychology majors and a major Psychology subject for Psychology Majors.
Teaching strategies that work or not
I see these as the four general intentions I have for my teaching observations:
I see these as the four general intentions I have for my teaching observations:
- To learn the specific teaching strategies employed by teachers that keep their interest for a 3-hour session;
- To know techniques that encourage class participation among students;
- To learn specific techniques in maintaining discipline among students; and
- To understand how teachers communicate complex subjects and topics across a variety of students with different backgrounds and learning intentions.
In all, I intend to learn everything I can in class management for college students.
MY OBSERVATIONS
I shall initially center my observations to the learning and teaching environment of Southville International School and Colleges.
A mix of affluence and humility
My observation classes involved two schools within one campus: the more affluent Southville International School and Colleges and the SEED Academy which is run by the school’s foundation for indigent students. The Southville campus has two other colleges, namely, the International Baccalaureate and the Foreign University that both cater to niche courses usually populated by affluent and foreign students.
With the above mix in socio-economic status of students, there is a faint distinction among the students on-campus. The main difference that reflects a tinge of segregation is the uniforms of college students.
I shall initially center my observations to the learning and teaching environment of Southville International School and Colleges.
A mix of affluence and humility
My observation classes involved two schools within one campus: the more affluent Southville International School and Colleges and the SEED Academy which is run by the school’s foundation for indigent students. The Southville campus has two other colleges, namely, the International Baccalaureate and the Foreign University that both cater to niche courses usually populated by affluent and foreign students.
With the above mix in socio-economic status of students, there is a faint distinction among the students on-campus. The main difference that reflects a tinge of segregation is the uniforms of college students.
Both the International Baccalaureate and Foreign University students wear Ivy League-type of uniforms while the main Southville and SEED Academy college students were regularly-styled uniforms. Notably, SEED Academy students wear light blue polos or blouses. The rest are white with a mix of other patterns and colors.
Given the more difficult financial situation of SEED Academy students, they are given a One Hundred Pesos (PhP 100.00) daily allowance in exchange for their various services as student assistants. The students are made to assist in various positions and departments across the campus such as the library, registrar’s office, IT and general services departments, HR office, college departments and the like.
Southville International School and Colleges is an “English-Only” campus. As noted in my TMA 1, this is somewhat an important part to consider in my class observations since students in college come from different schools with different learning foundations, medium of instruction and language used on-campus (whether in or outside classrooms)
I found this key observation important on the use of the English language both as the medium of instruction and as way to communicate on-campus as I believe it already sets an initial challenge for students enrolled at the SEED Academy.
Reiterating my TMA 1 observation, the students I observed during my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – were different from each other in terms of socio-economic status, thus, the possible difference in English-language comprehension based on the type of schools they came from in elementary.
It is worth noting that SEED Academy courses are mostly certification and diploma courses. The instructors are not usually equipped with masteral or doctoral degrees. This fact may spell the difference as well in teaching competence. Two of the novice teachers I observed were graduates from the SEED Academy.
It is worth noting that SEED Academy courses are mostly certification and diploma courses. The instructors are not usually equipped with masteral or doctoral degrees. This fact may spell the difference as well in teaching competence. Two of the novice teachers I observed were graduates from the SEED Academy.
Also worth noting is the salary of teachers at the SEED Academy are almost fifty percent (50%) lower than those in the regular campus. SEED Academy graduates of four-year courses are made to stay on at the school to either teach or work on full-time positions for three years as part of their contract as scholars. I learned that the two novice teachers I initially observed were on their first year as teachers at SEED Academy.
Confidence-wise, the novice teachers who taught technical courses were confident in teaching laboratory subjects than the straight lectures. I observed that probably, the required English language instruction was a challenge versus the more experienced teachers who were comfortable using English as a medium of instruction in class.
Key teaching strategies
Key teaching strategies
Besides class observations, I also did my own interviews and research on the key things that teachers use in planning and managing their subjects. On the main campus, the uses of the WIP (weekly instructional plan) and TOS (table of specifications) – apart from the course outline – were basic required preparatory documents submitted to the department chairpersons and college deans. However, in the SEED Academy, both were not required documents. Instead, the course outline and lesson plan were enough documents for teaching.
As courses at the SEED Academy are generally technical in nature, the teachers, whether novice or experienced were observed to be more adept at handling laboratory classes as well. I took note of the SEED students’ more active participation in laboratory classes versus straight lectures, too.
These are the key teaching activities used by both novice and experienced teachers:
- Instructional/Lecture
- Writing and drawing on the White Board
- Using a projector for power point presentations
- Citing examples
- Asking questions
- Soliciting insights
- Testimonials
- Resource persons
- Personal examples
- Class participation
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| Sir Ruel Cajili's class |
I had the privilege of observing the General Psychology class of Mr. Ruel Cajili, who is also Southville’s college guidance counsellor. I was introduced by the department’s chairperson, Dr. Ludy Balatbat to Sir Ruel on the first day of my observation of his class. I was introduced to the class of IT students as a class observer from the University of the Philippines. I took a seat at the back of the class and began my quiet observation.
That day, the class was discussing the topic on Perception versus Reality. I found it interesting as Sir Ruel drew some figures on the white board. Having been out of formal schooling for many years, I immediately noticed the “disappearance” of the green blackboard I was used to see in a classroom.
Sir Ruel asked the class for their insights on the drawings on the board which were later explained to be representations of people and things as seen from different perspectives. He then moved to his PC and showed a couple of slides on the white screen through a projector. Now, I was getting more impressed with the techniques he was using as I knew that the IT students were more appreciative of the medium they were used to see in their major classes.
I observed that Sir Ruel switched from presentations to lectures almost at will. It was interesting me as well, being a mere class observer. Every now and then, he would ask the students questions and get them to explain their insights to be listened to intently by classmates. The whole time, Sir Ruel was speaking in English and was encouraging the students to answer in the same language.
Sir Ruel asked the class for their insights on the drawings on the board which were later explained to be representations of people and things as seen from different perspectives. He then moved to his PC and showed a couple of slides on the white screen through a projector. Now, I was getting more impressed with the techniques he was using as I knew that the IT students were more appreciative of the medium they were used to see in their major classes.
I observed that Sir Ruel switched from presentations to lectures almost at will. It was interesting me as well, being a mere class observer. Every now and then, he would ask the students questions and get them to explain their insights to be listened to intently by classmates. The whole time, Sir Ruel was speaking in English and was encouraging the students to answer in the same language.
At one point, a distracted student whom Sir Ruel saw was texting was made to jump in-place three times. It was a quick and appropriate punishment which I believe was already agreed upon by the class at the beginning of the semester.
Moving into other topics, I observed Sir Ruel citing examples and asking the students to perform some tasks in front of the class. The students readily and gamely participated. Using the students as his resource persons for personal examples, Sir Ruel was able to manage his class very well.
To say the least, I was impressed.
A key observation of Sir Ruel’s class was the way he stimulated discussions among his students. It was important that Sir Ruel mastered his subjects.
I also observed that Sir Ruel went around the room which I believe made the students feel that he was one of them once in a while. Calling each student by his or her first name was vital to this technique as well as close eye contact with each student. I also noticed that Sir Ruel would call a student who was quiet or has not yet participated in class discussions. .
Interestingly, I observed how Sir Ruel used abbreviations in order his students to remember terms such as SC for “sub-conscious” and UC for “unconscious.”
In all, during the three-hour class I observed under Sir Ruel, I was able to learn a lot of class management techniques that were usually found in teaching textbooks. He did not use only one or two, but combined at least five strategies in one class.
Worth noting is Sir Ruel’s mastery of stimulating his students to participate and more importantly, to think. Despite having IT students learn a subject like psychology; the students seemed interested and had something to learn in class.
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| Sir Rod Gabriel, IT Supervisor |
For an example of a novice teacher, I observed the class of Ms. Lea Mariquina. It was past five in afternoon and it seemed like the students were not yet tired of a supposed whole day of studying. It was at this juncture that I was called by Ms. Mariquina’s supervisor and IT department head, Mr. Rod Gabriel, to be introduced in class as an observer from the University of the Philippines.
At the back of the class, I was informed by Sir Rod that the students were all from the SEED Academy and classes start from 5-9pm, Mondays to Fridays. That was when I realized that the reason why the students were still in high spirits were because they have not even began classes for the day yet.
The class of Ms. Mariquina was that of Web Design. It was more of a laboratory that day so there were fewer lectures. Practically two hours of the class were dedicated to computer laboratory for hands-on practice. In between computer time, Ms. Mariquina walked around the class and peeped into each student’s PC, probably inspecting their work. The teacher herself was hands-on.
Being a newly-graduated teacher, Ms. Mariquina is a product of SEED Academy herself. She proceeded to enrol in a four year course after her two-year mandated IT course as an indigent. She eventually graduated and was hired by the school to hone her craft.
In the classroom, I observed that her youth was also a quiet advantage as she was able to solicit insights from students. Her board-based lectures were full of diagrams that seemed to appeal to this particular IT class. Ms. Mariquina punctuated her lectures with power point presentations to give credence to her subject.
During one class wherein the subject was Technopreneurship and tackled the topic of marketing, a resource person from Multiply.com was called in to speak about the subject. The resource person set-up a power point presentation and spoke on the advantages of creating an online store with an end-to-end solution including a payment system. This obviously appealed to the IT students as it was a realization of where they could be in the future. But what added to the enthusiasm of the audience was the actual demonstration of the resource person from Multiply.com of how to create an online store. As per my observation was this activity that caught the students’ full attention. A supposed 25-minute presentation became a 1-hour affair! It was not because the speaker took longer to deliver his talk, but it took that long to try to answer all the students’ questions. Even teacher-observers took the liberty of asking questions to the resource person.
In all, the class of novice teacher Lea Mariquina may be as full of teaching strategies or activities; she was still able to communicate her message to her target audience of IT students. She was able to zoom in on the need to hold the young students’ attention using tools the audience was familiar with. What I also found out was that in the absence of personal experience, the technique of getting experts as resource persons once-in-a-while helps make the classes and subjects become more interesting to students.
At the back of the class, I was informed by Sir Rod that the students were all from the SEED Academy and classes start from 5-9pm, Mondays to Fridays. That was when I realized that the reason why the students were still in high spirits were because they have not even began classes for the day yet.
The class of Ms. Mariquina was that of Web Design. It was more of a laboratory that day so there were fewer lectures. Practically two hours of the class were dedicated to computer laboratory for hands-on practice. In between computer time, Ms. Mariquina walked around the class and peeped into each student’s PC, probably inspecting their work. The teacher herself was hands-on.
Being a newly-graduated teacher, Ms. Mariquina is a product of SEED Academy herself. She proceeded to enrol in a four year course after her two-year mandated IT course as an indigent. She eventually graduated and was hired by the school to hone her craft.
In the classroom, I observed that her youth was also a quiet advantage as she was able to solicit insights from students. Her board-based lectures were full of diagrams that seemed to appeal to this particular IT class. Ms. Mariquina punctuated her lectures with power point presentations to give credence to her subject.
During one class wherein the subject was Technopreneurship and tackled the topic of marketing, a resource person from Multiply.com was called in to speak about the subject. The resource person set-up a power point presentation and spoke on the advantages of creating an online store with an end-to-end solution including a payment system. This obviously appealed to the IT students as it was a realization of where they could be in the future. But what added to the enthusiasm of the audience was the actual demonstration of the resource person from Multiply.com of how to create an online store. As per my observation was this activity that caught the students’ full attention. A supposed 25-minute presentation became a 1-hour affair! It was not because the speaker took longer to deliver his talk, but it took that long to try to answer all the students’ questions. Even teacher-observers took the liberty of asking questions to the resource person.
In all, the class of novice teacher Lea Mariquina may be as full of teaching strategies or activities; she was still able to communicate her message to her target audience of IT students. She was able to zoom in on the need to hold the young students’ attention using tools the audience was familiar with. What I also found out was that in the absence of personal experience, the technique of getting experts as resource persons once-in-a-while helps make the classes and subjects become more interesting to students.
MY ANALYSIS
Learning Theories and the Novice Teacher
1) Theory: Learning occurs through experience.
Learning Theories and the Novice Teacher
1) Theory: Learning occurs through experience.
One of the learning theories that struck me was not something that was complex or profound. It was actually a learning theory that seemed very logical but needed an expert to confirm in the name of John Dewey.
John Dewey is a renowned American philosopher, psychologist and so called educational reformer who was a major representative of progressive populist philosophies of schooling during the first half of 20th century USA. He actually noticed during his time of the birth of industrial capitalism that a variety of specialized schools or institutions have sprung up side by side with traditional American schools. Such were trade and technical schools that turned out skilled craftsmen needed for industry and construction which were the popular businesses at that time. Dewey was opposed to this specialized training especially because this was being pushed by industries to be started in primary education rather allowing personal preferences by the youth of that time to choose their educational path.
Borne out of this observation came one of John Dewey’s popular educational philosophies that he espoused was that “learning occurs through experience.”
The novice teacher I observed in the person of Ms. Lea Mariquina at Southville’s SEED Academy was educated in a technical school. She specialized in IT. I am not sure if this was by choice or simply happened by force of circumstance since the only courses SEED Academy offered on scholarship were related to IT.
As indicated in my observation of her class, Ms. Lea drew her teaching style from her experiences as a student of IT – a technical course. She did not get formal education courses to guide her in various teaching strategies or techniques. As soon as Ms. Lea finished her initial two-year IT course, she eventually went on to finish another two years for her college degree – also in IT.
This is particularly interesting to note because whatever she learned through experience as a technical course student, she later on, as a novice teacher, adopted to teach as a technical teacher.
I am not saying this is a bad or good thing. It is just because I wonder if Ms. Lea would still be as effective as a teacher if she taught a non-technical course like reading or even religion.
It is already an advantage that besides being youthful in age and insight, she is able to communicate well with younger students, too. But the advantage of being trained in and teaching technical courses to technical students might turn into a disadvantage if she wanted to or was made to teach non-IT courses.
Then again, should Ms. Lea see the need to expand her teaching horizons by tackling non-IT subjects, then she will need a broader teaching experience. Besides, Dewey says that learning occurs through experience. It is simply “learning by doing.”
2) Theory: Tabula Rasa
John Locke theorized that the mind was a blank slate or also called tabula rasa. He maintained that people are born without innate ideas, and that knowledge is instead determined only by experience derived from sense perception.
Generally, proponents of the tabula rasa philosophy favor the “nurture” side of the nature versus nurture debate, when it comes to aspects of one’s personality, social and emotional behaviour and intelligence. The term in Latin equates to the English “blank slate” (or more accurately, “erased slate”) (which refers to writing on a slate sheet in chalk) but comes from the Roman tabula or wax tablet, used for notes, which was blanked by heating the wax and then smoothing it to give a tabula rasa.
In the 13th century, St. Thomas Aquinas brought the Aristotelian and Avicennian notions to the forefront of Christian thought. These notions sharply contrasted with the previously held Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on earth. St. Bonaventure, also from the 13th century, was one of St. Thomas’ fiercest intellectual opponents, offering some of the strongest arguments towards the Platonic idea.
Observing the class of Ms. Lea, I can relate John Locke’s theory of tabula rasa. Being a novice teacher, Ms. Lea is slowly but surely filling out that “blank slate” which represents her mind as she experiences more of being a full-fledged teacher.
This is based on my knowledge of Ms. Lea’s background as a student of SEED Academy as an IT graduate without any previous teaching experience nor the basic education as such. It just so happened that her technical knowledge and eventual experience in subjects such as web design has thrust her into teaching the said subject. Also, it is important to note that being a SEED Academy scholar meant serving three years in the school which almost created a situation she has to honor her contract.
Learning Theories and the Experienced Teacher
1) Theory: Behavior can be learned through observation of others.
Albert Bandura’s theorized the phenomenon observational learning or modelling, of which is usually called social learning theory.
Of the hundreds of studies Bandura was responsible for, one group stands out above the others -- the bobo doll studies. He made a film of one of his students, a young woman, essentially beating up a bobo doll. A bobo doll is an inflatable, egg-shape balloon creature with a weight at the bottom that makes it bob back up when you knock him down. Nowadays, it might have Darth Vader painted on it, but back then it was simply “Bobo” the clown.
In the 13th century, St. Thomas Aquinas brought the Aristotelian and Avicennian notions to the forefront of Christian thought. These notions sharply contrasted with the previously held Platonic notions of the human mind as an entity that pre-existed somewhere in the heavens, before being sent down to join a body on earth. St. Bonaventure, also from the 13th century, was one of St. Thomas’ fiercest intellectual opponents, offering some of the strongest arguments towards the Platonic idea.
Observing the class of Ms. Lea, I can relate John Locke’s theory of tabula rasa. Being a novice teacher, Ms. Lea is slowly but surely filling out that “blank slate” which represents her mind as she experiences more of being a full-fledged teacher.
This is based on my knowledge of Ms. Lea’s background as a student of SEED Academy as an IT graduate without any previous teaching experience nor the basic education as such. It just so happened that her technical knowledge and eventual experience in subjects such as web design has thrust her into teaching the said subject. Also, it is important to note that being a SEED Academy scholar meant serving three years in the school which almost created a situation she has to honor her contract.
Learning Theories and the Experienced Teacher
1) Theory: Behavior can be learned through observation of others.
Albert Bandura’s theorized the phenomenon observational learning or modelling, of which is usually called social learning theory.
Of the hundreds of studies Bandura was responsible for, one group stands out above the others -- the bobo doll studies. He made a film of one of his students, a young woman, essentially beating up a bobo doll. A bobo doll is an inflatable, egg-shape balloon creature with a weight at the bottom that makes it bob back up when you knock him down. Nowadays, it might have Darth Vader painted on it, but back then it was simply “Bobo” the clown.
The young woman in the film punched the clown, shouting “sockeroo!” She kicked it, sat on it, hit it with a little hammer, and so on, shouting various aggressive phrases. Bandura showed his film to groups of kindergartners who, as predicted, liked it a lot. They then were let out to play. In the play room, of course, were several observers with pens and clipboards in hand, a brand new bobo doll, and a few little hammers.
Again, as predicted as well what the observers recorded: A lot of little kids beating the daylights out of the bobo doll. They punched it and shouted “sockeroo,” kicked it, sat on it, hit it with the little hammers, and so on. In other words, they imitated the young woman in the film, and quite precisely at that.
In my observation of Sir Ruel’s psychology class, I saw how he as an experienced teacher used this theory on his students as he made them imitate some of his expressions and examples. Noticeably, each time he senses a student starts to get a bit rowdy or is slowly disturbing his class; Sir Ruel would go directly to the student and using a softer voice, ask the student his or her insight. The result is a student getting back on-track and somehow adapts Sir Ruel’s soft stance and begin to quiet down as well.
Being an experienced teacher could have also resulted from Sir Ruel’s past observations of teachers and their styles. I am sure he simply was a very good observer and learner. He was able to adapt certain styles and techniques which he has used on his classes and was able to assimilate those and has become a natural part of him.
Being an experienced teacher could have also resulted from Sir Ruel’s past observations of teachers and their styles. I am sure he simply was a very good observer and learner. He was able to adapt certain styles and techniques which he has used on his classes and was able to assimilate those and has become a natural part of him.
2) Theory: Experiential learning
Carl Rogers is a psychologist and educator known for his theory on experiential learning. According to Rogers’ theory, there are two types of knowledge: academic and experiential. Unlike academic knowledge, experiential knowledge is acquired to meet the needs of the learner, usually to complete an important, real-life task, such as learning to drive a car.
This theory applies both direct and indirect methods of instruction. The instructor’s role is to support and direct the leaner when need be, while the role of the learner is to learner the presented materials and devise their own ways to expand and explore on the topics being presented. However, the learner-instructor relationship is there for support and direction based upon the needs of both the learner/instructor dependent upon the needs of the learning materials.
The basic role of this theory is to promote personal growth and understanding for the individual.
Carl Rogers is a psychologist and educator known for his theory on experiential learning. According to Rogers’ theory, there are two types of knowledge: academic and experiential. Unlike academic knowledge, experiential knowledge is acquired to meet the needs of the learner, usually to complete an important, real-life task, such as learning to drive a car.
This theory applies both direct and indirect methods of instruction. The instructor’s role is to support and direct the leaner when need be, while the role of the learner is to learner the presented materials and devise their own ways to expand and explore on the topics being presented. However, the learner-instructor relationship is there for support and direction based upon the needs of both the learner/instructor dependent upon the needs of the learning materials.
The basic role of this theory is to promote personal growth and understanding for the individual.
As Carl Rogers has emphasized, we cannot teach another person directly but rather we can only facilitate his learning.
Based on my observation of Sir Ruel’s class, I saw that he did not merely do a straight lecture but instead stimulated his students in such a way he somewhat opened their minds well enough to facilitate their learning. This was evidenced by the number of teaching techniques he used just get his message across.
It was obvious that Sir Ruel knew his students well. For me, that was an important first step in knowing what techniques will work or not. He somehow was able to individualize his teaching strategies towards certain student groups within his class that proved to be effective.
I felt that his teaching variations worked in cadence with the rest of his class given his students various reactions, insights and participation during class. In essence, Sir Ruel was able to facilitate his students’ learning.
Based on my observation of Sir Ruel’s class, I saw that he did not merely do a straight lecture but instead stimulated his students in such a way he somewhat opened their minds well enough to facilitate their learning. This was evidenced by the number of teaching techniques he used just get his message across.
It was obvious that Sir Ruel knew his students well. For me, that was an important first step in knowing what techniques will work or not. He somehow was able to individualize his teaching strategies towards certain student groups within his class that proved to be effective.
I felt that his teaching variations worked in cadence with the rest of his class given his students various reactions, insights and participation during class. In essence, Sir Ruel was able to facilitate his students’ learning.
MY REFLECTIONS
Preparing for Future Practice Teaching
In order to prepare for my practice teaching, I believe I need to adopt the various facets of both the novice and expert teachers that I observed. I have further confirmed that teaching is a really noble profession. It takes dedication and commitment to be a professional teacher. It is in this realization that I need to prepare more my practice teaching by knowing more
techniques that I have seen work and be more in touch with the students to be able to adjust to their learning needs.
In order to prepare for my practice teaching, I believe I need to adopt the various facets of both the novice and expert teachers that I observed. I have further confirmed that teaching is a really noble profession. It takes dedication and commitment to be a professional teacher. It is in this realization that I need to prepare more my practice teaching by knowing more
techniques that I have seen work and be more in touch with the students to be able to adjust to their learning needs.
I have observed that even the experienced teacher had his hands full in managing his class. This difficulty was manifested in the use of various strategies to hold his students’ attention and keep them interested in the subject. It was doubly hard since the students he was teaching were IT majors and the subject he was teaching was in psychology.
As I observed a novice teacher, I also saw the dedication in trying to come up to par with an experienced teacher. It was a plus that the novice teacher came from an equally technical background as she was teaching IT majors. However, this fact did not make teaching easier. She still needed more experience in teaching in general.
My expectations for future practice teaching have not changed since my first round of class observations.
I still feel a combined excitement and anxiety of being able to teach for the first time. My excitement stems from somehow realizing a dream to teach a subject in a real classroom setting. On the other hand, my anxiety is brought about by the sense of responsibility I feel that is needed to conform to a particular standard of teaching. This is brought about by knowing that students need and want to learn. I am now guided by one of Carl Rogers’ philosophies in learning that, “we cannot teach another person directly; we can only facilitate his learning.”
As I observed a novice teacher, I also saw the dedication in trying to come up to par with an experienced teacher. It was a plus that the novice teacher came from an equally technical background as she was teaching IT majors. However, this fact did not make teaching easier. She still needed more experience in teaching in general.
My expectations for future practice teaching have not changed since my first round of class observations.
I still feel a combined excitement and anxiety of being able to teach for the first time. My excitement stems from somehow realizing a dream to teach a subject in a real classroom setting. On the other hand, my anxiety is brought about by the sense of responsibility I feel that is needed to conform to a particular standard of teaching. This is brought about by knowing that students need and want to learn. I am now guided by one of Carl Rogers’ philosophies in learning that, “we cannot teach another person directly; we can only facilitate his learning.”
Besides expecting to learn from the experience and be able to adapt as I go through the task, I also hope to be able to facilitate the students’ learning.
My Philosophy Statement
I believe that students are individuals with unique characteristics, interests, abilities, and needs who are constantly learning.
I believe that students are individuals with unique characteristics, interests, abilities, and needs who are constantly learning.
Plans of Action
In my practice teaching, I plan to do the following simple plan of action in order to be able to facilitate the students’ learning:
1. Consult with the teacher supervisor and teacher assigned to the class.
The teachers know the types of students they are involved with almost daily. Getting their insights on how they manage their particular classes will help me add a bit on the strategies I need to develop or enhance.
2. Select the most appropriate teaching strategies to facilitate student learning.
I am aware that many courses are taught using traditional lectures and it is tempting to use the same when there are other strategies that may prove to be more effective. In my initial class observations, I have seen that learning is somewhat enhanced when students are active participants rather than passive listeners. I will therefore need to carefully plan the appropriate activities for my practice teaching.
I am aware that many courses are taught using traditional lectures and it is tempting to use the same when there are other strategies that may prove to be more effective. In my initial class observations, I have seen that learning is somewhat enhanced when students are active participants rather than passive listeners. I will therefore need to carefully plan the appropriate activities for my practice teaching.
3. Manage and convey expectations to students.
I have read that research has shown that a professor’s expectations have a powerful effect on student performance. I will thus convey to my students that I expect them to be motivated, hardworking, and engaged in the subject, and hope that they more likely shall be so. In setting realistic expectations, I plan to make the students believe that achievement is possible.
4. Be engaging.
At the end of the day, it is how the teacher engages his/her students are the most important aspect of being a teacher. If the students are not connected to the teacher and the lesson at hand, everything is for naught.
5. Get feedback.
I have prepared a simple feedback form which I will later share in my portfolio. Without getting feedback from the teachers, how will I learn to improve on my weaknesses and know my strengths?
Reflection on the Observation Process
This observation process on both novice and expert teachers was very interesting. I was more involved in the process of picturing myself in their place. Though I took notes at the start, there were days wherein I just observed and took mental notes. I more of imagined myself doing the teaching so I could visualize what the students thought of me and the way I taught.
In my observations, I was more involved in trying to analyse the types of teaching strategies that the teachers were using or not using.
Especially when I was observing the novice teacher after I observed the expert teacher, I was able to readily compare their styles and techniques. That is why I took time to interview them and their supervisors to get a deeper background of their experience. This has led me to further understand where they were coming from.
In all, the class observation process was more involving for me. I was more into picturing myself infront of the class and doing what the teachers were doing.
On the side, I still took time to observe the students as they interacted in class. This gave me an indication on whether the teachers were connecting or not.
In the future, I believe that technology will make teaching easier or at least more interesting to students.
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Link to my Scanned Notes here
Different Folks: Class Observations Centered on SISC Students
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| Observing a Psychology class: Teacher and Student |
MY LEARNING INTENT
The purpose of my class observations revolve around the need for various teaching strategies I shall need to employ when I do my practice teaching.
Different Strokes for Different Folks
I understand that each student is different. Every student has developed different ways of seeing each thing, situation or subject based on his or her background, environment, upbringing, social status, and other variables that affect the student’s perceptions and ability to learn.
It is in this understanding that one of my learning intents is to know how students react and eventually try to adapt to subjects that they both are interested in and not interested in.
This learning intent is based on my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – where I am assigned to observe and eventually practice teaching college students. Since these students have different majors and are tasked to take up general subjects that are not necessarily related to their majors, I believe that they shall react differently to major and general subjects.
In this particular case, I am tasked to initially observe classes on General Psychology for non-Psychology majors and a major Psychology subject for Psychology Majors.
Therefore, from my class observations, I intend to learn the various gestures, reactions and body languages that shall signal whether the subject is interesting enough or not to various students whether or not the subject being taught is a major or not.
The purpose of my class observations revolve around the need for various teaching strategies I shall need to employ when I do my practice teaching.
Different Strokes for Different Folks
I understand that each student is different. Every student has developed different ways of seeing each thing, situation or subject based on his or her background, environment, upbringing, social status, and other variables that affect the student’s perceptions and ability to learn.
It is in this understanding that one of my learning intents is to know how students react and eventually try to adapt to subjects that they both are interested in and not interested in.
This learning intent is based on my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – where I am assigned to observe and eventually practice teaching college students. Since these students have different majors and are tasked to take up general subjects that are not necessarily related to their majors, I believe that they shall react differently to major and general subjects.
In this particular case, I am tasked to initially observe classes on General Psychology for non-Psychology majors and a major Psychology subject for Psychology Majors.
Therefore, from my class observations, I intend to learn the various gestures, reactions and body languages that shall signal whether the subject is interesting enough or not to various students whether or not the subject being taught is a major or not.
Teaching Strategies that Work or Not
Another learning intent is to know which teaching strategies are effective across students – whether they find the subjects of interest to them or not.
It is a fact that teachers shall employ strategies they think or find effective in sending their message across students. The question is: which one will prove effective?
I am aware that there is no single teaching strategy that shall be good enough to create an effective learning program for various students who have their own agenda in attending a particular class. Many times, the subjects are simply required or pre-requisites that proves to be a challenge for teachers in getting their message across. It will always boil down to the would-be learners’ intentions in coming to class that shall affect their ability to absorb the subject matter. Thus, I intend to learn how a teacher shall be able to maximize learning strategies to reach as many students as possible despite the given challenges in their acceptance of the subject being taught.
Another learning intent is to know which teaching strategies are effective across students – whether they find the subjects of interest to them or not.
It is a fact that teachers shall employ strategies they think or find effective in sending their message across students. The question is: which one will prove effective?
I am aware that there is no single teaching strategy that shall be good enough to create an effective learning program for various students who have their own agenda in attending a particular class. Many times, the subjects are simply required or pre-requisites that proves to be a challenge for teachers in getting their message across. It will always boil down to the would-be learners’ intentions in coming to class that shall affect their ability to absorb the subject matter. Thus, I intend to learn how a teacher shall be able to maximize learning strategies to reach as many students as possible despite the given challenges in their acceptance of the subject being taught.
MY OBSERVATIONS
It was a given that students are different from each other. Not only do they differ in backgrounds, they also differ in their intent in coming to class or going to school in general.
It was a given that students are different from each other. Not only do they differ in backgrounds, they also differ in their intent in coming to class or going to school in general.
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| Student are from different backgrounds |
Something worth noting is that Southville Internatonal School and Colleges practices the “English-Only On-Campus” policy. This is somewhat an important factor to consider in my class observations since students in college come from different schools with different learning foundations, medium of instruction and language used on-campus (whether in or outside classrooms)
How They Are
The students I observed during my practicum in Southville International School and Colleges and in its outreach institution – SEED Academy – were different from each other.
As a brief background, students at Southville International School and Colleges are well-off while those studying at SEED Academy are financially challenged. This aspect alone sets the tone for my expectations in terms of their interest in the subjects covered during my class observations.
In my observations, I found students to be more expressive when using the language they natively speak – which in this case is Tagalog or Filipino. This is particularly interesting as I earlier mentioned the disparity in financial capabilities of the two sister schools which share one campus. Unfortunately, I did not have the chance to observe a class at their other sister school that teaches International Baccalaureates, which could have changed the results of my observations in terms of language usage and its acceptability.
Another key observation I had was that of the students’ perceived intent to learn given the fact that the students have different majors and are tasked to take up general subjects that are not necessarily related to their majors.
In this aspect, I felt that the students indeed reacted differently to major and general subjects but I also observed that the teacher was the main driver in increasing or maintaining the students’ interest in subjects whether they are considered general or major subjects.
In one particular a case, I was tasked to observe classes on General Psychology for IT majors and a Psychology subject for Psychology Majors. Interestingly, the teacher who taught General Psychology to IT majors was able to hold the students’ interest in the subject albeit using various teaching strategies. Of course, I noted some IT majors so called drifting from the subject at hand as they talked to each other on other matters. However, the teacher who taught a major Psychology subject to Psychology majors did not have as much difficulty in teaching the subject to her students.
Therefore, from my class observations, I was able to know that generally, students are eager to learn and are receptive to various methods of teachers in getting their message across despite the students’ individual objectives in going to class.
How They Think
Another key observation is that students in both Southville International School and Colleges and SEED Academy think differently. Brought about by their individual desires and backgrounds, the way they think inside a classroom setting differs.
Another key observation is that students in both Southville International School and Colleges and SEED Academy think differently. Brought about by their individual desires and backgrounds, the way they think inside a classroom setting differs.
Coincidentally, the first class I observed was that of General Psychology and the subject for the day was on “Reality vs. Perception.” This involved the teacher drawing and flashing signs and symbols on the interactive white board.
In that activity, the students were made to guess what the symbols or drawings meant. Given the fact that the class was composed of IT majors, the activity tapped on the students’ stock knowledge in order to give their own interpretation of the drawings.
I was able to deduce from that activity that insights and perceptions of students are based on their individual experiences and also on their current situation – either they are bored, attentive or distracted during the time of the activity. Sometimes, the way they think is also based on their demographics, such as age and sex, and based on their psychographics, such as their particular lifestyle and interests.
How They Participate/Not Participate
When students are instructed properly or even authoritatively, I observed that they participate in class activities in general.
First, I was able to observe that only a few students take notes during lectures or in some activities. I am not sure if it is because they already have pre-studied the subject matter, or they are busy listening and taking down mind-notes, or they are not that interested in the subject.
During activities where class participation is required, I observed that some students discuss the subject or activity among themselves. For me, it was a sign that the subject was of interest to them even though that their discussions drifted away from the main topic. At least, the subject was some kind of catalyst for their brains to work.
Generally, students I observed asked questions. This was more evident when discussions shifted toward self-experience or when made to participate with a group. They were also more expressive when using Filipino as a medium of communication even though this was discouraged in class.
I also observed that when a resource person was invited to explain or contribute to the subject matter, students participated more in terms of fielding questions and discussions. A higher participation level was observed when topics such as “work, travel, and sex” came up.
In all, most students in the classes I observed were participative. It may be due to multiple strategies employed by the teachers in the classes, or probably in the school itself.
MY REFLECTIONS
Preparing for Future Practice Teaching
My class observations have made me see the various challenges that go with teaching. Having been exposed to a number of teaching techniques and strategies in a brief period has made me realize that I still have a lot to learn and be prepared for practice teaching.
Given the fact that the classroom is composed of individuals with various backgrounds and personalities, the preparation for my practice teaching shall never be easy. Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learners. It therefore requires teachers to undertake a complex set of tasks every minute. With this, I need to prepare well in both aspects of the subject matters and effective teaching techniques.
Preparing for Future Practice Teaching
My class observations have made me see the various challenges that go with teaching. Having been exposed to a number of teaching techniques and strategies in a brief period has made me realize that I still have a lot to learn and be prepared for practice teaching.
Given the fact that the classroom is composed of individuals with various backgrounds and personalities, the preparation for my practice teaching shall never be easy. Teaching involves the use of a wide body of knowledge about the subject being taught, and another set of knowledge about the most effective ways to teach that subject to different kinds of learners. It therefore requires teachers to undertake a complex set of tasks every minute. With this, I need to prepare well in both aspects of the subject matters and effective teaching techniques.
Plans of Action
In my future practice teaching, I plan to do the following plan of action:
1. Select the most appropriate teaching strategies to facilitate student learning.
I am aware that many courses are taught using traditional lectures and it is tempting to use the same when there are other strategies that may prove to be more effective. In my initial class observations, I have seen that learning is somewhat enhanced when students are active participants rather than passive listeners. I will therefore need to carefully plan the appropriate activities for my practice teaching.
2. Hold high but realistic expectations for students.
I have read that research has shown that a professor’s expectations have a powerful effect on student performance. I will thus convey to my students that I expect them to be motivated, hardworking, and engaged in the subject, and hope that they more likely shall be so. In setting realistic expectations, I plan to make the students believe that achievement is possible.
3. Engage students in a variety of cognitive activities.
a) Summarize – I may have students summarize or paraphrase what has been discussed in class. I may also ask students to list key concepts or main ideas. Near the end of class, I may ask students to write down three or four key concepts or main ideas about the topic just discussed.
b) Role Playing – I may choose to ask students role-play an author or character in a subject. Also having students reverse their role-play may help them view a situation from a different perspective.
c) Problem Solving – I want students to think. I want to challenge the way they think and see things apart from what they have read. This activity may give students another way of understanding and help them gain self-confidence. Using real-life problems to encourage thoughtful reflection and discussion may help students apply their knowledge and realize how course content will transfer to their professional careers.
d) Case Studies – Using case studies may introduce students to real-life scenarios. I see the value of this approach is to give my students experience solving the type of practical problems they will encounter as professionals. Because most problems are based on actual cases, it may give students a chance to compare their own problem-solving skills with those of practicing their majors.
e) Application – I hope to encourage students to share applications for the subject’s concepts. This may be a way to check on the students’ understanding of the subject as they it being applied in real life situations.
f) Analysis – I hope to have time to challenge students to develop their analytical skills by having provocative statements or questions. Allowing them to critic each other opinions or that of mine may help achieve this.
Expectations for Future Practice Teaching
My expectations for future practice teaching underlie the combined excitement and anxiety of being able to teach for the first time. I have been in front of different people from all walks of life and ages but many involve subjects I have been involved in for so many years. But trying to teach a subject that may be new to me in a real classroom setting sets the would-be experience apart from my previous lectures as they involve young minds who are like sponges in term of absorbing information. So my success and failure lies in my ability to communicate to them and make them understand the subject I am supposed to impart.
I expect to learn from the experience and be able to adapt as I go through the task.
Reflection on the Observation Process
In all, the class observation process was an evolving one for me. There were always new things to discover and learn on both the student’s perspective and that of the teacher’s.
First, I believe that a pre-observation discussion between a class observer and his/her supervisor has to happen to be able to enhance the experience. This was done to me by my teacher supervisor who happened to be the Chairperson herself of the College of Psychology of Southville International School and Colleges. This process has prepared me and the teacher whose class I was to observe on what learning I would be exposed to. I would say that formulating a class observation.
I have observed that since transitioning from one topic to another makes it difficult for students to assimilate and retain material, an observer has to understand the conceptual framework for each subject.
The class observer also has to be able to get a grasp of the different teaching strategies a teacher employs so as to connect each strategy to the right topic or subject. I have particularly noticed one teacher who used a different activity for each topic within a single class subject. The result was an active class participation which I believe ultimately made the subject interesting and more understandable to the students.
Having detailed notes during the class observation proved to be important and effective especially when going back to re-learn what I have already briefly learned from the sessions. I tend to be engrossed in the observation process that there was a tendency to forget taking down notes. This actually happened when a resource speaker was asked to share with the class a topic on the subject that I forgot to take notes and document with a photo as I was listening intently.
After each observation class, the discussion between teacher and observer was an equally important part of my task. These discussions kept me on-track with the objectives I initially set and that set by my teacher supervisor.
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Link to my Scanned Notes here
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