Professional Documents
Culture Documents
manifestation was that I did not outline clear expectations for behavior to the class at the beginning of the class period as well as desist unruly conduct of the adolescents; ultimately, giving off a demeanor that implied to them feeling as if they had a sense of control over my instruction. In order to prevent the students from carrying out these actions going further, it is critical that they are made aware of how they must manage themselves and that I travel throughout the learning space with my back to the wall so that each learner is in my realm of vision in an effort to hold them more accountable. In relation to the delivery for which the content was presented to the students, I am conscious of the fact that there are definitely factors that need to be improved upon, while I utilized other pedagogical tactics as effective approaches to give the class necessary resources to succeed. By issuing several demonstrations and informal questions about the material in focus to the learners, they could then apply the knowledge from these instructional strategies to their own performance in an effort to enhance it. The feedback on the efficiency for the implementation of these methods seemed to reap benefits for the students due to their comprehension of what was discussed to them. With that being said, the lack of confidence in which I portrayed when offering this guidance is an aspect that can be associated as an unfavorable behavior during this teaching episode. The reasoning behind why this transpired was that I had a hard time trying to come up with the right dialogue that the class could better understand, where it, in turn, made me come off as though my content knowledge was weak. If I can devote more effort to rehearsing what is planned for my teachings from this point on, then my hope is that this issue should never come up again. The feedback that I provided my learners with was that of which was useful, but incomplete at the same time in reference to the different segments of my lesson. Additionally, the positive and corrective comments that I issued were helpful to students attainment of the concepts presented to them. It was often that they used my input to implement fundamental execution in response to what was focused on through these instructional statements. Unfortunately, the frequency in which they were administered was lacking, where it was often that for extended periods of time no commentary was given to the class other than what they should not be doing in regards to their conduct. This was a problem that arose on various occasions based on the fact I was too involved with the offtask behavior that the learners were engaging in that those who were executing the tasks properly went unnoticed. My greatest challenge in helping to deal with this incidence in the future is to incorporate the pedagogical strategy of overlapping in an effort to increase the feedback that I grant to my students by successfully dealing with these disruptions. My cooperating teacher offered much suitable insight regarding whether or not they felt I applied the necessary teaching behaviors that correlated to a sufficient lesson. From this critique, she noted that my review of learning outcomes, performance, and behavior was one of the better traits I exhibited throughout my teaching episode. My closure is as to why I believe that this was an attribute which manufactured positive results from the learners since I touched upon elements of the class period that went well and those of which did not go so well for these particular aspects. The quality in my performance that she feels I need to work on is having appropriate voice projection, tone, and enthusiasm. This can be related back to the fact I did not display a certain poise that promoted assurance in relation to the content that was taught, which unfavorably affected how the students carried out their performance and behavior. It is vital that I do a better job, from
this point on, of making sure the appropriate steps to convey effective instruction are taken preceding its implementation in order to target these areas of my presentation by already having established a solid base for how the material will be relayed. The most important thing that I learned from todays lesson is how the difficulty of content dictates the learners involvement in its activities. My instruction was constructed in a way where the students were comfortable with the primitive concepts for football, which seemed to be fitting when first explaining the material to them. Though as they went into activity, they had a hard time employing what was discussed with motivation levels that were non-existent. In fact, some of them completely gave up at trying to execute the tasks to the point where they actually started to sit down and do nothing. Other individuals were even coming over to me to say that they did not know how to execute the primitive skills for which the entire teaching was formed on. Thus, the creation of tasks that are developmentally appropriate which target the weaknesses of the learners is crucial for their overall learning.