Progress developing step-by-step skills for the topic.

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

Iadmit that, at first, I found it difficult to get students’ attention for me toteach them properly.  Though I know that I am knowledgeable enough about the topic at hand, teachingstudents is an entirely different matter. That is why projecting a pleasingpersonality and attitude in class is important. Mymentor’s observation was invaluable in enabling me to effectively analyze thelesson. She highlighted that the good relationship between the students and me,command over the topic taught and variety of the learning activities in mylesson plan were the key strengths of the lesson. However, I should use a wider varietyof formative assessment techniques to monitor learning as it is taking place. Inmy opinion, I easily managed to achieve the lesson objectives. Directinstruction was used throughout the lesson: this strategy was effective inproviding information and developing step-by-step skills for the topic.

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Myinstructions were clear as students knew exactly what they were supposed to bedoing. Direct Instruction refers to a carefully developed, highly scriptedmethod for teaching that provides constant interaction between students and theteacher (see image 4) (McInerney, 2002).  Havingthe materials prepared made the lesson run smoothly as students were readyto start. Visual aid was used to cater for spatial learners (see image 2) (Silverman,2002) and to assist lower abilitystudents in identifying what speech writing looked like. Note taking from whatvolunteer student was writing on the whiteboard during the brainstormingsession was effective as well.

The brainstorming idea proved to be an effectivestrategy as they were all raising their hands to answer the questions that wereasked. I felt that the learning outcomes were being addressed here. Thestudents did a great job in discussing their opinions and idea: their speechwriting responses in their notebooks further helped me to analyze theeffectiveness of the lesson. As it was a new topic for them, I managed toencourage my pupils, and they ended up writing much more than I had expectedthem to. As regards to weaknesses, my mentor pointed out that working inpairs did not work for some students, as they were not focused on the task inhand.

I feel that this weakness could have easily been avoided if group work iscarried out in a more structured way, with clear guidelines about expectationsand time. In the future, I will give limited time for group work to avoiddistractions for the students (Doddand Sundheim, 2005). In the future, I will keep abetter eye on the clock and end the main lesson activity and immediately moveto a review of whatever is learned in the lesson when one tenth of the lessontime is left, irrespective of whether it matches the plan. As a whole, I amglad that I made improvement to give effective modelling and provide morestudent-centred activities. Designing a good flow of activities is another keyto making a successful lesson.

I think that is something I need to improve on,as well as elicitation techniques. I need to improve my time management to ensureI do not run out of time as students lost the chances to present what theylearned in class through fun activitiesbefore they walked out the classroom. This could be managed by dividing thelesson in two slots.


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