Brief introduction on the lesson taught
The lesson was observed in class IX C on 4th April, 2010, by Ms. Pema Choden. The lesson was observed under the skill ‘use of teaching aids and chalk board’ on the topic ‘measurement of volume of irregular solids by displacement method’. I started the lesson with the usual meditation to bring our student’s mind in the class. I provided them the handouts and materials for the experiment and demonstrated how to carry out the experiment. The students did the remaining part. I monitored their work and helped the deprived people, not only that I encouraged the students to participate actively in the group work.
Reflection on the feedback given by the observer and my own analysis
In short the lesson went well by scoring and achieving some of the good values or components of the skill. I used all the available teaching aids very effectively and mentioned the notes on the board neatly and sequentially.
Strengths (positive aspects)
1) Usage of teaching aids: I used teaching aids such as cork, stone, measuring cylinder, lead shots and handouts. According to the observer I used all the teaching aids very effectively according to their purpose in different parts of the lesson. If we tell someone they will forget, but if we show them they will remember. This is the difference between practical and theoretical method of learning, which influenced me to use teaching aids which make a great learning to the students.
2) Usage of board: while using the board I divided the board, the writings were very clear and I rubbed the board after writing which is another good quality pointed out by the observer. I always feel that it is important to write clearly on the board and in sequential order too, that is why I divided the board.
Future commitment: knowing the importance of teaching aids I will use teaching aids in my future lesson also if it is necessary, since we should consider necessity as one of the component of good teaching aids. I will divide the board when in use to write in good order so that the students can get the writings clearly.
Weakness (suggestions)
1) Teaching aids used: in finding the volume of small objects, I used lead shots as the small object. The lead shots were of different size which made the experiment little unrealistic. I used lead shot for I had no other options rather than leaving the experiment. Another thing was that the lead shots did not have much size difference.
Future commitment: in such case I will look for other alternatives beforehand if I get and if not I will modify the available resources.
Brief introduction on the lesson taught
The lesson was taught on 6th April, 2010 under the skill ‘classroom use of language’. The lesson was observed in class IX B by Mr. N. Roy (associate teacher) on the topic ‘measurement of time’. As usual we exchanged the greetings and started to meditate for one minute. I recollected the learnt lesson and made connection with the lesson to be leant. In the lesson development I taught the concept with the help of concrete examples (simple pendulum) which made easy learning. In the closing up session I made the students to do chain summary and gave follow up activity.
Reflection on the feedback given by the observer and my own analysis
Overall I used the skill very well; however my lesson was associated with both positive and negative aspects which I consider as the ladder for me to go or grow up in my profession.
Strengths (positive aspects)
1) Use of language: in the course of my teaching I consistently used requesting, suggesting and acknowledging languages which motivated the students through the creation of child friendly classroom. Understanding the psychological emotions of the students I tried to avoid commanding and discouraging words.
2) Reinforcement: I also reinforced the students those who gave answer and encouraged others to participate actively. Reinforcement is one of the strongest sources of motivation.
Future commitment: teachers are the greatest source of inspiration in the learning process, thus we should realize the consequence of every speech before we speak. Not only at present, I will also speak with positive remarks which will evoke and enhance the learning process of the students.
Weakness
1) Habitual words: as noted by the observer, I used some words frequently which may leave bad impression on my way of teaching. This happened due to low response from the students and I had to check their understanding every now and then.
Future commitment: in my future teaching I will try and avoid such use of habitual language. I will try and minimize the frequency of words slowly and I am certain that I can do the promised things with dedication to my profession and respect for the student’s life.
Brief introduction on the lesson taught
The lesson was observed by Mr. N. Roy, an associate teacher on 7th April on measurement of time using simple pendulum. The lesson was observed on the skill ‘management of groups for learning’ in class IX B. Although the introduction scene became more of teacher centered, in the following minutes the classroom was under the domination of the students. With the introduction of the topic and demonstration of the experiment I gave them group work where the students were directed to perform experiment with different effective length. Mean while I monitored their discussion and made sure that all the students were participating in the activity. In the closure I gave follow up activity and closed the lesson for the day.
Reflection on the feedback given by the observer and my own analysis
To reflect the moments of my lesson in my own words, in nutshell the lesson went well gathering all the components under its light. The observer did notice both positive and negative aspects in my teaching.
Strengths (positive aspects)
1) Explanation of the concept: I introduced the lesson with recapitulation of the previous topic knowing the fact of importance of linking the learnt knowledge and knowledge to be learnt. I also explained the lesson well. The backbone behind this achievement is the numerous practises before the real classroom situation.
2) Usage of teaching aids: I used concrete examples like bob, stop watch, string, stand, etc to enhance the interest of the students in learning and to up hold the principle of learning by doing. If we use concrete examples then they will be motivated and conditioned to learn with heart.
Future commitment: the portions in which I excelled now, I also wish to achieve the same goal in my future or do better than now. However I promise that the quality of teaching will never run down the drain. This signifies the level of hard work that I must put in the future.
Weakness (negative aspects)
If I display some of my internal mistakes which made and that remained hidden inside me.
1) Presentation of the work: in case of the presentation of their group discussion, they could only complete the experiment and calculations were not done. This happened due to limited time that I had in my hand to close the lesson.
2) Formation of groups and group work: in each group they had 10 members and all the groups consisted of mixture of boys and girls (heterogeneous). All the members participated well but the group size was very large. The reason behind this failure is, only three stop watches were working and the six groups were merged to three groups.
Future commitment: in the future I will design small activity and let all the groups to present with proper time management and in case of scarcity of laboratory equipment I will conduct double shift system so that all can participate actively.
Brief introduction on the lesson taught
The lesson was observed by Ms. Pema Choden, a TP teacher on 12th April on measurement of mass and significant figure. The lesson was observed on the skill ‘advanced questioning and reinforcement’ in class IX A. With the recapitulation of the topic I introduced the topic and discussed about the principle based on working of beam balance. The class was student centered since I asked many questions from different levels. Reinforcements were given for correct answer.
Reflection on the feedback given by the observer and my own analysis
First to give the concise lay out of my lesson, I started the lesson with usual greeting and meditation. I recapitulated the lesson taught with the help of the students and introduced the present lesson. The lesson went well since I taught the entire lesson through questioning session.
Strengths (positive aspects)
1) Introduction of the lesson: the strategy to introduce the lesson by making link with previous lesson learnt was extraordinary. I even taught the following concepts by asking many questions which kept the students active.
2) Variation of questions: questions were asked from all the levels and in sequential order to avoid confusion (lowest level to highest level)
Future commitment: questioning is one way which has diversified function, on one hand it will evaluate the teaching and learning process and at the same time it will enhance the thinking power as they will be engaged in the process of brainstorming.
Weakness (negative aspects)
1) Reinforcement: although I tried and reinforced the students after every response, the charm of variety reinforcement was dormant. Because of the artificiality of other usage of reinforcement, I used only some part.
2) Levels of question: I included questions from all the levels; however the frequency was more from the lower level. For better brain development we should ask more questions from middle levels.
Future commitment: even though I am not comfortable with the reinforcement I will try with my heart to include other forms in the successive teaching days. Regarding to the levels of questions I will try and include the questions more from higher and middle level so that the students develop their skill of reasoning, thinking and presenting with accuracy.
Brief introduction on the lesson taught
The lesson was observed by Mr. N. Roy on 15th April on density. The lesson was observed on the skill ‘basic questioning’ in class IX A. With the recollection of the previous topic, I introduced the topic to be learnt and discussed on the term density. For the skill was more of questioning, I asked their view on the term. The students related it with density of the forest which was a good simile. The class became more of student centered since I asked many questions. I reinforced those students who gave correct answer and motivated those people who couldn’t answer to participate.
Reflection on the feedback given by the observer and my own analysis
Reflecting back on the lesson taught, I am proud that I could maintain the domain of modern learning i.e. student centered. Pertaining to the skill I could catch up with some part but I also missed some other parts as our destiny is always associated with achievements and failures.
Strengths (positive aspects)
1) Pausing: according to the guide of teaching skill we should pause more than 2 seconds and more. I am straight that I could follow the positive aspect of the skill since the maximum pausing fell in between 2 and 5 seconds.
2) Directing question: most of the questions asked were directed first to the whole class. Such method will enable the students to think for a while otherwise the students will be puzzled if we directly point to them. Questions were also redirected.
Future commitment: even though pausing was more in between 2 and 5 seconds, I also used some which were less than 2 seconds. I will avoid such practice as we create less space for the students to think. The questions will be also directed to the whole class.
Negative aspects
1) Distribution of the questions: in the process of asking questions the back benches were disused more as only one question was asked to them. From my point of view I directed the questions to the whole class and given chance to the voluntaries to answer where none of the back benchers were participating. If I waited to their answer I was worried about the management of time. While pointing to the students, we also should consider the willingness of the students to answer and for those who volunteers we cannot abandonment their participation as they will be de-motivated.
Future commitment: in the coming days of teaching I am going to direct the question to the whole class and point any one from different corners so that the questions will be equally distributed and all the students will have a function as active participants.
Brief introduction on the lesson taught
The lesson was observed by Mr. N. Roy on 24th May 2010 in class IX B. Teaching skill under practice was ‘introductory procedure and closure’ and the lesson taught was ‘center of gravity and equilibrium’. I started the lesson by gaining attention and recollecting the previous lesson. I also let the students to discuss in groups on the concept of equilibrium. In the middle I asked questions to the students to check their understanding on the topic. Reaching the closure I closed the lesson by summarizing key points and evaluating.
Reflection on the feedback of the observer and my own analysis
To sum up the whole lesson into few lines through my point of view, the teaching went well with lots of interaction between the students and me. I remember establishing goals, giving directions and monitoring student’s work.