Yvonne Broome

Peer Teaching 2 Evaluation

I feel the overall presentation of my second peer teaching was better than the first. I better understood the concept a lot more this time. I was not as nervous and I think this allowed me to present the lesson with confidence and with a little more ease. Both were good learning experiences. I believe I spoke clearly with appropriate volume. However, my rate of speech could have been a little faster. Like the first time, I had pretty good eye contact and good posture and I moved about the classroom. Unlike the first time, I made sure there was no barrier between the students and me, like the music stand that would appear as if I was being a bit standoffish. So, I felt I did those things pretty well.

My lesson was introducing Bb to the students, which was to be played on their recorder. I was not comfortable with playing the recorder nor confident with the fingering. So I made a fingering chart for myself and I practiced prior to teaching the students. But, I still had a hard time being accurately consistent with pitches when I played. Consequently, I was able to show the students proper fingering but I didn’t play it for them on the recorder because I did not want it to be off pitch. My rational for this was I did not want it to appear to the students that I did not know what I was doing (and I could not let them think that). The next time I will be prepared to demonstrate on the recorder for the students the correct pitch.

I used more visual aids this time. That made it a lot easier to teach because there were visual reference points that could be seen and followed. I wanted the students to focus on learning Bb so I place it on different color paper than the other two letters. Also, I drew a recorder on the chalkboard directly under Bb with fingering. A few students said by doing this it caught their attention and allowed them to center in on the main note being discussed. I was also on time, which gave me opportunity to set up the aids prior to the start of class. By doing this, I was able to spend more time doing actual teaching.

If I did this lesson all over again, I would try to engage the student’s participation more by calling on different individuals. I would ask questions relating to the topic and I would ask them one by one to demonstrate by playing their instruments. This would let me know if the students understand and where or if I need to make adjustments. I would also not look at my lesson plan as much during the teaching process and not use “ok’ as a verbal filler as much when speaking.