Focused Conversation 2

(i) What are my reflections for Focused Conversation 2?

Over the past few weeks, I have discovered that it can be occasionally challenging to keep students on task and prevent them from becoming distracted. Such difficulties arise particularly during certain timings in the day, such as just after P.E. or during the last lesson in the afternoon. During those times, students --especially in academically-lower-end classes -- are often restless and fidgety, unable or unwilling to focus on assigned tasks. In response, our SCM suggested that tasks assigned during those periods should be adjusted based on their aptitude and level of tiredness at that point in time. It is vital to check whether the assignment task is too difficult: indeed, as he pointed out, any worksheet of more than 4 pages is clearly too ambitious. Long worksheets tend to induce students to 'switch off', and when answers are discussed, they will merely copy blindly. Instead, if providing worksheets, they should be limited to no longer than two pages long. I learnt that it is necessary to take differing rates of learning into account by ensuring adequate scaffolding and differentiation; for instance, by including low-to-high levels of response questions in a worksheet -- because in every class, some will naturally finish faster and others slower. Another idea is to have a rubric for students who have finished more quickly to check their answers. Overall, a wide repertoire of strategies is required in order to engage students, and the particular strategy chosen depends on the particular class profile.

Furthermore, I have learnt that a system of rewards and penalties can be useful in deterring students from engaging in disruptive behaviour. For example, in every tail-end Express class, there will almost always be some students who will not be engaged, and who remain recalcitrant in their lack of cooperativeness. One technique is to separate these disruptive students by re-allocating their seating, or to have them stand at the back of the class. It should be noted that the threat of detention (though occasionally an effective disincentive to prevent misbehaviour) may not always be a sufficient deterrent for upper secondary students because many stay back in school till late anyway almost every day. Giving extra work may also be problematic, because it is more sustainable (and less painful) over the long run to mark only essential items -- especially for teachers of language and literature, since essays can be very time-consuming to mark. In terms of keeping a class engaged, key strategies include stretching exercises, short games, countdowns, or visual signals. Instructions also need to be bite-sized and specific, e.g. 'sit down', 'take out the book and turn to pages 91-92'. Students can then adhere to instructions more easily and remain on task, so as to remain engaged with the lesson.

(ii) What data (observation, interview, test marks, etc.) will I collect to help me improve in my teaching practice?

I will continue to arrange and shuffle my lessons based on the receptiveness of students at the particular timing of the lesson. Over the next three weeks, I will check regularly that students are alert and engaged enough to remain on task, and I will consult my CTs about the lessons that have been covered. In terms of handouts, I will ensure that my graphic organizers and worksheets are as succinct as possible, so that students will not feel put off by the length of the work required. Given that the schemes of work of both the EL and Literature departments demand several class tests, I will use the test scores as part of my data to ascertain whether this approach is feasible. Besides tests, I will also base my judgment on their performance in class, as for instance during fun online quizzes that I have created for the students. Finally, I will secure feedback from students through informal conversations to check whether there are any other means for me to improve the quality of their lessons and support their learning in the process.