There were two main recommendations present in my peers' evaluation. The first one regards knowing my audience and being more careful when showing content that might be sensitive. The other one concerns how to come to a balance between the amount of information and the amount of time for students to absorb that information.

I agree with these critiques, and I believe there are ways to change my teaching delivery method and incorporate my peers' suggestions. Here I provide some modifications to my lesson cycle.

Potentially sensitive content

I like to use examples from our daily lives and relevant historical facts in my classes. Nevertheless, I believe that there is no point in merely exposing my students to sensitive topics. Therefore, the main modification to this lecture would be to talk more to my students at the beginning of the photographs presentations and warn them about sensitive information. I would say that during this class we will be watching some potentially sensitive media (including photos and videos) and that if any student feels uncomfortable about war-related topics they can be excused from class, and can opt for an alternative activity. This alternative assessment would be conducted in my office hours, where I would use another set of pictures to explain the activity and give them instructions on how to complete their journal and the blog post.

Balance between content and discussion

The more I learn about teaching, the more I learn about how to communicate with other people. Moreover, as a teacher I hope to establish a communication channel with my students that is not only about talking and sending information. It is essential that my receptors can capture the message. Therefore, the first thing I would change in my teaching delivery is to reduce part of the content, and the words in slides.

When I observed my recorded class, I realized that I kept looking at the computer screen sometimes, which distanced my attention from the students. I believe that if I have my class script in mind and well rehearsed, I feel more comfortable to walk around the front part of the classroom and establish a better connection with my students. This connection can help me to keep in tune with students and notice when I need to slow down or give them more time to take notes or think about the topic we are discussing. I also noticed that I feel a little uncomfortable with the silence when I make a question and nobody responds right away. This is inappropriate in a classroom environment because students are a central figure in the classroom. Therefore, to practice my silent moment in the classroom I will incorporate a technique recommended in one of my peer evaluations, that is to count in my mind.