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Teaching Practice
The Teaching Journey
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Grade 4
Teaching Practice
Teaching Practice
The teaching implementation follows an inductive approach. It involved a systematic procedure of knowledge recall, class motivation activity, presentation of lesson topic, discussion of lesson content, knowledge/skill enrichment activity, generalization of learned knowledge/skill, assessment of learning, and giving of assignment/agreement.
The teaching and learning process commences with routine activities of greetings, self-introduction, presentation of class rules, and setting expected standards for pupils to achieve. Review of past lessons or recall of essential concepts related to the lesson follows as a pivotal procedure in improving pupils’ retention and assessing their prior knowledge.
For lesson proper, the following procedures were applied;
Motivation. Activities that draw attention and encourage participation that engage pupils to discover the lesson.
Presentation. Introduction to the lesson title.
Discussion. Tackling of knowledge, enhancement of skills, and inculcation of values.
Fixing Skills. Activities that allow pupils to hone and practice newly gained knowledge/skills.
Generalization. Summarization of knowledge and reflection of values learned by pupils.
Assessment of learning is done via summative tests or activities. The outputs are then checked and results are recorded. For mastery, an assignment or agreement is given at the end of the lesson for continuous practice of knowledge/skill.
Time management
Time management
Wise use of time is an important aspect to consider in implementing lessons. During my teaching sessions, I had a specific time frame dedicated to every activity. The time is planned based on the significance of each teaching procedure. Preliminary activities and knowledge recall were brief to maximize time for lesson discussion and assessment. Further, other activities such as games, worksheets, or tests were time-bounded for an organized teaching and learning process.
Classroom Management
Classroom Management
In organizing and managing the class, I consider the following concepts;
Set clear objectives for the lesson. Begin with the end goal in mind by setting and planning lesson objectives that will serve as a drive in lesson planning and implementation. In every lesson plan, I wrote three lesson objectives anchored on the cognitive, affective, and psychomotor domains. This is to enhance the minds, values, and skills of pupils.
Communicate rules and standards. Classroom rules, learning standards, and expectations were discussed with pupils before any activities. I always start my lesson by presenting rules, criteria, and standards to guide pupils on how they will act, behave, and participate in the teaching and learning process. Simple reminders such as “I want you to listen carefully,” “I need you to behave well in class,” or “I expect you to participate in the class discussion,” are words that communicate the rules and standards I want to attain inside the classroom.
Use positive reinforcement. It is important to retain the desirable attitudes and practices of pupils. In teaching, I apply positive reinforcement by acknowledging correct answers and reasonable ideas through positive remarks and claps. With a jolly voice, I announce certain remarks such as "your answer is correct," "very good," or "excellent" when pupils share great ideas. I also create and apply unique claps of recognition when a pupil is behaving or participating well in class.
Engage pupils actively. Today, it is essential to have a learner-centered approach to teaching. It is ideal for teachers to be a facilitator of learning while pupils as active learners by providing student-centered activities. In teaching, I let pupils drive the lesson discussion by prompting words, ideas, and cues they need to realize and reflect on the lesson.
Problem Solving and Organizing Activities
Problem Solving and Organizing Activities
During lesson implementation, I encountered certain problems with pupils such as unexpected words or sudden ideas they shared, short attention span and focus, and unnecessary movement during instruction. However, these issues were directly addressed as I tried to alter the negative ideas of pupils into positive ones, I implored various techniques and made collaborative and engaging tasks to keep them focused, and I provided constant reminders about class rules to organize pupils inside the class. Proper tone, modulation of voice, hand gestures, and facial expression were also considered during the delivery of instruction. Further, a routine was established for pupils to follow such as passing and submitting worksheets. This routine requires minimal time and effort which is beneficial in maximizing time for activities essential for the teaching and learning process.
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