Reports and Observations
Feedback is fundamental part to support teaching. This page shows the feedback of my MST and MCT on my teaching which is divided from each area of competency. The benefit of receiving feedback helped me to develop my teaching skills and be expertise in teaching strategies.
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Professionalism
Planning for learning
Implementing and Managing Learning
Monitoring and Assessment
Reflection
This feedback is supportive to demonstrate my professionalism through the teaching practice. I have learned to involve in wider aspects of the school which helped me to reflect on my personal and teaching skills. From the extract above, you can see the rich feedback of my MST based on the conferences and workshops that I attended during my teaching practice. In addition, attending a conference about the fundamentals of differentiation gave me a clear picture of the importance of the activities in learning and how to manage the activities to suit the students’ needs. This extract shows my MST comment on attending school’s events and how it can help me to learn the methods of teaching.
Also, attending parent-teacher conferences was advantageous for me as a student teacher because it gave me an idea about the student’ performance beyond the school. Furthermore, going through discussion with the parents about the student performance helped me to form an understanding of the extent of the behavior beyond the classroom. The skills that I gained in this field were communication skills, management skills, understanding behavior and learn about social development (see teaching philosophy, professionalism). Ernst (2004) revealed that “attending a conference is a professionally rewarding experience”
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Reference:
Ernst, M. (2004). Attending an academic conference. Retrieved from https://homes.cs.washington.edu/~mernst/advice/conference-attendance.html.
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Students-centered was my big concern in teaching practice because I received feedback from my MCT and he told me to focus on this area. It was a little bit challenging for me because I get used to be a teacher-center. However, it was my essential goals to be achieved in my professional development plan (see PDP, planning for learning). By searching online and observing other teachers I learned that students-centered is how students learn by themselves. For example, I planed different activities, I focused on levels of the students and different interaction patterns that helped the students to involve in learning. I mastered applying students centered strategies and activities because the students participated in learning, developed their knowledge and facilitates personalized learning. I improved my strategies of students centered which helped to make the learning more effective and this shown on my MST and MCT’s Feedback.
The feedback that I had from my MST was useful and it showed the different strategies that I applied in my teaching practice. For example, I used a ClassDojo app to manage their discipline by giving them or taking off their points and it depends on their behavior. As a result the students behave well during the lesson because they knew if I took off some points their parents will know about their behavior in the classroom by looking at the ClassDojo app. Also, I used groups’ colors as a reinforcement to motivate students in learning the English language. From what I believe about motivating students that is an important technique to increase students’ performance and their learning achievements, which I discussed this belief in my teaching philosophy (see teaching philosophy, managing learning). As a consequence, students were very excited to participate and were involved in learning (see PDP, managing learning). I remembered when the low achiever students participated by raising their hands to answer the questions. This result showed how teachers can use many strategies to increase students’ engagement and involve them in the classroom.
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This extract shows my MCT feedback that assigning roles to students such as leader, assistant, writer and collector, help the students to participate in group activities. This was one of my goals to be accomplished in my professional development plan (see PDP, implementing learning). Therefore, the students completed the work on time because everyone has a role to be busy on it. On the other hand, all the students were working as one team to complete the activity and were sharing the ideas with low, medium and high achiever students.
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This commentary of my MST’s feedback was shown what I did on the assessment and monitoring the students. Obviously, her feedback approved my ability to monitor, prompt and ask questions while students worked. In the lesson I was moving around to check the students’ answers. I realized that monitoring students helped me to find students’ issue and provide intervention when required in learning. In addition, I improved my strategies of monitoring students when I received my MCT’s suggestion. As a result, students improved their learning by checking their understanding and gain more insights into their learning while I was monitoring them. Through my feedback students enabled to reflect on their work and learning which helped them to acknowledge their strengths and address areas where they were lacking. As Fuchs and Fuchs (1998) found, using student progress monitoring requires extra effort and help teachers adjust instruction to ensure that all students reach high standards(see PDP Monitoring and Assessment).
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On the other hand, the extract shows a given feedback from my MST on implementing summative and formative assessments for the students. I understand the importance of using this assessment to evaluate students’ performance through the year(see PDP, assessment learning). Each one of the assessments gave me a clear understanding of the quality of student learning and my professional development. For example, in the formative assessment I used to ask students about identifying the main idea of the story and giving a quiz to check their comprehension, which helped me to gather feedback. However, I used summative assessment by giving them exam at the end of the unit which helped me to measure student achievement at the end of instruction.
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References:
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Fuchs, L. S., & Fuchs, D. (2002). What is scientifically-based research on progress monitoring? (Technical report). Nashville, TN: Vanderbilt University
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This extract illustrates a feedback from my MCT after my last visit in the second semester. It showed that I had applied the given feedback from MCT and I let all students to be involved and reflect on what they have learned. Receiving this feedback from my MCT, made me think of applying it in the classroom because I understood the importance of students’ reflection. So, in my goal that feedback is necessary for both teacher and students to develop their skills and look at the areas that need enhancement to get effective learning. (see PDP, reflection competency). As a result, applying this strategy develops my teaching skills on my reflective skills and students’ reflective skills. It also helped to prompt students to think about what is done, what is learned, and what is needed to do. Finally, I believe that I became a critical thinker which is a valuable addition to my skills in teaching. To be more specific it is an important skill of the 21st century, which means teachers should develop their strategies to be insightful about teaching to provide a meaningful learning environment (Fink, 1999; Burton, 2009).
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References:
Burton, J. (2009). Reflective Writing: Getting to the Heart of Teaching and Learning. In J. Burton, P. Quirke, C. L. Reichmann & J. K. Peyton (Eds.), Reflective Writing: A Way to Lifelong Teacher Learning, (pp. 1-11). USA: TESL-EJ Publications. Retrieved from http://teslej.org/books/reflective_writing.pdf
Fink, L. D. (1999). Evaluating Your Own Teaching. Retrieved from http://www.upc.edu/rima/grups/grapa/bibliografiaevaluacion/publicaciones/evaluating.
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