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To increase the

flexibility in
interactions with
students during
lessons.
Goal 1 In 2017, during Semester 7 teaching practice, I will positively verbally
interact with 50% of Umm Al-Qura students in class during English lessons.
Rational Believes
1. As a teacher, communicating with my students during the lesson will
give me the chance to know their speaking level. All skills are
connected, so, who have good speaking skills, will have the ability to
listen, read and write well.
2. If I select their suitable level in the speaking, listening, writing and
reading skills, it will be easy to classify them into groups. Besides,
this will support my teaching strategies, and help in giving a value
for the lesson, especially by giving the suitable group working
activities.
3. As a grade 1 teacher, I should be friendly with my students, they are
new at the school, and not familiar with taking seven classes per day.
So, if I didnt be friendly, they will not adapt in attending classes.
4. As a grade 1 teacher, I need to put more effort in interacting with the
students to help them in getting used to answer the questions and
participate during the lessons.
5. Interacting with the students will give them the chance to develop
their language, by developing their language, they will develop their
thinking skills.
Justification
1. According to Berk and Winsler (1995), Vygotsky and building
strong early childhood education is depending on the interaction
between teachers and students; students between each other.
Scaffolding children's learning comes from the social interaction
which means that the teacher should be more friendly and
communicate with the students.
2. Communicating with learners will increase the chance of
understanding what the way that the students prefer to receive the
lesson information and this will help in effecting positively in their
level. I believe that there is a relationship between being comfortable
in the classroom and increasing the acceptance to learn. According to
Gents and Cambone (2013), encouraging collaboration and
interactions between students in professional training is one of the
main challenges faced by teachers. In virtual context, it requires the
implementation of technical and social mediations because the
distance is not only physical, but also technical, socio-cultural, socio-
economical and educational.
3. Related to EDU 4103, Managing Innovation and Change, theory
written by Ion, Doina and Sebastian (2012), being able to interact
with students should be the most important goal that should be
implemented by teachers. Creating social system in the school
community can maximize personnels abilities and creativity,
orientating it towards the students.
4. I have received peer observation and MCT feedback that Im very
strict in dealing and interacting with students in the classroom. They
said that in this way Im building red lines that students find it hard
to cross, and this decrease their participation. When the students
notice that their teacher is strict, they feel scared and afraid of trying
to answer my questions. Therefore, I want to make this a priority in
my teaching practice. (Appendix 1)
Competencies CLO1 - Demonstrate commitment to the teaching profession and
personal growth as a teacher and a learner, and develop necessary
social and communicative skills to deal effectively with teachers,
learners, mentors and peers.
1. Sub - outcome 1: Set personal development targets with reference to
previous teaching practice reports and create a Professional
Development Plan (PDP).
2. Sub - outcome 5: Work collaboratively and communicate effectively
with the practicum setting management, mentors, peers, and parents
in a sensitive and a professional way.
CLO3 - Utilise a range of effective teaching strategies and demonstrate
clear understanding of effective classroom/ learning management.
1. Sub - outcome 3: Use a variety of effective teaching/ learning
techniques that support the approach to teaching and learning
prescribed by the setting.
2. Sub - outcomes 5: Maintain appropriate pace and motivation in
interactions with learners, and promote a positive learning
environment through engagement and good rapport with learners.
3. Sub - outcome 8: Use appropriate body language, eye contact,
gestures and voice to maintain an effective classroom presence.
CLO4 - Monitor and assess learners'' performance and progress
effectively during formal and informal activities.
1. Sub - outcome 2: Provide feedback to learners and document
evidence of their active participation in the learning process.
2. Sub - outcome 3: Be aware of and respond to learners'' evolving
needs during lessons.
Implementation - I will be flexible and interact with the students daily. I have three
classes per day. So, in each class, I will work on interacting with the
students and being friendly by using supportive words to encourage
them while answering the questions. Also, I will teach them that the
most important thing is to try even if they will make mistakes.
(Appendix 2)
- I will teach them how to talk and discuss more, so, I will select the
first 5 minutes of the class in asking at least three students about
what they are doing after school?
- I will also move around during the activities and ask to discuss their
process in working.
- Minimum of 3 MST observations and 3 MCT observations
- Request 2 peer observations
- Study the process of my level from the notes that I will write about
my lessons each day.
Resources - (Berk & Winsler, 1995).
- (Gents & Cambone, 2013).
- (Ion, Doina & Sebastian, 2012).
Evidence - Results from the student evaluation sheets
- Observation notes from MCT/MST
- My Reflective notes on the student evaluation sheets
- Observation notes from peers
- Reflection notes to self

Evaluation I applied this PDP goal from the first week. I tried to be more kind and
friendly with the students. I noticed a lot of positive points, but, I also
discover some negative points of interacting a lot with the students.

They are grade 1 students, so, they are not used to attend seven classes per
day, and they still reject attending all the classes. But, because I was kind
and I was interacting a lot with them, I didnt face this problem.

From the first day, I introduced myself to them and asked them about their
names. Before starting any lesson, I chatted with each student about her
personality. For example, if the lesson about colors, I was asking them about
their favorite color. I think that chatting with the students about things that
they like, helped them connecting between their favorite things with the
lesson concepts.

Moreover, in each class, I asked the students if they have any questions or if
they lost while doing any work. From my experience applying this strategy,
I notice that when I repeat asking the students if they have difficulties, this
gave them the confidence to ask. From my point of view, asking the students
a lot of questions also helped in engaging them in the lesson or the activity.

Each day, I was using encouraging words like Supergirl, excellent, thank
you. And at the end of the class, I reward all students with balloons or
stickers, so, they feel motivated.

At the second day, other teachers were saying to me that students were
asking about when they will have English class. I think that if I was strict
and not even smiling or using supportive words and rewards, they will feel
stressed and they will not attend the class. I was trying to help each student
individually by noticing their understanding and their way of answering the
questions. I was walking around and check each paper to help them work in
the right way. So, the positive points are that students were engaged,
comfortable and did their work well.

To be honest, when Im strict, it was taking too long to let the students finish
their activities. I think that this because they had questions, but they avoid
asking me about anything because I was strict. But, when I act more
friendly, they were finishing all the activities at the time because they were
enjoying the work.

However, the negative point is that one student rejected attending other
teachers classes and she wants to stay with me for the whole day. She only
wants to attend my class. So, this makes other teachers feel bad because she
didnt attend their classes. I asked the social worker to help me deal with the
situation. So, I attend with her at the beginning of the other teacher class and
then she feels comfortable an stay at the class.
PDP Goal 1: To increase the flexibility in interactions with students during lessons.
Teaching Competencies: Tc 1 committed to the profession - sub outcome 5 building positive
relationships with a range of stakeholders across the school community.

Justification
1. According to Berk and Winsler (1995), Vygotsky and building strong early childhood
education is dependent on the interaction between teachers and students.

2. Being able to interact with students should be the most important goal that should be
implemented by teachers, creating a social system in the school community can
maximize personnels abilities and creativity (Ion, Doina & Sebastian, 2012).

3. I have received MST and MCT feedback about the strictness of my interactions with
students. I wanted to address this to create strong positive relationships with my students
and make this a priority in my teaching practice.

Implementation
- As a primary school teacher, I should care about the student's psychology, and this is
to create a safety environment that can benefit students.
- I will plan to create activities and interactions which provide the opportunity to create
positive interactions
- I will evaluate the change by applying self-evaluation for students each class, so, they
can reflect on their feelings and they are comfortable.
Evidence
- Results from the student evaluation sheets
- Observation notes from MCT/MST
- My Reflective notes on the student evaluation sheets
- Observation notes from peers
Resources
- (Berk & Winsler, 1995).
- (Gents & Cambone, 2013).
- (Ion, Doina & Sebastian, 2012).

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