Reflection Title: Story [The Long Vowel O –

Zoad]

Name: Jawaher Ahmed Alkaabi

Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
 Lesson English – Story [The Long Vowel O – Zoad] Student
Jawaher Ahmed
unit/page teacher

MST Joy School AFPS

Class KG 1 & 2 Date March 6, 2018

Overall aim and context of the lesson

I taught a short part of the lesson today which is storytelling, I was aiming that the students will be able
to understand that print is a prerequisite to reading. However, the main aim was to let students recognize
sounds and be able to identify words wit h long vowel O.

SWC Lesson Reflection

Select (S):
The lesson was about the long vowel O, students identified few words from the story with long vowel
u such as Zoad, Toad, boat, and moat. I was addressing kg 1 and kg 2 students at the same time. Kg 2
HA students could read the story by themselves, MA students would connect the picture to the sentence
to understand, and LA students would listen to the teacher while reading the story and they will be able
to make the connection between the pictures and wha t they are listening to. However, since it was my
first time reading/ teaching kg 1 students I could see that most of them were able to make the connection
between the pictures and what they are listening to & there were two students that could read some
words by themselves.

Describe (D):
The lesson takes place in Al Alfiah Filipino Private School [AFPS] on the 6th of March on Tuesday,
MST and I discussed the story on Sunday which is two days before Tuesday, and I planned reading the
story for kg 2 only, but since I took them to the playground and kg 1 students were there we joined the
two classes together. The main purpose of the story was to introduce long vowel O words to the students
and make them able to read those words independently along with unde rstanding its meaning. At the
beginning of the lesson, all students were paying attention except one who prefers to play rather than
listening to the story. I was able to manage that one student by letting him sits beside me, however, I
don’t think that student listened to the story since he was facing the others and seems to be
daydreaming. Students were repeating the long vowel O words with the teacher (me) and answering
the questions given. Later on, after one minute and few seconds they started to lose attention and
interest, only a few were able to follow.
Analyze (A):
There are different causes of students' actions and why they weren’t able to pay more attention. First,
reading on the playground is risky because students c are more about playing. Second, the teacher (I)
didn’t provide proper tone, intonation, and emotions for kindergarten students, which made students
lose interest. Third, the story and the pictures were not visually attractive (black and white). Last, the
story took longer time than expected and kg students have short attention span which should be taken
into consideration. Kg 2 students were able to understand the story, the purpose of it and were able to
know the difference between “frog and toad”. W hilst kg 1 students were only able to understand the
story without knowing that the main purpose of it is to learn long vowel O words. Students weren’t
engaged enough and properly.

Appraise (A):
As long as there are no consequences for students’ misbehaving coming from the teachers, students
won’t listen to the teacher. I was able to meet my teaching goals, and students were able to learn long
vowel O words. However, it’s not a good way to learn things, since it was in the playground,
misbehaving students were ignored by the teacher (I), and reading the story wasn’t that interesting.
Yet the students were able to learn words with long vowel O.

Transform (T):
First thing I will never take students to the playground to read a story or have a lesson there. Second,
I will use more visually attractive story. Third, I will try to develop my reading stories skills (tone,
intonation, emotions, etc.) Lastly, I shall ne ver ignore misbehaving and try to talk about it with the
students as much as possible for them to understand what’s right and wrong. Acting the story out is
one way to grasp students’ attention and I should work more to develop that.