教學實踐的評價與反思
Evaluation and Reflection
of Teaching Practice
班級觀察評價 Class Observation Evaluation
第一次試教 No. 1 of Teaching Practice
對於第一次試教,我主要使用了直接教學法。由於是第一次以老師的角色向這班學生授課,我也想先簡單地看看這班學生的能力。在課堂上,我也讓一些學生模仿書本上的人物情節,一些學生按照書本上的內容負責提出意見,在學習知識的同時培養社交技巧及學會溝通,進行簡單的角色扮演。同時,我也會從旁協助這些學生表達及展現他們自己。也有讓學生到台上進行配對的活動,把書本上的知識帶到真實的課室內。相比起文本及口語的表達,這會讓學生們更好地與書本內的知識聯繫起來。
我想減少一點學生只是坐在座位上聽講的上課模式,因為在日常觀察其他老師們授課的過程中,我留意到整節課都以老師為中心的話,學生會覺得很沉悶,漸漸地會不喜歡上某堂課。而在我上課的過程中,學生們也很勇躍地舉手回答問題。特別是在一些以小活動形式的過程中,他們也很喜歡參與。但也出現了一些不如我所料的情況。儘管我向學生們解釋了他們需要怎樣回答問題,也在教學簡報上顯示了對話的提示文字,但當他們要回答的時候還是不能夠完全依照我所說的規定來進行回答。最後我還是需要重新向他們引導到底應該怎樣回答內容。我也從自己以及其他老師的教學當中留意到,小二的學生是比較難去理解老師在首次所說的任務以及操作的過程。他們可能會因此在任務上停滯不前,需要再次或多次向老師作出提問,才能漸漸理解任務內容。而我也因此考慮在之後的試教中,運用一些簡單、直接、重複的語言去向學生們解釋任務的操作,盡可能讓他們更好地理解而不需要多次向老師表示不解。但我比較擔心的是我會不會用得太多時間來解說而沒有甚麼時間進行學生的小組活動以及我自己的內容教學。在這次的教學中,我也意識到我可能會沒有向學生講一些重要資訊,因為我擔心時間不夠,所以我選擇了省略。但我認為我該做的是要更好地設計課堂內容,授課前分辨清楚課題重點和次要的來講述,控制好課堂時間,才不會讓學生錯失了需要吸收的知識。而在第一次的試教中,由於我是人生中第一次真正向小學生授課,我感到非常緊張,導致我突然出現了“忘詞”的現象,而整個人也表現得有點僵硬,感覺狀態不太好。吸取這次的失誤,我也希望在第二次的時候能做足心理準備,少一點緊張。
在在校老師的回饋中,我也吸取到了一些可以學習的地方。她提到,我在最後向學生提問的時候,為甚麼學生會難以回答我的問題,是因為我在講述“危險的運動”中作的解釋不夠詳細,使他們無法連結到甚麼才是真正危險的運動,而她也有向我建議我應該怎樣作出更好的解釋才會使學生們更明白。同時自己也要準備多一點才能應對學生突如其來的提問,而我也很認同這些建議,希望在以後的教學中能向學生說一些可以激發他們更好地思考的內容。我也需要鍛練自己的表達技巧和溝通技巧,才能更好地授課。在校老師也提醒了我在黑板上張貼東西時可以先把投影器調成睡眠狀態,這樣才不會被投影器的光所影響。而且最重要的是要用小朋友熟悉的語言向他們說話,因為他們現在才小學二年級,認識的東西不多,太高深的詞彙他們會無法理解。
而教授的回饋,也有我值得借鏡的地方。她說到為了使班上的學生有公平的回答問題次數,我可以利用雪條木棍,製作一個抽籤桶,在抽籤的過程中不放回,以達致公平的效果。我覺得這挺好的,在我以往就學的生涯中也有遇過老師使用這種方式。而在我教學的過程中,我常常會忘記了課堂管理的方面,教授也提醒我這是需要同步進行的。但我很擔心我要是管理了班級上學生的行為,我會沒有足夠的時間授課,所以這也是我自己需要學會從教學和管理中控制好時間重要的一環。
For my first teaching practice, I mainly used the direct teaching method. As it was my first time teaching this class as a teacher, I also wanted to simply observe the students' abilities. In the class, I asked some students to imitate the characters and plots in the book, and some students were responsible for giving opinions based on the content of the book. While learning knowledge, they also developed social skills and learned to communicate through simple role-playing. At the same time, I also assisted these students in expressing and presenting themselves. There were also activities where students were paired up on the platform to bring the knowledge from the book into the real classroom. Compared to textual and oral expressions, this would help students better connect with the knowledge in the book.
I wanted to reduce the teaching mode where students just sit in their seats and listen. During my observations of other teachers' classes, I noticed that if the entire class was centered around the teacher, students would find it boring and gradually lose interest in the class. During my class, students were also very eager to raise their hands to answer questions. Especially during some small activity sessions, they were very enthusiastic about participating. However, there were also some unexpected situations. Even though I explained to the students how they should answer the questions and displayed the prompt words for the dialogue on the teaching presentation, they still couldn't answer completely according to the rules I mentioned. In the end, I had to guide them again on how to answer properly. From my own and other teachers' teaching experiences, I noticed that P2 students have difficulty understanding the tasks and operation processes the first time they are explained. They may get stuck on the tasks and need to ask the teacher multiple times to gradually understand the content. Therefore, I am considering using simple, direct, and repetitive language to explain the tasks to the students in future trial teachings, so that they can understand better without having to repeatedly ask the teacher for clarification. However, I am worried that I might spend too much time explaining and not have enough time for group activities and my own content teaching. During this teaching session, I also realized that I might have missed out on some important information for the students because I was worried about running out of time, so I chose to skip it. But I think what I should do is to better design the class content, distinguish the key points and secondary points before teaching, and control the class time well so that students don't miss out on the knowledge they need to absorb. In my first teaching practice, since it was my first time truly teaching primary school students in my life, I felt very nervous, which caused me to suddenly forget my words and my whole demeanor became stiff, feeling not in a good state. Learning from this mistake, I hope to be better prepared mentally and less nervous in the second trial teaching.
From the feedback of the school teacher, I also learned some things. She mentioned that the reason why the students had difficulty answering my questions at the end of the class was that my explanation of "dangerous sports" was not detailed enough, making it difficult for them to connect with what truly dangerous sports were. She also suggested how I could explain better to make the students understand. At the same time, I need to be better prepared to handle students' sudden questions. I agree with these suggestions and hope to provide content that can stimulate students' better thinking in future teachings. I also need to practice my expression and communication skills to teach better. The school teacher also reminded me that when posting things on the blackboard, I should first turn off the projector to avoid being affected by its light. And most importantly, I should speak to them in a language that children are familiar with, because they are only in P2 of primary school and have limited knowledge. They won't be able to understand overly complex vocabulary.
The professor's feedback also has aspects that I can learn from. She mentioned that to ensure that all students in the class have an equal chance to answer questions, I can use popsicle sticks to make a draw bucket, and not put the sticks back during the drawing process to achieve fairness. I think this is a good idea. I have also encountered teachers using this method in my previous school life. During my teaching process, I often forget about classroom management. The professor also reminded me that this needs to be done simultaneously. But I'm worried that if I manage the students' behavior in the class, I won't have enough time to teach. So this is also an important part that I need to learn to balance teaching and management in terms of time.
第二次試教 No. 2 of Teaching Practice
第二次的試教中,我的重心是使用小組討論法來進行這節課,當中也包含了一些老師直接講述的內容。在其他的課堂上,我也有聽到老師們目前希望可以訓練小二學生的小組討論能力,為將來的討論學習墊下基礎。因此,我也希望利用這節課,能漸漸培養學生們的小組討論能力,做到相互幫助,友善交流。我在引入小組討論的內容前,與學生們講述了一下他們將會需要討論和思考到的問題,這些都是在書本上的。目的是希望他們在小組討論的過程中能有一個對於問題要思考甚麼內容的概念,不至於大腦一片空白。在課堂的最後,我邀請了學生們玩了遊戲,期望在遊戲中能讓他們回想課堂上講過的內容,並從自己的身上思考。
在小組討論的過程中,我留意到這個班的學生表現都是大致良好的,他們全部都能清晰地知道任務需要做的內容。當中的原因也有可能是我採用了簡單、直接、重複的語言去向學生們解釋任務的操作。這也是我在第一次試教的反思中所提及到的,他們僅靠一次的解釋會不太清楚,需要重複地說。在開始前我也有提醒過他們,這個一個小組任務,因此每個人都需要動手並且動腦思考,而這些事情學生們都做到了,我也非常恩惠。當我讓他們在最後分成三大組,與全班學生分享自己的答案時,大部分學生也能大聲並準確地把中文段落讀出來,這也是他們一個很好的表現。因為他們的識字能力有限,在日常的課堂中會有很多中文字都不認識。這次的任務我沒有在事前與他們共同朗讀,原因也是想看看這班學生能否自主地認識及朗讀文字,而結果也是可以接受的。我希望學生們在其他課堂中的討論也可以慢慢做得更好。但在試教中我也意識到自己沒有把課堂上要講述的內容盡量縮短而又拿捏到重點,儘管我總能在最後一刻完成我要講我內容,但正正是這樣所以我沒有更多時間向學生提問或延伸更多知識,這仍然是我需要學習“拿取重點”的方向。由於在這次的課堂上我沒有太多向學生提問,所以我也觀察到他們會感覺有點沉悶。我希望在最後一次的試教中能夠給予學生多一點遊戲活動,使他們提起精神來。
在教授的回饋中,她有指出我在這次的教學當中語速有點快。對的,我自己也感覺到。我擔心時間不夠所以下意識地將語速說快了,這也是我在上述內容有講到的我沒有很好的利用課堂時間,只把我想說的都說了。我應該要把次要的內容縮減,這樣我既可以說到重點也可以放慢語速。而教授所提及到多樣化的教學任務也是我有想過的問題,但我認為班上的學生水平都是大致平均的,所以我便沒有做到這項工作,而是讓幾個學生調換座位,讓他們來幫助能力較弱的同學。但我也意識到這樣會降低了全班學生的學習層次,在將來投身工作崗位的時候我也會嘗試採用多樣化的任務,讓學生更好地學習知識。
對於在校老師的回饋中,也有很多我值得反思的地方。她指出我在安排這次小組討論中讓學生思考的機會太少了。我很認同,因為目前的教育是需要培養學生的評判性思考,但今次都內容確實是缺乏了。原因也在於我自己為了能在有限的課堂內完成要講的內容,所以把小組討論的過程簡單化了,希望由我來講述。我應該將需要思考的內容增加,不要只有一個固定的答案,要提供更多的選項讓學生思考。因為這樣不僅限制了學生的思考,更是會擾亂了當事情放在他們身上時的可選擇性。老師也有提到我相比起第一次都試教,稍為遜色了,太過以老師為中心了。在下一次的試教中我會邀請學生自己思考更多。
In the second teaching practice, my focus was on using the group discussion method for this class, which also included some direct explanations from the teacher. In other lessons, I have heard that teachers currently hope to train the group discussion skills of P2 students to lay a foundation for future discussion-based learning. Therefore, I also hoped to use this class to gradually cultivate the group discussion abilities of the students, enabling them to help each other and communicate amicably. Before introducing the group discussion content, I told the students about the questions they would need to discuss and think about, all of which were from the textbook. The purpose was to give them a concept of what to think about during the group discussion, so they wouldn't be at a loss. At the end of the class, I invited the students to play a game, hoping that they could recall the content taught in class and reflect on it from their own perspectives.
During the group discussion, I noticed that the students in this class performed generally well. They all clearly knew what the task required. One possible reason was that I used simple, direct, and repetitive language to explain the task to the students. This was also mentioned in my reflection after the first trial teaching. They might not understand clearly with just one explanation and needed repetition. Before starting, I also reminded them that this was a group task, so everyone needed to participate actively and think. The students did all these things, and I was very grateful. When I asked them to divide into three big groups at the end and share their answers with the whole class, most of the students could read the Chinese paragraphs loudly and accurately, which was a good performance. Because their reading ability was limited, they often didn't recognize many Chinese characters in regular classes. For this task, I didn't read it with them in advance because I wanted to see if they could recognize and read the text independently, and the result was acceptable. I hope that the students can gradually do better in discussions in other lessons. However, during the teaching practice, I also realized that I didn't try to shorten the content I needed to explain while still grasping the key points. Although I could always finish what I wanted to say at the last moment, it was precisely because of this that I didn't have more time to ask the students questions or extend their knowledge. This is still an area I need to learn to "focus on the key points." Since I didn't ask the students many questions in this class, I also noticed that they felt a bit bored. I hope to give the students more game activities in the last teaching practice to perk them up.
In the feedback from the professor, she pointed out that my speaking speed was a bit fast during this teaching. Yes, I also felt that way. I was worried about running out of time, so I subconsciously spoke faster. This was also mentioned in the above content that I didn't make good use of the class time and just said everything I wanted to say. I should have reduced the secondary content so that I could both cover the key points and slow down my speaking speed. The professor also mentioned the need for diverse teaching tasks, which was something I had thought about. However, I believed that the students' levels in this class were roughly the same, so I didn't do this. Instead, I asked a few students to switch seats to help those who were leaening weakenss. But I also realized that this would lower the learning level of the entire class. In the future, when I enter the workplace, I will try to use diverse tasks to help students learn better.
There were also many points worth reflecting on in the feedback from the school teacher. She pointed out that I gave the students too few opportunities to think during the group discussion arrangement. I agreed. Because current education needs to cultivate students' critical thinking, but this content was indeed lacking. The reason also lies in the fact that I, in order to complete the content I needed to cover within the limited class time, simplified the group discussion process and hoped to explain it myself. I should have added more content for students to think about, not just providing a fixed answer, but offering more options for them to consider. Because this not only restricts students' thinking but also disrupts their ability to make choices when faced with similar situations. The teacher also mentioned that compared to my first teaching practice, I was slightly inferior this time, being too teacher-centered. In the next teaching practice, I will encourage students to think more independently.
第三次試教 No. 3 of Teaching Practice
在第三次試教中,我的目的是希望學生們能發揮自己的思考能力和創造力,能夠思考出不同廢棄物可以製到的玩具 。我選擇了先由學生們自己想考並說出,再由我來分享一些例子,希他們能夠激發更多不一樣的東西。我也希望學生們能通過動手做玩具的過程,讓他們體驗自己動手去創造而不僅備是看着、聽着老師的講解。
在整節課中,學生們的參與度都是極高的。因為主題是玩具,是他們喜歡的東西。我在引入的部分便展示了一些玩具圖片,籍此抓住學生們的吸引力,讓他們更想集中在課堂上。而我也利用了他們最熟悉的地方:課室,讓他們留意一下有甚麼廢棄物是可以利用的,增加學生們對本節課的主題意識。在講述書本中的廢棄物時,我也展示並讓學生試玩一下我製作的玩具,增添課堂樂趣。在過程中他們都是感到非常開心愉快的,他們全班都很踴躍地舉手回答問題。我看到這個場面也是非常滿意的,因為他們願意思考並發表自己的創意。除了書本的內容外,我也帶了其他在家中找到的廢棄物回校,在課堂上展示給學生,讓他們想想更多可以由不同廢棄物製作出的玩具。同時也邀請了學生玩玩具,而我想帶出的是在製作玩具的同時也能從當中認識和學習到不同的科學原理,增強自己的科學知識。由於課堂時間只有一節課四十分鐘,也是一節新課,這對於動手做玩具來說是並不充裕的。因此,我只安排了學生們在最後利用廢紙來製作玩具,這是相對能以較快速度完成的。但在當中也出現了一些問題。我考慮到有些學生可能會想不到或是不知道怎樣做,所以我允許全班學生可以離開座位尋找朋友一起討論、思考,或是教導同學怎樣完成摺紙。但有學生想摺的玩具是沒有人懂得摺的,而學生自己也不想摺其他玩具,以致他們可能會感到迷茫無助。而時間不足夠的原因,我也無法教導學生摺一些需要花費長時間才能完成的玩具,這是美中不足的事情。而我對這個班的學生也缺乏了領導能力。在平時的上課日中我也沒有像全職老師一樣,在他們很嘈吵的時候對他們進行一些制止行為。而在這次的活動中他們也處於比較興奮的狀態,我也需要花費一些時間和力氣才能讓他們冷靜下來回到課堂上。我也意識到對於小朋友來說,老師在他們眼中的第一印象是很重要的。只要你在開始時對他們不嚴厲,就算想在後面嚴厲地對待他們,他們也未必會害怕和聽從的。
在教授的回饋中,她也說到由於時間關係,在動手做玩具的活動中比較難能達到增強學生創造力的目標,但整體的過程還是大致良好的。在這個方面,我也希望能在往後能成為全職老師的機會下,好好利用好每節課的時間,把重心做好。
對於在校老師的回饋,我也從中領略到一些東西。對於動手做玩具這個目的,真的僅僅是為了完成作品的那鼓創意力?是它的獨一無二?或是好玩?不是的,重點是在於動手製作的過程。當中的成功、失敗、迷茫,都是一個體驗,一個經歷。我頓時恍然大悟。對的,我沒曾想到並向學生帶出這個重點。因此,我將來有機會教學的話,我必須更多地思考每課書可以帶出的感悟,向學生傳達更多知識以外的東西。
In the third teaching practice, my goal was to encourage students to utilize their thinking and creative abilities to come up with different toys that could be made from waste materials. I chose to let the students think and speak first, and then I would share some examples, hoping to inspire them to come up with more unique ideas. I also hoped that through the process of making toys, students could experience the joy of creating with their own hands rather than just listening to and watching the teacher's explanations.
Throughout the entire class, the students' participation was extremely high. Since the theme was toys, which they like, I showed some toy pictures in the introduction part to capture their attention and make them more focused on the class. I also utilized the most familiar place for them - the classroom - and asked them to notice what waste materials could be used, increasing their awareness of the class theme. When discussing the waste materials in the textbook, I also showed and let the students try some toys I made to add fun to the class. They were all very happy and enthusiastic during the process, and the whole class was very eager to raise their hands to answer questions. I was very satisfied with this scene because they were willing to think and express their creativity. Besides the content in the textbook, I also brought some waste materials I found at home to school and showed them to the students, asking them to think of more toys that could be made from different waste materials. I also invited the students to play with the toys, and what I wanted to convey was that while making toys, they could also learn different scientific principles and enhance their scientific knowledge. However, due to the limited class time of only forty minutes and it being a new lesson, it was not sufficient for the hands-on toy-making activity. Therefore, I only arranged for the students to make toys with waste paper at the end, which could be completed relatively quickly. However, some problems arose during the process. Considering that some students might not know what to do or how to do it, I allowed the whole class to leave their seats to discuss and think with friends or teach each other how to fold paper. However, some students wanted to fold toys that no one knew how to do, and they didn't want to fold other toys either, which made them feel confused and helpless. Due to the limited time, I also couldn't teach the students to fold toys that would take a long time to complete. This was a bit of a pity. Additionally, I lacked leadership skills for this class. During regular class days, I didn't stop the students from being noisy like a full-time teacher would. In this activity, they were also in an excited state, and I had to spend some time and effort to calm them down and get them back to the seats. I also realized that for children, the first impression a teacher makes on them is very important. If you are not strict with them at the beginning, they may not be afraid or listen to you even if you try to be strict later.
In the feedback from the professor, she also mentioned that due to time constraints, it was difficult to achieve the goal of enhancing students' creativity in the hands-on toy-making activity, but the overall process was generally good. In this regard, I hope that if I have the opportunity to become a full-time teacher in the future, I can make good use of every class period and focus on doing it well.
From the feedback of the school teachers, I also gained some insights. Is the purpose of making toys by hand merely to complete the work and show creativity? Is it about uniqueness or fun? No, the key lies in the process of making. The successes, failures, and confusion are all experiences. I suddenly realized this. Yes, I didn't think of this and didn't convey this point to the students. Therefore, if I have the opportunity to teach in the future, I must think more about the insights that each lesson can bring out and convey more than just knowledge to my students.
全面反思日誌 Overall Reflection Journal
在進行三次試教前,我就已經把三節課的教案完成了,其後再續步調整和修改。我一直也有意識到一個問題:我在紙本上的課堂計劃是會與真正展示出來的課堂有着一點落差感的。在前期計劃上,在我的腦海中會有一個過程的構思,我會認為這些過程是能做到的,並且會有一個很好的展示。設計完這些課堂計劃,並嘗試進行演練,我會從朋友或同學當中吸取了一些經驗和反饋,再進行一些調整,希望能夠在真實的課堂上展現出來。但我會發現,其實當來到真實的課堂上時,根本很難預想和捉摸到學生會回答你的怎樣的答案,甚至是需要用到許多臨場反應來回應學生們。
當我沒有在中期準備的過程中預想很多出乎意料的答案或是學生們不能跟着我的指示進行的時候,確實會讓我感到慌張或措手不及。在第一次出現了這個情況的時候,我是大為緊張的。我克制着自己的驚慌,嘗試立即給予他們一個回場的回應或是更好的任務指示。而出現了這些狀況,最大影響的會是我計劃的課堂時間。我在計劃課堂的教學內容中有一個不足的點,就是我會把所有我想教授的內容都擠滿了四十分鐘。這個問題導致了在課堂上不能容許有任何和預想中不一樣的情況出現,但事實不會這樣。正因如此,為了要在有限的時間內完成基本的課堂教學,我便把部分要說的內容刪減了。可更壞的情況是我刪減了的內容其實比我已教授的內容更為重要。而這些情況,某情度上使我的教案與我的教學中出現了落差。文字上的表達是好的,但實際行動上卻較為遜色,再加上我的表現也因為有着一絲絲緊張而有些害怕和不自信。
其後為了避免有更多我無法估計的答案甚至是時間上的限制,我選擇了以一些以固有答案為基礎的活動,而且也沒有太多提問的環節。和我預想的差不多,這班機靈聰穎的學生很輕易便能完成任務並且能呈現出正確的答案,也沒有花費更多額外的時間,可是這也限制了他們更多的想法和思考過程。這是對於現今的教育模式來說,是一個大忌。我應該向學生們提供一個批判性、邏輯性思考的學習環境,可是我沒有做到。雖然該節課順利地完成了,但我明顯地感覺到學生們沒有像第一次時那樣高興興奮,因為他們都一群喜歡勇於舉手回答問題的人。相比起第一次,我在第二次試教時確實沒有讓他們有很多回答問題的機會。
這好像是一個「死循環」。我想避免一樣問題的發生,卻牽連着種種事情。當我沒有正確地調整好教學內容和時間,其實這種「斬腳趾避沙蟲」的做法,反而更是犧牲了學生們獲得豐富知識的機會。
在後期的教學上,我嘗試好好調整一下自己原先的教學計劃,儘量在有限時間內帶出重點並且給予學生以及是我自己一個能夠根據實際情況來適時調整的時間。幸好我能夠在預計好的時間內完成應該要帶出的課堂重點,也提供了許多讓他們思考並回答的機會。遇到學生們有一些有趣的、出乎意料的回應,我也能夠及時把他們的話語帶回課堂上的重點,同時也有時間讓學生們完成他們需要做的任務。當然,這不會是完美的,肯定也會有失誤。但我希望能吸取老師們每次的反饋,及時在每節課上作出調整,慢慢進步。
我和在校老師也有一個共同應同的點,就是我要繼續學習把課堂的重點帶出來,不要把一些不屬於小學二年級應學習的東西放到課堂上。一些他們沒有接獨過的內容,在沒有循序漸進的情況下灌輸給他們,他們是不能吸收的,反而會讓他們帶來更多困惑,這些不必要的東西也佔據了我的課堂時間。在寫教案的時候,如何有效合理運用課堂時間呢?不妨在設計的活動中找一些「走盞位」。是可以根據現場情況作調整的,而不必因為時間不足而缺乏了一些應有的課堂內容。當時,這就需要在事情花工夫。這需要老師了解這班學生們的學習狀況,知道甚麼對於他們來說是容易的或是困難的,更好地為他們計劃課堂任務和完成時間。因此,持續性評估對於老師和學生來說確實是一樣很重要的東西,能及時評估學生及調整老師的教學方式。
遺憾的是,對於只實習了不足三個月便結束了的我來說,遠遠不夠我更好地深入了解並看着他們進步的過程。如果有機會能進入學校擔任全職老師,我希望自己能慢慢找到方向,為學生們提供一個良好的學生氣氛。
Before the three teaching practice, I had already completed the lesson plans for the three lessons, and then continued to adjust and revise them. I have always been aware of a problem: my lesson plan on paper will be a little different from the real class. In terms of pre-planning, I will have an idea of the process in my mind, and I will think that these processes can be done and will have a good presentation. After designing these lesson plans and practicing them, I will learn some experience and feedback from friends or classmates, and then make some adjustments, hoping to show them in the real class. But I will find that when I come to the real class, it is difficult to predict what kind of answer the students will give you, and even need to use a lot of improvisation to respond to the students.
It does make me feel flustered or caught off guard when I don't anticipate a lot of unexpected answers during the midterm preparation process or when students don't follow my instructions. The first time this happened, I was very nervous. I controlled my panic and tried to immediately give them a return response or better instructions for the task. The biggest impact of these situations will be my planned class time. One of the deficiencies in my planning of the class was that I would cram everything I wanted to teach into forty minutes. This problem leads to the classroom should not allow any situation that is different from the expected situation, but it does not happen. For this reason, in order to complete the basic class teaching in the limited time, I have cut down some of the content to say. What's worse is that what I've cut is actually more important than what I've taught. And these circumstances, to some extent, make my teaching plan and my teaching in the gap. The written expression is good, but the actual action is inferior, and my performance is also a little nervous and afraid and not confident.
In order to avoid having more answers that I couldn't estimate or even time constraints, I chose activities that were based on the usual answers and didn't involve too many questions. As I had expected, the bright students were able to complete the task easily and come up with the right answers without taking much extra time, but this also limited their thinking and thought process. This is a big no-no for today's education model. I should have provided a learning environment for students to think critically and logically, but I failed to do so. Although the lesson was completed successfully, it was clear to me that the students were not as excited as they had been the first time, because they were a group of people who liked to raise their hands and answer questions. I really didn't give them much of a chance to answer questions on the second try compared to the first.
It seems to be a "dead circle". I want to avoid the same problem, but it involves all kinds of things. When I did not properly adjust the teaching content and time, in fact, this practice of "cutting toes to avoid sand worms", but also sacrificed the opportunity for students to obtain rich knowledge.
In the later stage of teaching, I tried to adjust my original teaching plan, try to focus on the limited time and give students and myself a time to adjust according to the actual situation. Fortunately, I was able to complete the main points that should be presented in the expected time, and also provided many opportunities for them to think and answer. Having encountered some interesting and unexpected responses from students, I was also able to bring their words back to the focus of the class in time, while also having time for the students to complete the tasks they needed to do. Of course, it won't be perfect, and there will be mistakes. However, I hope to learn from teachers' feedback every time, make timely adjustments in each class, and slowly make progress.
My school teachers and I also have a common point of agreement, that is, I should continue to learn to bring out the focus of the class, and do not put some things that do not belong to the second grade of primary school into the class. Some of the learning content that they have not received, if not instilled in them gradually, they can not absorb, but will cause them more confusion, these unnecessary things also occupy my class time. How to use class time effectively and rationally when writing lesson plans? May wish to find some "allowance" in the design activity. It can be adjusted according to the field situation, without having to lack some due classroom content because of lack of time. At the time, this required work on things. This requires the teacher to understand the learning situation of the students in the class, to know what is easy or difficult for them, and to better plan the class tasks and completion times for them. Therefore, continuous assessment is indeed a very important thing for both teachers and students to evaluate students and adjust teachers' teaching methods in a timely manner.
Unfortunately, it was not enough for me to have a better understanding and watch their progress after only three months of internship. If I have the opportunity to work as a full-time teacher in the school, I hope I can gradually find the direction and provide a good student atmosphere for students.
自我評估表 Self-Evaluation Form
指導老師的評估 Supervisor Evaluations
第一次觀課 No.1 of Observation
第二次觀課 No.2 of Observation
第三次觀課 No.3 of Observation
第一次觀課 No.1 of Observation
第二次觀課 No.2 of Observation
第三次觀課 No.3 of Observation