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NicholasPlourdePHED3572/20/15

ReflectionAssignment1

ThroughouttheobservationswhichIhavemadeinPrePracticumonthelessonsofmy
cooperatingteacherattheschoolthatIamdesignatedto,Ihavebeenabletoanalyzeher
pedagogytodeterminewhichpracticesincorporatedintheinstructionsheprovidesthatboth
inhibitsaswellasenhancesstudentlearning.
Ofthesemethods,oneteachingstrategyforwhichsheneedstofurtherdevelopis
offeringfeedbacktostudentswhentheyaretakingpartinthetasksofherlessons.Ihavenoticed
onnumerousoccasionsthatsheneglectstograntthelearnerswiththeseinstructionalcomments
regardingtheirperformanceofsuchactivities.Asaresult,thestudentsarethenleftunawarewith
astowhethertheyarecarryingoutthesemovementassignmentsinthecorrectorincorrect
manner,whichlimitstheirrefinementinreachingmaximalpotentialforsuccessfullyexecuting
theseduties.
Toimprovethisinstructionalinadequacy,Iwillmakesuretoofferthesestudentswith
bothpositiveandcorrectivespecificfeedbackstatementsontheaspectsoftheirperformancethat
theyarecarryingoutproperlyorareinneedofimprovement.Myhopeisthatbyintegratingthis
tacticintomycommunicationwiththeselearnerstheywillbecomemoreinformedabouthow
theirexecutionofthecontentthatisbeingpresentedstandsinrelationtotheirpersonal
competenceforfullyachievingitsapplication.Thatiswhybypreciselyincludingthedistinct
elementsofthesestudentsenactmentwithreferencetoattainingtriumphintheseactivitiesare

criticalfacetstoincludewithintheseconstructiveremarksbecausetheydirectlyindicatethe
featuresthatarecontrolledbythispersonwhichneedtobeeithersustainedormodified.
Withthatbeingsaid,IwillensurethatIamabletoprovidethestudentswiththis
commentaryofinstructionbywalkingaroundthesidesoftheteachingspacetoscantheactivity
areawithmybacktothewall.Thiswillbevitalforassuringthateachoftheselearnersare
withinmyrealmofvisionatalltimessothatIcanadvantageouslyviewthemcarryingoutthese
functions.Inresortingtothisteacherpositioningapproach,Iwillthenbemorequalifiedtogrant
thesestudentswithfeedbackthatexplicitlytargetsthequalitiesoftheirexecutionwhichhavea
majorimpactontheresultstothatofwhattheyarereceivingfortheperformanceofthese
exercises.
Anotherflawwithinmycooperatingteachersinstructionisthatshedoesnotextend
activitiesforparticularstudents.This,inturn,causesthelearnerstobecomeofftasksimply
basedonthefactthattheygetfrustratedorboredsincetheseexercisesaretoohardoreasyfor
themtoprosperouslyperform.Thestudentswhoseskilllevelstrictlycorrelateswiththesetasks
thengetdistractedbytheirfellowpeersbehavior,which,ultimately,decreasestheexpertiseto
whicheverysingleoneoftheseindividualsisabletocomeawaywithaboutthematerialtouched
uponinthesemovementassignments.
Tomakesurethatthisinstructionalshortcomingdoesnottranspireinanyofmylessons,
Iwillcreateaseriesofextensionsupanddownforthestudentsineveryactivityencompassed
withintheseteachingsessionswhenplanningthem.Therefore,bypreparingfortheexpected
performanceresponsesofmylearnersIcanmoreefficientlyregulatetheirconductbyaltering
thesedutiestoexactlymeettheirdevelopmentalneedssothattheywillbeengagedinthemtoa

greaterdegree.Thisprocedureishighlybeneficialformaintainingthatallstudentsareontaskin
respecttotheresponsibilitiestothatofwhattheyhavebeenassignedtocarryoutbytheteacher
inanefforttofostertheirconsummationofthesubjectmatterinfocusfortheclassperiod.
TheinstructionalstrategyinwhichIwillutilizetofuseextensionsintheseteaching
episodesisintrataskvariationamongallofthestudents.Thisdidactictechniquewillbe
extremelyusefulwithregardstofluctuatingthemeasurablepartsattachedtoeachactivitywhich
bestfitsthegenericlevelofskillproficiencyfortheselearnerstoheightentheirinterestin
performingthem.Additionally,thegainofknowledgethatwillbeaccruedbythestudents
throughthemergingofthisprocedureintotheguidancewhichIgivetothemshould,
subsequently,beinevitable.
Conversely,aninstructionalmechanismthatmycooperatingteacherhaseffectively
employedtoincreaseherstudentsconcentrationonthepresentationofprimaryconceptsthat
shearticulatesisaskingthemcheckingforunderstandingquestionspriortothestartofevery
taskduringherlessons.Itisduetothisproceedinginastowhytheselearnersarerarely
confusedwithrelationtotheactionstheymustperformintheseexercisessincesheimposesthis
formofquestioningaboutthembeforetheiractiveparticipationtocertifythattheythoroughly
understandwhattheirroleisforbringingabouttheculminationoftheseundertakings.Thislack
ofbewildermentisextremelyimportantinlightofhowityieldsanabundanceofopportunitiesto
respondforstudentsonthetargetedtopicsthatareconferredwithintheseeducationalgatherings.
Tocontinuetheexploitationofthisoperationinmyowninstruction,Iwillposethese
checkingforunderstandinginquiriestostudentsimmediatelysucceedingmyphysical
demonstrationsabouthowtoaccuratelyperformtheseactivities.Mybeliefisthatthisstructured

arrangementwillbecrucialinhelpingmeforrememberingtocommunicatethesequeriesby
establishingaroutinewiththelearnersthatpreservesthisverysameprocessinallofmy
teachingexperiences.Thishabitualactwillbeintegralinreferencetoholdingmystudents
accountablefortheircomprehensionofthedirectionsthatIdelivertothembyitdemandingfor
theirconsistentattentiononthisinformation.
AhabitbywhichIaimtoadoptinmyinstructiontowarrantthattheaforementioned
customisalwaysevidentwithinthistransmissionofcentralthemesarebywritingoutthese
questionsonanotecardthatIcanregularlycarrywithmewhenteachingstudents.Thisitemwill
notonlybesuitableforassistinginformulatingmyinquiriestolearners,butassessmy
performanceonconveyingthemainpointsineveryclassmeetingwithrelationshiptotheplan
thatispreviouslymadeforthemaswell.Theimportancethatthisqueryingconventionwillhold
isgreatlysignificantbyreasonofitsabilitytoequipmyselfwithkeyintelligenceforhowIneed
toalterthetutelagewhichIadministermystudentswithtoharvesttheiracademicprogressin
thisareaofstudy.
ByexaminingtheweaknessesandstrengthsintheinstructionofmyPrePracticum
cooperatingteacherthroughtheobservationsthatIhavemadeatmyschoolthusfar,Inowfeel
moreconfidentaboutdevisingmyfuturelessonsIwillleadtheretoproducealearning
environmentthatitsstudentsshouldmostcertainlyexhibitthecapacitytothrivein.