Instructions are directions that are given by mentor to do an activity (instruction).
Effective instructions are the understandable, applied, and well-designed directions. Teachers have to design their instructions carefully so they help students in achieving the objectives. When I design my instructions I usually use the same statement I use for the objectives which is students will be able to and I even say it in the class when I give students instructions. For example, when I gave my students the instructions of creating a poster, I said to them you will be able to do a poster that summarizes the ideas of the lesson and you will present it to your peers. I do this because I believe that instructions are tied with the objectives, and according to Brown (1995) using instructions this way will help students to achieve the outcomes or the objectives. The teacher has to take into account also the differences among students. In my class, students form a combination of different abilities and because of this I had to differentiate my instructions sometimes like using simple words for low abilities and repeat the instructions to them. I do this because it will help to enhance students learning and to create a meaningful environment (Kyriacou, 2009). Moreover, in any learning environment, there are many things to consider not only students differences. Are these elements connected though? And what do they mean to teachers? These elements might include students cultures, the classroom environment, and students parents besides students different abilities. Students have different values, beliefs and norms and we have to consider them so they feel they are part of the class. In this TP I didnt teach a very diverse class but I did previously. I will not say that I considered their differences in all my classes, but small things could make differences. For example, I taught an Egyptian student once and while I was monitoring their work I realized that she needs help. This student refused my help saying that in her culture they must depend on themselves to finish their tasks, otherwise her parents will get angry. Such situation makes teachers think of how to reach every student, and for that particular student, I didnt mind giving her space to work on her own. It is challenging to teach very different students (Price & Nelson, 2013) but it is still manageable if teachers knew their students and knew how to deal with them. I have to use various strategies in my teaching and I will consider this in future. A game like tell me more about you can be enough to know my students. It is different when I was teaching in private school, because the variety of the religions and cultural behaviors must be counted when I was teaching lessons. To solve that problem, I had to ask the mentor teacher about them, and then the teacher will tell me. On the other hand, teaching in public school is easier for me, because I am one of the local community members so I know what to do, and what not to do. When it comes to segregated classroom it will be better, because I will have small amount of students. The focus can be more to individual students, and the lesson plans can be flexible enough to handle segregated classroom. For the classroom environment, I believe that having suitable displays will benefit me in the classroom because displays can be assistive aids if created to support the curriculum (Smawfield, 2006). The arrangement is also important and I remember that I inspired by some ideas because of the arrangement. Students were sitting in two groups and they were very noisy, because of this, when I saw the two big groups I changed the plan and I got them to do a debate which engaged them highly in the lesson and they enjoyed it. Another source of inspiration to me was students parents. They would always come to the class and tell us about their kids. This is beneficial, and I will always try to be open-minded and accept their comments because they know much more about their children. I can then change my instructions depending on what I know about the students. However, when should we not consider parents opinions and why? Can they really help us to change our plans? It is a critical issue and we have to know when to accept suggestions and adjust our plans and instructions and when to not accept every suggestion.
References Active Learning. (n.d.). Retrieved from National Dropout Prevention : http://www.dropoutprevention.org/effective-strategies/active-learning
Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle. instruction. (n.d.). Retrieved from vocabulary: http://www.vocabulary.com/dictionary/instruction
Kyriacou, C. (2009). Effective Teaching in Schools: Theory and Practice. (3 rd
edition). Cheltenham: Nelson Thornes. Price, K. & Nelson K. (2013). Planning Effective Instruction: Diversity Responsive Methods and Management (5 th edition). California: Cengage Learning. Retrieved from http://books.google.ae/books?id=pN0xt99CoCwC&printsec=frontcover&dq=effe ctive+instruction&hl=en&sa=X&ei=znlbU9miM6GM7AbptIDoBg&redir_esc=y #v=onepage&q&f=false Smawfield, D. (2006). Classroom and School Display: A Guide for Teachers and for Teacher Training. Retrieved from http://www.davidsmawfield.com/assets/img/classroom-display-handbook.pdf 21ST CENTURY SKILLS. (n.d.). Retrieved from The glossary of education refourm for journalists, parents, and community members : http://edglossary.org/21st-century- skills/