Professional Documents
Culture Documents
Date: January 12
Observations/ Account Reflections & Critical Response
(What Happened?)
The day started with a devotion. When - The students were paying
the teacher was telling the story, she attention to her voice and also
used various volumes of her voice. answering her questions very
actively.
Between the classes and after the lunch - The students are still at their
time, the teacher made students to stand young age so they need to move
up and dance with a song. And the their body in order to
teachers danced with them too. concentrate. It helped them to
concentrate more during the
lesson. Also dancing with them
and engaging with the students
shows that teachers enthusiasm.
I think this is a very helpful
classroom management method.
Date: January 19
In Math class, the teacher was - This is most common method for
frequently asking students for the formative assessment during the
answers. The teacher was asking what class. Especially for Math class,
step is next ex) What is our next step? the students need to follow the
The students were raising their hands, process of problem solving, so it
and came up to the board and answered is very helpful.
the question step by step. In every step
the teacher asked different student to
come up.
- Not leaving anyone back. The
In Math class, there was a girl who was teacher tries to make everyone to
not raising her hands. The teacher asked understand. The teacher gives
her to come up and said ____ do you everyone a chance to
think you can come up and do arry? demonstrate their understanding.
Come on up here if you need help, we The teacher made students to
will help you out! and the girl solved the feel comfortable and safe to get a
problem. wrong answer. She encouraged
the students to confident and
After the teacher goes over the methods, understand.
she gave the students a worksheet.
Some of the students finished it faster - The teacher knew what to do with
than other students. The teacher was the students who are advanced
checking the students one by one. She than others. It helps them to learn
gave the students who finished early more. Also by having them to do
markers, and had them to chose few something, the teacher can
questions on the board. The students spend more time with the
were excited to solve the problems with students who needs extra
the markers. explanation and time.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: January 30
When the students were sitting on the - When the teacher need to deal
carpet(each student has a square on the with students behaviors, the
carpet), one student was melting down instruction should be specific and
on the floor. The teacher was telling a direct. Let the students know that
story. After she finished the story, she what the teachers expectations
said to the student can you sit up? but are. It is very important especially
the student did not change his position. when the students age is young.
The teacher said I need you to stay in
your box so you dont disturb other
friends who are next you
Date: January 31
Date: February 2
When the teacher was having a lesson - Telling the students what the
at the carpet area, she asked students to teacher expects from them
bring the clipboard and a pencil. When clearly is very important. Also the
she said Go and counted up to five 1, teacher gave them the
2, 3, 4, 5 the students quickly went to measurable time so the students
their desk and grabbed clipboard and a were on task. It was an effective
pencil, sat back on the carpet. way.
In Math class, the students were learning - The teacher provided the
about comparing fractions.The teacher students a real life object. It
used square white bread to compare makes the lesson more relevant
different equal parts. For example, for the students. Also many of
one-half, one-third, students who are in this age
one-quarter,one-fifth,etc. She gave each group are still concrete thinkers.
student a bread and a fraction, told them It is very helpful that the teacher
to cut the bread into the number of equal provided real object. And they cut
parts that was given. Students cut the the bread by themselves. Which
bread. The teacher compared the bread help them to take initiative in
pieces on the middle of the table. learning. Also this activity fosters
Students understood that one-half is students intrinsic motivation by
bigger than one-fifth. After the allowing them to eat the bread at
comparison, the students were allowed the end of the lesson. The
to eat the bread with cinnamon butter. teacher asked Did someone eat
more than others? the students
answered No we had equal
whole bread. I found this lesson
as a great example of teaching
Math in a fun way.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 3
Date: February 6
In UOI (Unit of integrity) class, the - The teacher did not scold M right
students were working on a report away and gave him chances to
worksheet. It was individual working time fix his behavior. Even though the
for everyone. One student M was warnings did not work, she was
struggling to sit still and answer the merciful and trying to help M to
questions on the worksheet. M started to be able to work by having him to
distract other students because he did stand. Because he could not sit
not understand the questions. The still. I think it helped M but the
teacher gave him two warnings to work Ms struggles main point was not
quietly. But M still could not concentrate sitting. I think M was not
on his work and asked questions to other concentrating because he did not
students who were working on their own know what to answer on the
paper quietly. The teacher told him to worksheet. I do not know why he
work at the separated table that was did not ask the teacher. It would
higher than other tables. It did not have a been better if the teacher asked
chair. M what did he not understand
from the worksheet. And giving
him the directions for the
worksheet to help him to answer
by himself without asking other
students. Sometimes in the
classroom the teacher will not be
able to understand what is going
on. Still need to try our best to
figure out the needs of the
students.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 7
The students are observing their own - First, the purpose of this
plants for the science project. Each experiment is to see how the
student have their own plant to water. plant will react and grow
They can chose from salt water, sugar differently by different kinds of
water, or plain water. But it has to be the water in one week of time which
same kind of water everyday. In a plastic is not enough time for the plants
cup, there are green bean seed but did to grow significantly. The
not start to grow yet. On first day of the teachers did not have enough
observation, the class went out to the time for this experiment but they
garden area of the school. And they had to teach students because it
were given a dropper and need to was part of the curriculum.
measure 6ml to water the plants. Second, there was not enough
The students did not know how much is time for teachers to prepare and
6ml. And the dropper did not work explain, the students were
properly. It was hard for the students to confused even though they were
water the plants 6ml. The teachers had happy to go outside from the
to help every students to water the classroom. I think this experiment
plants. could be done better if the
curriculum(from the school) gave
the teachers more time.
- Also the measuring the water 6ml
was too confusing for 2nd
graders. If I were the teacher, I
would use a measuring spoon or
something that can simply
measured without confusion.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 8
During the Math class, the teacher asked - The teacher did not just let C give
few students to come up and change up and not try. At first, she
fractions into decimals. One boy C, was showed one more example.
asked by the teacher. But he said I dont When C still did not want to try,
know, I cant do it, I dont understand. she gave C some time to
Then the teacher showed the process of process the content by himself
converting fraction to decimal one more while watching other students. C
time and asked C again. C was still could been discouraged yet the
refusing to try it. The teacher asked teacher did not say anything that
Would you like to see few more times will make C embarassed. After
and try? and C said Yes. The teacher giving C some time, the teacher
asked few more students to try on the consistently encouraged C to try.
board. Asked C again. And C was able When C was able to do it, the
to do it. She asked the whole class if he teacher engaged the whole class
did it right and everyone said yes. to the lesson by asking them to
check Cs work.
- This is a great example of
teachers patience and classroom
management. The teacher
created a safe learning
environment by not making C
ashamed or embarrassed
because he could not solve the
problem. Instead, she taught the
students it is okay to not know
but need to try until they
understand.
- I believe safety in classroom
physically and psychologically is
very important for the students.
Effective learning and teaching
can happen when the students
feel safe in their own classroom.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 9
During the Math class, everyone was - The teacher was using the
marking their own homework with the projector and the students were
teacher. Teacher used projector and sitting on their seats. So it was
went over the questions one by one. The hard for the teacher to know what
students were responding to the teacher is going on with the students. If
and marking their own homework. One the teacher wanted students to
boy was marking his homework all listen the solving process of the
correct when the teacher did not even go questions, she could had
over that question. The boy just marked students to sit on the carpet area.
every question correct by himself. When And write the questions out on
I looked at his homework paper, there the whiteboard. That way the
were few questions that he got it wrong. teacher can have students
attention. Also many of the
questions, no one got it wrong.
But the teacher still explained the
process. If I were the teacher, I
would check the homework
questions by myself and mark the
ones that students got wrong
answers. And talk only the
problems that the students got it
wrong. This way, we can save
class time and marking
homework time will not be
meaningless for other students
who can easily solve the
homework problems.
- But I also know that it is
important repeat the problem
solving process for young
students. It can help them to
remember better.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 10
In the Biblical Study class, the students - In this class, the teacher is
were learning about Jesus disciples. practicing Head, Heart, and
Philip who was one of the Jesus Hands method that Dr.Kim taught
disciples. He was not Jewish but us in the Bible classes. In this
foreigner. As a whole class, the students way, the students can apply and
discussed about how the Gospel is for practice what the Bible tells us to
every people and nations. Also the do. The teacher made the lesson
teacher taught that no matter where the to be more relevant to students
person is from God loves everyone. lives. This kind of learning will
And asked the students When you hear remain students memory longer.
the Gospel is for everyone and nation, It can be a life long lesson.
what can you think about? One boy
said, We can tell other people the
teacher said Can you think of two
people that you can tell Jesus about?
Many students said they can tell the
Gospel to their workers and drivers.
When the students were practicing their - The teacher used this strategy to
memory verse for the week, the teacher help visual learners, auditory
showed the students the Bible verse. learners, and kinesthetic learners
They read it together few times. After at the same time. It is very helpful
that, the teacher separated the students for young students. This is a
into three groups. And gave different great example of differentiated
parts of the verse to different groups. teaching method. Also while the
When the teacher pointed one group, students are memorizing, also
they stood up and memorized the part they were having fun. After this
and next group memorized next part of activity, everyone was able to
the verse. After few times, the teacher memorize the Memory verse of
gave the different parts to different this week.
group.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: February 23
Today was swimming day for our class. - First, the students who were not
The students went to the swimming pool swimming could have stayed in
area and the PE teachers made the the classroom with the other
students who were going swimming to sit teacher. Second, they could
under the shade. There were six sick brought some paper and pencil
students who could not go for swimming. so they can draw. Third, the
The teacher told them to sit by the other swimming time 40mins were too
side of the pool and read a book that long for the students to stay
they brought. The students who could calm. The students who were not
not swim, the read the book for a while. swimming did nothing but reading
Not long after, the students who were not the book and arguing with the
swimming started to jumping and running teachers.
around the area. The teachers were
having a hard time to keep them calm.
During the recess time, the students - One thing that I noticed in this
were playing at the playground area and school, the teachers know most
also in the hallway. Few teachers were of the students names. Even the
outside with the students and students who are not from their
supervising. One teacher played tag with class. I find that is this schools
the students. The other teacher was one of the many strengths.
kicking the ball with the students. Overall atmosphere of the school
is warm. I think students have a
strong relationship with the
teachers. It makes the students
to feel comfortable and safe in
the school. Which can leads to
the students effective learning.
Dialectical Journal for ED 335 Teaching Practicum Name: Yerang Cho
Date: March 2
The students went on a field trip to - Field trip is one of the many
Ragunan Zoo. Because they were effective ways to teach children.
studying about endangered animals. It brings learning into students
The teachers gave students a booklet life by experiencing and
that has What do you see?, Habitat, observing by themselves.
Question sections. Also it had sketch
the animal section. We saw many
endangered animals like Komodo
dragons.