Dialectical Journal for ED 335 Teaching Practicum
12, 2018
Observations/ Account
(What Happened?)
1. One student is misbehaving and
over reacting in class. My
cooperating teacher talked to him
outside the classroom when the
other students were away. She
corrected him and he was crying,
but was better after the talk.
2. Students are extra noisy today and
hyper. While doing their worksheets
with their partner, others jump and
run around. Teacher corrected
them and removed one letter from
“NOISE”
3. While I was teaching, students were
asking too many questions. I limited
the number of questions that can
be asked to 4 questions.
Date Feb.
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. Misbehaving students, or students that
needs to be corrected should not be
corrected as much as possible in front
of other students to save the student
from shame and teasing. This was
mentioned to us by most teachers that
we observed during Freshman
observations. I think what the teacher
did was correct, but there are times
when she is in the middle of the lesson
and the student does the same thing.
She can’t just stop the lesson and bring
him outside or ignore the student’s
actions. So sometimes she calls the
student’s name and this usually gives a
signal to the student that he should
stop what he is doing.
2. My cooperating teacher placed the
letters N O I S E on the board and
would remove one letter out if
students are noisy. When the only
letters left are N and O, they won’t
have break time. This is a good way to
warn students that they might have a
punishment if they continue to be
noisy. This was a similar strategy that
we talked about in Instructional
Alignment I class.
3. Going back to our Instructional
Alignment Class I, to be able to
manage time, questions should be
managed and limited. Informing
students that you would be answering
only 4 questions is a way to inform
them that you will not answer all
questions so that you don’t have to
suddenly cut questions while students
are raising hands.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. Teacher asked students how confident
they are with their knowledge on their
Math lesson. She did this by asking
everyone to close their eyes and raise a
number from 1-5 (5 being the highest).
2. I made a mistake on my slides and I did
not notice it. My teacher quietly
corrected me when the students were
working on their worksheets.
Date Feb. 13, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. By asking students to close their eyes,
this can keep other students from
teasing others that are not confident
with their knowledge on Math. And
students who are not confident enough
can be saved from being teased.
2. My cooperating teacher did not correct
me in front of the class or interrupted
my lecture, which is good for me. This
kept me from being embarrassed in
front of my students. Because of her
correction, I was able to correct my
mistake on the slides and had a chance
to clarify to the students. In
Instructional Alignment I class, we
were told to correct our mistakes to
the students. This is necessary because
we would not want our students to go
home with a wrong information even
though it is as minor as a PowerPoint
slide.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. While doing Math, the teacher said
“let’s try another one” and one
student said, “No.” teacher corrected
the student in front of the class.
2. The daily video that I show to the class
before I start my lesson did not work.
Instead of making them wait and
looking for it, I skipped it and moved
on with my lesson.
Date Feb. 14, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. She explained in front of the class why
she corrected him. She said that if they
say “No” to what a teacher asked them
to do, they are showing disrespect and
disobedience to the teacher. I have
read articles and heard from other
teachers too that it is better to correct
students individually to keep the
students from shame and to correct
the student properly. However, I think
what the teacher did is proper for the
situation because it is true that by
saying “No’, he is showing defiance
against the teacher and is also setting
a negative example to the students
since he said it in front of the class.
The teacher corrected him in a strict,
yet gentle way. I can see that handling
students that misbehave or show
defiance and correcting them
efficiently and graciously, might
become my struggle in my own
classroom in the future.
2. I moved on with my lesson instead of
trying to find the video even though
the students loved the videos because I
learned from our micro teachings in
P.E. class that teachers must make use
of every class time. As much as
possible, teachers must not make
students wait while the time for the
lesson is running and there should not
be any dull moment. My teacher also
had some minor technical issues and
while trying to fix the issues, she
instructs students to do something else
that is connected to what they are
talking about. I wanted to do the same
thing since they really wanted to watch
the video, but I did not have anything
in mind at the time to keep them
occupied while I fix the technical issue.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. Today the students had their midterm
for some subjects. While they were
taking the quiz, the teacher played
some soft music.
Date Feb. 15, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. I have read articles where they suggest
students to listen to calming music
while studying, but this is my first time
to see a class play music while taking a
test.
Is this helpful in the class? I think in a
way it is helpful because the teacher
plays the same music while they are
doing individual work and they are
usually very quiet during this time. I
observed that with the soft and
calming music, they are much more
quiet than without music, because
when the music is not played, even
though they are told to be quiet, they
still talk to each other.
Is this helpful while taking a test?
Personally, I have to listen to music
when I am studying. But when I do
homework that requires me to think
well, I prefer to stay in a very quiet
place. Which means, when I take a test
or exam, I want it to be as quiet as
possible. This is my personal
preference and I have other classmates
that listen to more loud music when
they need to concentrate more which
is opposite to my preference. In a class
with 24 students, each student is
different and I am not sure if playing
music while taking a test is helpful to
all students or only to some and is
annoying to some students. However, I
believe that my cooperating teacher
knows her class and students very well
and thinks that this is helpful for them
after a long time of being with them.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. For science, the students had to make a
project and after completing their
project, they have to look for a partner
to check their project with a rubric
handed out by the teacher. After being
checked by their partner, they go back
and change or correct necessary changes
or correction before passing it to the
teacher.
2. During my teaching, I prepared more
extra worksheets for students who
finished the worksheets designated for
the lesson first. It was successful during
the first few minutes, but most students
started finishing and asking for extra
worksheets, until only around 3 students
were left working on the original
worksheet. I had a quick mental block
and did not know what to do for a second
(partly because I was nervous because I
was being observed by a professor). After
a minute, the stopwatch started ringing
and the designated time for their
worksheet ended. I gave an instruction
that they should pass their worksheets
finished or unfinished.
Date Feb. 19, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. Once again, this is my first time to see
primary students check each other’s
work. Although there is a rubric given
by the teacher, I admit that I doubt
how they will check their fellow
students’ work primarily because I
think they are not old enough to check
or see whether their classmate’s
project is good or not. While I was
going around the room, I heard a
couple of students tell their classmate
“If you don’t do this… I will give you a
2!” Now, this could be the downside of
allowing young students to check their
peers work, but this is also a way for
them to practice and checking other’s
work helps them realize their own
mistakes in their own work as well.
However, I later on realized that this
also helps them improve their work
because as they check others’ work,
they realize some things that they
missed out on their own work and
correct it before passing it to the
teacher. I am also impressed that at
this age, they were already given a
proper rubric for their project (similar
to our rubric in ITC, but with simpler
words). I learned that even at a young
age, students should know the
expectations for the work that they are
asked to do. Having a proper rubric for
projects at primary level was not
mentioned or introduced to us because
we thought that rubrics are only for
middle or high school students.
2. I am still adjusting and figuring out
how to manage my time wisely during a
lesson, and today, students are extra
active and most finished the
designated worksheets earlier than
expected. What went right is the
stopwatch. Even though a few were not
yet finished, I have a reason to stop
them from doing their work because
their designated time is over. Although
I could have done it in a more
organized and clear way. I learned that
I should give options 1, 2, 3 when they
are done with the work they are told to
do. Example,
a. Do worksheet 2 if you are done
with worksheet 1
b. Free read or write when you are
done with worksheet 2
c. sit quietly on your desk when you
are done free reading and writing.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. Today I had them play a game as a way
of reviewing the lesson we learned today.
They enjoyed the game, that we played
longer than expected.
2. To end the students’ Bible subject, the
teacher prayed for the students and
prayed a sinner’s prayer for the students
without forcing students that they accept
Jesus now.
Date Feb. 20, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. What went well is that the students
became engaged with the lesson
because of the game. This allowed
them to learn the lesson faster. What
went wrong is that I did not become
strict with my time. Even though the
students were asking for one more
round, I should have ended the game
earlier so that I did not have to exceed
with my designated time. I believe that
games such as this are helpful to get
the students engaged and active in the
lesson, however I should be more strict
with the my time and inform students
in advance that if we still have time,
we will have a few more rounds, but
we will end as soon as the time is up.
2. I think this is a good wrap up for the
lesson they had and the fact that the
teacher did not force the sinner’s
prayer in a way that she did not ask
them to raise their hands. Instead, she
said “…for those who has not yet
accepted Jesus…” after the prayer, she
told the students to come to her for
questions. Two students did come to
her and asked questions after the
lesson. This is an example that we
don’t have to insert “Jesus” in every
lesson and in every subject, but
mention it when it is aligned to the
lesson or topic. The question “what is a
Christian school/class? What makes a
school/class Christian?” is often asked
in Alignment I. I believe that this class
in particular is an example of a
Christian class in a Christian school.
The Bible is not forced, but the
teachers act in a Christian manner and
connects the topics and lesson to the
Bible in a way that students will see
the connection. It is not “forced”, but
it is visible.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. All grade 4 students had a spelling bee
today (two sections of grade 4). Both
teachers of Grade 4.1 and 4.2 were the
judges for the spelling bee, and so I was
assigned by my cooperating teacher to
monitor the students and make sure they
are very quiet and behaved while she
judges. I knew it will be difficult to keep
them quiet for an hour straight, plus
some parents were there so I was a bit
nervous because they might not properly
behave.
2. Compared to the last six days that I was
teaching, today the students were extra
noisy and hyper. This was the first time
that they were extra noisy and
inattentive. As a result, I took 3 letter of
the ‘N O I S E’ board and they lost their
break time. It was my first time doing
this.
3. Today, my cooperating teacher
spontaneously asked me if I could replace
her on her duty during lunch break
(watching over all grade 3 and 4 students
during lunch time). I did not hesitate to
accept it because I knew this was going to
be a new experience for me (watching
over all grade 3 and 4 students). It was
indeed a new experience because I was
shocked at how noisy and messy these
kids could be.
Date Feb. 21, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. Before we head off for the spelling
bee, the teacher already gave them
instructions on how they should
behave, but before the spelling bee
started, I repeated the instructions
given to them by the teacher and
informed them that I will be constantly
looking at them or tap them if they are
becoming noisy. What went well is that
I gave them an information that I will
be watching them, and this made them
aware and when other students are
starting to get noisy, other students
would tap them and point at me. As a
result, the students were 90% quiet the
whole time. What would I do
differently? I could maybe appoint a
student to help make sure that others
are quiet.
2. What went wrong is that for a few
seconds, I had a mini mental block and
did not know what to do and how to
get their attention back. We did not
have any classroom management class
yet so I am still struggling on how to
keep the class managed. What went
right is that my cooperating teacher
already warned me before-hand that
this might happen and gave me tips
from the feedback on what to do when
they are becoming too noisy and
inattentive. Taking off letters from the
‘N O I S E’ board was one of her
advices as this is a warning tool for
them in the class.
3. The noisy and messy sight when a lot of
students are together is not supposed
to be something new, but the students
were not just noisy but a lot of them
were calling me and telling me that
some students did this, some students
did that, there was like this, and there
was like that. I did not really become
strict on them because it is my firs
time doing it, but I could have done is
tell them to eat with less noise until
they are done since they can have a
break and play after they eat.
Dialectical Journal for ED 335 Teaching Practicum Date Feb. 22, 2018

Observations/ Account Reflections & Critical Response

(What Happened?) (What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)

1. For the first time I went overtime for my 1. What went wrong is I completely lost
lesson. track of my time because the lesson I
taught today was a bit confusing to the
students. I knew from the start that
they will have a hard time
understanding rhythm in poetry and so
I added extra activities to help them
understand it. My cooperating teacher
said the activities were good, it’s just
that there was not much time. Next
time, I could divide a difficult lesson
into two sessions and not just one
session so that students would have
enough time to understand the lesson.
This way, I do not have to rush and
they would not become confused.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
1. Today the class started with singing
songs for devotion. This is my first time
to see a class sing songs of worship
before beginning the class.
2. I ended my last lesson with a biblical
perspective
Date Feb. 23, 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
1. After singing songs and discussing
together as a class their topic or theme
for the week, they were given time to
spend time with God by writing on the
journal, drawing, or praying. And I saw
how concentrated they are in their
reflection and prayer. In our classes,
we are told to insert a Biblical
perspective all the time. Most of the
times we had a hard time trying to fit
in a biblical perspective for every
lesson. My teacher said I do not have to
mention a biblical perspective in every
lesson, but I can show it in the
classroom. I saw how my teacher
integrates biblical perspective not by
mentioning it in class but through
action.
2. In connection to my cooperating
teacher and I’s conversation about
biblical perspective, I found the
opportunity to wrap up my 2 weeks
teaching in a biblical perspective
because it fits the conclusion.