Observations/ Account Reflections & Critical Response

Dialectical Journal for ED 335 Teaching Practicum Date _______12/02/2018__________
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?)
Today, as usual, Mr. Alex and I have a period free From my observations of Mr. Alex from the last 2
because he only has 4 to 5 class periods. I used the visits, is that every free time counts. Each time he
time for rechecking and updating my lesson plans has a break he keeps revising his lessons, checking
even though he did not give feedback yet. I was the students’ progress, and preparing his PPT.
assigned to grade 9 because the senior high students Sometimes, they are last minute and on the spot
were simply reviewing and preparing for an IB which was really interesting to watch. Although, it
exam. It is during these free periods that I see Mr. does work out, he can sometimes lack in lecturing
Alex creating his PPT for the grade 9 class. He because he always encourages group work.
allowed me at one point to look over it and it was Lecturing is also important to give higher
only three slides. He tells me that in reality, not knowledge and be able to lead the classroom. Mr.
much of what he wants to finish in 45 minutes will Alex admitted this weakness to me as something he
happen so he keeps it simple. I honestly thought it tries to work on and I believe the solution to it was
was not enough. to prepare earlier.
Second period came, and it was mostly Mr. Alex I learned how important it was to always remind the
facilitating the 11th Graders as they finish students of the objectives and make sure that you
submitting. What stood out to me the most was how are in the same page. I liked how he was very
he did a re-cap of any questions the students may gentle because Asian students tend to shy away
have because he was absent the last week for from questions, in fear of being scolded for not
facilitating the Asian Olympics for English. He tells understanding. The students showed hesitancy at
them that he understands that it can be confusing first but when the first student raised her hand to
when the sub isn’t competent with the material and ask a question and Mr. Alex answers graciously; a
Mr. Alex does not know their current progress. A lot more students begin to raise their hands. I would
few students ask him questions and Mr. Alex definitely stop once in a while and ask whether
clarifies them. The class is once again in sync with everyone is on the same page.
the objectives.
After the second period which we had the 11th Here, I learned how Mr. Alex values questions that
Grade, Mr. Alex finally gave me his feedback. He trigger the students’ critical thinking. From him, I
thinks it was “sweet” and that it accomplishes the learned to nurture the thinking and not to create an
unit objectives and what he wants. He only extends opinion. Rather bring out answers from them
and expands the questions and thoughts I provided through critical questions.
to provoke the students.
Third period and it was with the 9th graders. Mr. Mr. Alex was right about his 3 slide PPT, though he
Alex asked me to facilitate one group discussion only had little planned, they were accomplished
and I did. The discussion included sharing a cause the students took more time discussing a lot.
character analysis through various text types. I was By listening to their discussion, I learn that it is true
extremely surprised with the text types they chose that students have creativity in them. Which is
as well as the character that goes with it. They had natural cause they are image bearers and I can see
a very deep understanding for each character even that Mr. Alex is indeed creating disequilibrium in
the antagonists. I shared this with Mr. Alex and he their thinking through the tasks he assigns so that
tells me that each student has a unique they may begin to think and come up with
understanding. solutions.
Dialectical Journal for ED 335 Teaching Practicum Date _____13/02/2018_________

This day was full of unexpected situations and a lot I reflect on what my previous classes on
of adjustments. It first began with a change of our Instructional Alignment and how in teaching there
teaching schedules because there is an upcoming will be a lot of unexpected changes. I was caught
computer based exam for the Grade 9 students on off guard but I saw Mr. Alex’s flexibility about the
Wednesday. This gave us a problem on the lesson matter. I was motivated by his attitude towards it
plans and schedule for teaching. However, I said and I decided to quickly make a lesson plan for the
that instead of cutting out my lesson plan, I asked if day I will be teaching. I learned that if there were
he had any idea or time for me to teach. He told me changes that were as fairly early as these is to
I could continue his lesson on Thursday but he has always prepare a back up plan. So, if ever there was
no lesson plan. I made my own and he approved it. another change, I would be ready.
The fourth period was an interesting one because The situation here was an eye opener because it
the power went out and I was wondering how Mr. warned me to have a back up plan in case the power
Alex would lead his lecture without the PPT. He goes out. Because of this I am now beginning to
instead uses that time for the students to catch up think of ways I can teach my lesson if the power
on their readings and answer their worksheets. were to go out so I could move calmly and
Occasionally he would write on the board. By the transition smoothly as Mr. Alex did.
time the power was on they were able to submit
their work online.
Fifth period, Ms. Emily from Grade 8 asked Mr.
Alex if it was possible if they could take over the
classroom for one period cause there was another
power outage. The power in their room was out and
Mr. Alex agrees to lend the classroom. I was
wondering where we would go to because the
change was so sudden. Mr. Alex tells us to get our
stuff and move to the library. I was skeptical at first
but I supervised the students in the library. When
Mr. Alex arrived he just continued to conduct the
class research from there.
In his final class period, he lectured about When I learned about theme, it was taught to me in
“Theme.” Prior to that he already expressed his 3 lectures and each time I got confused. Mr. Alex
worry of explaining it to his students and how they exercised creative thinking to find ways to teach the
can remember it. I was surprised with how he did lesson in an interesting and memorable way for the
his lesson however. He first began with a video of a students. Because of the use of visual and auditory
man time traveling. Then he proceeds to a warm up senses (movie) and kinesthetic
question: “Would you time travel to the present or movements(crumpling and tossing the paper), the
to the future? Which era and why?” The students students were able to comprehend the rather heavy
seemed to enjoy the question and interacted a lot. topic.
After they shared their answers, Mr. Alex goes
back to the video and they all agree with one topic
it lead to. He then gives a brief lecture on theme.
After that, he asks them to partner up and answer
analysis questions on the PPT to find out the theme.
When they were done, each pair was to crumple
and toss their papers to the next table. Each pair
then works on giving evidence for the paper they
received and after 10 minutes was rotated again.
The students enjoyed the activity a lot and I could
overhear a lot of good ideas being shared in their
groups.
Dialectical Journal for ED 335 Teaching Practicum Date ________14/02/18__________

Once again, we had prep periods which meant it Here, I saw how Mr. Alex valued his students’
was free for 2 periods. Mr. Alex and I continue comfort. Through this game, he was making sure
with our work while discussing my lesson plan for they are familiar with me and have trust in me.
the next day. I was in the middle of debating
whether I should do an introduction game for the
warm up activity in my lesson. But Mr. Alex came
up to me with the idea to have an introduction game
today. I was surprised at the sudden idea but I was
pleased with it.
The game involved having to toss a ball at a student During this game, I was doing my best to refrain
and the receiver has to stand up answer 3 questions from getting too excited because of a lot of
that Mr. Alex and I came up with. The 3 Questions similarities I had with their answers. I did not want
were: 1) If you had a superpower, what would it to show that I was just as young as they are but still
be? 2) What food would you eat for one week? maintain a good interaction. So, I simply smiled at
3)Who is your favorite musician? their responses and excitement, occasionally asking
The Grade 9-A students seemed very excited them follow up questions or mimicking their
tossing the ball to each other and a lot of laughs excitement. I learned that if you show the students
were shared. I found that most of them had a lot in your genuine interest, they learn to trust you and
common with me and I realized it probably won’t they understand that you are listening to them and
be that hard to relate to them. you value them.
As Mr. Alex has told me last time, “Validate what
they say.”
I felt good after that activity and the students

seemed to be welcoming.
After that, I was to do the same with the 9-B, which
was a smaller class of 6. Mr. Alex had already told
me beforehand that the 9-B students were more on
the bashful and lower English level side. But we
did the activity anyway. True enough, the students
were pretty bashful and mumbled a lot. They
answered quickly without telling any backup story
compared to the first class. I tried my best to be as
energetic as I was in the previous class but I was
truthfully getting affected. After the game, I
observed how Mr. Alex continued the class. I tried
to take note of how he dealt with the students. He
did as he said last time and he validated what they
said. Also, he’d call out their names a lot instead of
asking for voluntary questions.
Dialectical Journal for ED 335 Teaching Practicum Date _____15/02/2018___________

Today is the day I was allowed to finally teach two I honestly felt as if it was Mr. Alex was entrusting
periods of classes. I was just relieved that Mr. Alex his children to me and they needed time to get used
was thoughtful enough to allow me to have an to their “babysitter.”
introduction game with the students yesterday. I
was hopeful that they wouldn’t feel too awkward or
uncomfortable having a new teacher in front.
The time came for me to teach, I already had During this time, I was excited but because I
everything set up, and I waited for them to finish remembered Dr. Kim saying that the first lesson
their 5 minute break. I was already feeling shaky would most likely be bad, I became worried. I knew
but I decided not to show it to the students. that it was meant to tell us its okay to fail the first
time, but in the middle of waiting, it just made me
even more negative towards my performance.
However, I remember Coach Met telling me before
I left for practicum that it was all about mindset. If I
go in with energy and enthusiasm, the students will
most likely mirror that. I also remembered what I
learned in Teaching Redemptively that we should
create the environment in the classroom as well as
exercise our role as a King (Graham).
I began the lesson in a calm manner and I am happy I realized that I should give students a chance to
they were hooked by the warm up video. While I reflect before answering. I was wrong to have
was waiting for the video to finish I kept rereading assumed that they can answer quickly. Perhaps this
my lesson plans due to the worry that I will stumble is because I imagined their thinking to be the same
a lot with my words. After the video ended, I asked as mine which is definitely not the case.
a follow up questions which needed multiple
answers. What I feared happened—there was
silence. It was very tempting to just move on, but
one student raised her hand to answer. As expected,
so did many others.
The next activity I did called a “Court Trial” This was probably the first peak I had that day. It
required two brave students to be defendants. was because it did not go the way I planned. Next
Beforehand, Mr. Alex had already suggested two time, I will have a back up plan.
students. Just as I was about to assign the two
students, a knock came in the door. I acknowledged
the kid standing outside and it was the little brother
of one of the students I was about to delegate. He
was looking for his sister and was needed to go
immediately. The temptation to stop the class and
ask Mr. Alex who I should substitute was great. I
started panicking and feeling like I was losing
control. However, I decided to act calm and simply
asked if anyone would like to try being one of the
defendants. Fortunately, a student raised her hand
and said she’d like to try. Mr. Alex then looked
relieved at how it went and we continued on with
the activity.
Dialectical Journal for ED 335 Teaching Practicum Date _______19/02/2018_________

I taught my second lesson today. It wasn’t very I realized that not every lesson should be hyper and
loud as last time, but I got my objectives exciting anyway. But Mr. Alex told me it was
accomplished. My main activities were discussions, alright because the students need time to reflect for
like the Snowball discussion where they begin in subjects such as Literature. In my future teaching, I
pairs, then join another pair until they gather into will aim to have at least 2-3 exciting activities per
one big discussion. week.
The students produced a lot of ideas in their pairs Beforehand, I had a desire to make the shy ones get
and small groups as I went around. I mostly stood involved and speak up. However, it clearly is not
by the shy students to see what they came up with happening with bigger groups. In the future I may
and they definitely had wonderful insights. have to come up with a creative rule or method of
However, I began to notice that as the group discussions to make sure they will speak.
became bigger, the shy ones tend to keep quiet. I also learned that in order to have a successful
Also, a bigger group had less control. The students discussion, I should have used more questions with
began to have a world of their own while only some reflective answers rather than questions with
discussed the actual lesson. I wondered whether I concrete answers.
lacked in managing them or if the discussion
questions were not enough. Some students kept
looking at me though and urged their classmates to
do the same. Finally, we reached the last step and I
asked them to return to their seats and continued the
lesson.
Whenever I ask a question and there is just silence Like I have always been reminded in our classes, as
for a bit, I always observe their facial expressions. a teacher you should always give importance to all
This is because I notice some students staring at me the students ideas. I wanted to give a chance to
or some open their mouths like they were going to those who usually get overpowered by the louder
say something but they hesitate. I would then call ones. This is why I observed the faces of each one
on them. Each group offered good answers and who seemed to want to give an answer but needed a
sometimes I would go back to the shy students for little more push.
an answer. Sometimes they had an answer but for Also, I realized that I cannot always push the shy
the most part, they did not. ones to answer because it could be just because
they are really by nature timid.
After the lesson, Mr. Alex spoke to me about his
feedback. He thought I did a good job and he only
had several questions to ask. He asked why I called
on certain students while I explained how I looked
at their facial expressions. He said he liked how I
called on other students. For the discussion,
however, he suggested that when I do big group
discussions, I needed to use several reflective or
open-ended questions so that the students will be
driven to discuss some more. I agreed because the
first two questions I gave had book answers while
the remaining question was more on opinion.
Dialectical Journal for ED 335 Teaching Practicum Date _____20/02/2018__________

I taught Section B and beforehand, I’ve been I also realized that in order for this section to level
worrying a lot about adding the activities because up, they need to learn how to analyze deeper. So I
this Section is particularly quiet and somewhat thought that maybe expanding the questions would
unmotivated. Instead, from what happened last cause them to think critically about the topic.
time, I added more reflective questions.
Contrary to the time I expected them to finish the I realized that other than the fact that Section B had
discussion, I had to provide more time. I had to a standard level of English, they do not risk so
occasionally sit down with the weaker group to get much or speak up due to their lack of confidence. I
their ideas going. I observed that if I left the guessed that perhaps what caused this is because of
discussion to be student led, none of them would be the stigma that Section B contains the “less smart”
able to answer when I will ask them later. I contrast people. Such stigma has probably affected their
to Section A, I had to facilitate them the whole ability to speak up and share.
way.
Also, for a student I had who was autistic, I worried I realize that the reason why this student wouldn’t
he wasn’t contributing to the group. I knew he did upgrade was due to his lack of attention or
not do well with group work. So, I sat with his acknowledgments of his statements. During my
group and I asked him what his ideas were and he observations of Mr. Alex teaching this section, I
could share with the group. It did go well however, was curious with this student’s behavior in class.
I was still perplexed as to how I can get him to He did not contribute to class discussions and he
participate in a group. mostly played with his pen. Mr. Alex does not seem
to call out his name a lot to. So I decided that
I was pleased with how they were coming up with maybe calling him and discussing would perhaps
answers. While most were more on a superficial, I involve him in class all the more.
still appreciated it because I saw how hard they
thought of answers or defended them.
Dialectical Journal for ED 335 Teaching Practicum Date ______21/02/18__________

No classes.
Dialectical Journal for ED 335 Teaching Practicum Date ______22/02/18__________
For the last two periods, Mr. Alex had to go and
coach a basketball league, so the care of his class
was left to me. I was confident since the students
are used to me by now.
Problems then began while he was occupied. I had I realize that these students have other classes than
a back to back period with Section A. Before I mine. They must have other projects that are
began my students begged for me to have the whole heavier than the ones I give. While I value my own
first period dedicated to finishing their summative assessments and lessons, I believe this goes back to
work cause it was due the next day. I wanted to grace and catering to the needs they have. I cannot
refuse at first because it will disrupt my lesson expect them to finish everything by my time. After
plans. However, knowing that they perhaps were all, they are human and they get tired after all the
too busy for yesterday’s Chinese New Year assignments given to them.
Celebration I gave them 30 minutes. While the
students were busy typing away, I hurriedly
adjusted my lesson plans y taking away what was
less necessary and focusing on the main activity for
remaining 15minutes of the first period. After
adjusting my lesson plan and slides, 30min was up.
I asked them whether they needed more time but
they said they were almost finished so it was
enough. I then proceeded with the main activity of
my lesson.
The rest of the period spent with Section A was

successful as the students participated well with the
activities and finished their posters for next day’s
presentation.
However, my real problem began with Section B. I realize that the same methods will not always
Truthfully, because of the damaged AC and the excite the students especially when they’re tired.
heat, I was feeling unwell. My head was pounding Also, I find that I shouldn’t force it and expect them
nevertheless, I accommodated Section B with the to always be hyper or ready to learn.
same energy as Section A. There seemed to be
some sort of exhausted aura in the room, which I
understood because this was their last period of
school. They did not seem interested to learn even
if I ask critical questions and engage with them the
same way as before.
When the main activity of the debate came, one of I felt very powerless and nervous. I did not expect
my special needs students reacted emotionally such reaction since the class was without energy. I
towards his classmate’s statement. This classmate took up a lot of time reflecting on what I could do
also took an emotional offense to it and refuted next time if this happens because the class ended on
heatedly. I cut the debate and reminded them one of a bad note. I thought that I may pick up on that the
the criteria for the debate that they should have a next class or personally talk to both of them. I also
more professional take on the statements. This did not want to create a big issue of it. So I waited
however, did not remove the tension in the the next day to ask Mr. Alex how to deal with them
atmosphere and the bell rang before I could further since he knows them longer. I felt discouraged to
speak. teach my next lesson due to this.
Dialectical Journal for ED 335 Teaching Practicum Date______23/02/2018___________

Today, I was able to share with Mr. Alex about my
dilemma with Section B. I was worried he’d be
upset with me for not being able to handle it but
instead he laughed. He explained to me that one
thing I should consider when I’m teaching is that
my students and their batch have been together for
a long time. This means that they may have certain
dislikes for each other or they are too comfortable
that they are not afraid to be visibly annoyed with
each other. He told me that if my activity had
stirred up their emotions it meant I created good
statements and creative tension, I just had to learn
to control it. He commends me for cutting the
activity but then suggests that next time I talk to
them properly before they leave instead of just
letting it be.
Another unusual event happened that day was we

had somewhat of a lockdown. This is
Dialectical Journal for ED 335 Teaching Practicum Date ___________________________


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Dialectical Journal for ED 335 Teaching Practicum Date _12/02/2018____