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Reflective Essay

The document summarizes feedback from a simulated teaching exercise conducted by the author and their groupmates. The examiner highlighted several strengths, such as engaging students with a video clip, but also areas for improvement. These included making text on the whiteboard larger and providing example sentences to demonstrate word meanings rather than just definitions. The summary also notes inconsistent tasks between the practice and production phases that could be improved in future lesson planning.

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Melissa Sen
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142 views

Reflective Essay

The document summarizes feedback from a simulated teaching exercise conducted by the author and their groupmates. The examiner highlighted several strengths, such as engaging students with a video clip, but also areas for improvement. These included making text on the whiteboard larger and providing example sentences to demonstrate word meanings rather than just definitions. The summary also notes inconsistent tasks between the practice and production phases that could be improved in future lesson planning.

Uploaded by

Melissa Sen
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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In the second task of the coursework for the subject teaching of reading and writing,

we were supposed to conduct a simulated teaching in groups of 3. The simulated teaching


was based on a lesson plan chosen and after the conduct of the simulated teaching, many
aspects were highlighted by the examiner, especially the ones that can be further improved.

One of the strengths we possessed in this simulated teaching is in the set induction
phase when we projected a short clip of an action movie entitled “The Avengers”. Pupils are
familiar with the movie and are able to recognise the superheroes almost immediately.
However, the drawback of this video is that it contains violence that is not appropriate for the
children’s viewing. Besides that, we possessed confidence and clear voices that can be
heard by the pupils. According to Fritzell (1996), the voice has become an increasingly
important tool at work. A clear and carrying voice quality at a natural pitch is a pre-requisite
for success in communication.

One of the aspects that can be improved is the size of the adjectives pasted on the
whiteboard. The size of the fonts are too small for the pupils at the back of the class to read.
As an alternative way to this, the presenter spelled the words one at a time. This wasted a
lot of time because the pupils are in year 5 and should therefore be able to spell words by
themselves. Besides that, the examiner also commented on the presentation phase where
teacher taught the meaning of respective adjectives but no examples of how the words are
used are given. This way, pupils are unable to understand the words in their respective
contexts and are therefore unable to use them appropriately.

Besides that, the examiner also commented on the practice stage where the teacher
asked pupils to write a short paragraph. The teacher read an example of a short paragraph
out loud to the pupils but because of the focused skill intended to be taught, the teacher
should have pasted the paragraph on the whiteboard for the pupils to read to themselves.

Lastly, the examiner also commented on the production phase of the stimulated
teaching where the pupils are required to describe their favourite superhero using two of the
adjectives taught. This is not right because in the previous phase (practice phase), the pupils
are asked to write a short paragraph describing their favourite superheroes while the
production phase, pupils are asked to go back to word level.

In conclusion, there are still a lot to improve, especially on the lesson planning.
Overall, my groupmates and I learned a lot valuable lessons from the simulated teaching
that will benefit all of us in the future.
REFERENCES

Fritzell, B. (1996) Voice disorders and occupations, Logopedics, Phoniatrics, Vocology,


21(1), 7 – 12.

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