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Share your findings and analysis in this section.

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Share the evaluations of your past practicum reflections in this section.

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One clear example of Reflection-in-Action is when the I had noticed that some pupils struggled with pronunciation during the "Balloon Buster" activity. Instead of continuing as planned, I immediately modelled the correct pronunciation and had pupils repeat the words. Similarly, during a listening activity, I realised that some pupils were confused by unfamiliar vocabulary and quickly paused the recording to clarify meanings using gestures. These quick adaptations ensured that pupils remained engaged and could follow the lesson better.

Reflection-on-Action. In the reflection, I had acknowledged that some pupils still faced pronunciation difficulties, despite engaging activities. As a response, I planned to incorporate phonics games and pronunciation drills in future lessons. Additionally, I actually recognised the success of using the Smart TV and expressed an interest in integrating more multimedia elements to enhance pupil learning.

I also applied Action Research by observing recurring classroom issues and making targeted adjustments. One example is the problem of pupils frequently forgetting their books, which disrupted the learning process. To address this, I had implemented a book monitoring system, assigning responsible pupils to remind their classmates. This small yet strategic intervention helped improve pupil responsibility and preparedness.

Overall, I think my reflections show a well-thought-out approach to teaching, with clear efforts to adapt and improve. However, they could be enhanced by incorporating pupil feedback to gain deeper insights into learning experiences.

Additionally, comparing the effectiveness of different teaching strategies over time would provide stronger evidence for what works best in the classroom. By making these adjustments, I can develop a more reflective and research-driven teaching practice.

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During my the last week of my practicum, I faced problems while teaching that required me to think quickly and find immediate solutions. For example, while teaching a Year 4 Al- Raudhah class, the projector suddenly stopped working even though I had checked it beforehand. Since my lesson relied on visual aids, I had to quickly adapt by drawing simple illustrations on the whiteboard and using verbal explanations to keep students engaged. To make the lesson more interactive, I also involved students by asking them to describe the images or act out certain concepts. This unexpected challenge taught me the importance of being flexible and having backup plans in case of technical difficulties.

I believe that by reflecting on my teaching, I can foster my professional growth as it helps me learn from my experiences and make improvements. Reflection during practicum is essential for trainee teachers to improve their teaching skills and adapt to real classroom challenges. It also enhances problem-solving skills, as unexpected situationsâ€”such as technical issues or unresponsive studentsâ€”require quick thinking and flexibility. Additionally, reflecting on these challenges allows me to identify patterns in my teaching and find better strategies for future lessons.

Beyond problem-solving, reflection also helps build confidence and resilience. Instead of feeling discouraged when things do not go as planned, I can view challenges as learning opportunities. For instance, after the projector failure, I made sure to always have printed materials or extra activities ready in case of another technical issue. By making reflection a habit, I hope to make steady progress in my teaching journey, benefiting both myself and my students.

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Type of Reflection: Reflection-in-action.

In my lesson plan, using the online weather game, I originally planned to have students repeat the sentence and answer whether it was true or false. However, during the lesson, I realized that the sentences changed every round, which I had initially assumed would be fixed. Additionally, the sentence disappeared immediately after the icon was matched, making it difficult for students to recall the information. Even I have difficulty as I need to make spontaneous true or false questions.

To address this issue, I quickly adjusted by asking the student who answered the question to write the country’s name above the corresponding weather symbol before we checked if the statement was true or false. This helped reinforce learning and made the activity smoother.

In future lessons, I plan to anticipate potential issues by testing interactive activities beforehand to ensure they function as expected. I will also explore alternative ways to provide students with a stable reference, such as keeping the sentence visible for a longer duration or using a physical word card instead of relying solely on digital tools.

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REFLECTIVE WRITING  (ARIFAH, ALEYA, HANNAN)

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1) Type of Reflection Used

The type of reflection used in this SWOT analysis is Reflection-on-Action because I am analyzing the effectiveness of my lesson after it has taken place. I evaluated what worked well, such as the use of interactive elements and student engagement, as well as what needed improvement, like the clarity of worksheet instructions and the difficulty level of the True or False questions. Additionally, I identified opportunities for improvement, such as fostering more discussions, and addressed potential threats, like students relying too much on visuals rather than engaging with the text. This reflection allows me to refine my future lessons based on what I observed and experienced.

2) Is the SWOT Reflective Enough?

While the SWOT analysis highlights key strengths, weaknesses, opportunities, and threats, it could be more reflective by deeply analyzing why certain issues arose and how they specifically affected student learning. For instance, instead of simply stating that students misunderstood worksheet tasks, I could explore whether the instructions were unclear due to wording, delivery, or student proficiency levels. Additionally, I could reflect on how students responded to the realia and digital tools—did they find them engaging, or were they merely entertained without deep learning taking place? A more detailed analysis of student behaviours, challenges, and thought processes would make the reflection more insightful.

3) How Can I Improve It?

To improve this reflection, I should include more cause-and-effect reasoning and link my observations to pedagogical strategies. For example, instead of just planning to make True or False questions more challenging, I could specify how I would do so, such as incorporating open-ended explanations to encourage deeper thinking. Similarly, when discussing threats, I could elaborate on how guided reading and peer assistance might address comprehension gaps and what specific steps I would take to implement them. By making these improvements, my reflection will be more meaningful, allowing me to create more effective and student-centred lessons.

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1) Reflection-on-action

During the early weeks of my practicum, i created my lesson plans according to the DSKP and the pupils needs after a week of determining their proficiency level. The lesson plan structure created did align with the current topic and progress of the pupils during the time that i went for my practicum. After reflecting, i found out there were flaws to my lesson plan and activities conducted in the following weeks as i started to figure out the pupils proficiency consistently. For example, in the early days of my practicum, the pupils mostly behaved well as they were trying to get to know me and get used to my way of teaching. This went the opposite way as the days went by. So, i had to alter my teaching approaches, such as implementing attention grabbers firmly to all of my classes to manage their class control.

2) Reflection-in-action

I have experienced an issue of having to shorten my closing stage in lesson plan during the lesson. This is because the pupils took a longer time to complete the activity in the production stage. Being that i had to finish my lesson before the next subject teacher comes in, i reflected and took the random decision to shorten the closing stage to wrap up my lesson within the designated time. Besides that, i also faced a situation where pupils did not bring their book. This made caused them to not be able to do the exercise i planned for them. Luckily, i did have a few A4 papers in my file for those who did not bring their books so that they could still be able to do the exercise.

3) Conclusion

From what i see, i do think that i have more to improve in doing reflections. This can be done by brainstorming more solutions to my problems and by anticipating possible issues to apply other reflection methods such as reflection-for-action.

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Reflection-in-action:

After completing the lesson on subject and object pronouns, I reflected on the effectiveness of my teaching strategies. During the introduction, students seemed to understand the concept when I provided examples like "He likes pizza" and "She plays the guitar." However, when we moved on to object pronouns, such as "I like him" or "She helps them," several students appeared confused, mixing up subject and object pronouns during practice.

I realized that I spent more time explaining subject pronouns but did not provide enough contextual examples for object pronouns. The gap became evident during the pair activity where students had to replace nouns with correct pronouns in sentences. Hence, I should include more guided practice focused specifically on object pronouns before moving to independent activities.

Reflection-on-action:

After the speaking-focused lesson on describing daily routines, I reflected on how well the activities supported the development of my students' speaking skills. The lesson began with a short review of vocabulary related to daily activities, followed by a model dialogue. Students then participated in pair work, describing their routines to each other.

While some students were confident and spoke fluently, others hesitated, relying heavily on their notes. I realized that I may not have provided enough scaffolding for less confident speakers. Although the pair work allowed for some interaction, the conversations were brief, and many students simply listed activities without expanding on details. Hence, I should incorporate more structured speaking activities, such as guided role-plays or interviews with specific questions to encourage longer responses.

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(Reflection 1 - 5 from page 25)

REFLECTION 1

Type of reflection: reflection on action

The reflection is written after the lesson was conducted.

The teacher emphasised on the effectiveness of the material used by stating that the direct-translation method was helpful for the pupils but it should not be used regularly to avoid them being too dependent on the translation.

The reflection is insightful but the teacher lacks any suggestions to further adjust the lesson approach to make it better.

REFLECTION 2

Type of reflection: reflection on action

The teacher discovered that the lesson is flawed as pupils were not able to join the reading aloud session because of the limited reading material.

The lesson technique applied which was repetition was also ineffective as pupils found it boring and they lost focus easily.

The teacher planned to solve this by providing more examples and sentences in the material so that they get more inputs.

The reflection done is acceptable as the solution is suitable for the needs of the problem.

REFLECTION 3

Type of reflection: reflection for action

The teacher stated that it was a common threat for the pupils to be absent during class during the pandemic.

Therefore, the teacher anticipated that problem, and made an initiative to prepare the lesson materials in Google Classroom so that it is accessible for all.

The teacher also reminded the pupils that any questions regarding the lesson can be asked on Whatsapp anytime.

The actions done are beneficial for the pupils as it provided them the opportunity to still carry out the activities to learn despite being in the pandemic situation.

REFLECTION 4

Type of Reflection: reflection on action

The teacher discovered that the lesson was not challenging enough to cater to the proficiency level of the pupils, even though the lesson went as planned and objectives were achieved.

The teacher identified a weakness, that is in the activities assigned and provided a suggestion on how to improve which is by designing a more complex activity that fits to their proficiency level and maintain class control simultaneously.

The teacher also managed to identify the threat to designing a complex activity which is time-consuming and requires various materials to engage the pupils’ interest.

In my opinion, the suggested actions are advantageous to reach the pupils’ proficiency needs.

REFLECTION 5

Type of Reflection: reflection on action

The teacher faced technical problems when trying to present a video material to the pupils.

Despite that, the pupils were able to conduct the activity without the video.

This shows that the video material is not necessary for the lesson.

The teacher did not come up with any other solution in solving the problem but did make an effort to explain more for those who did not understand.

In my opinion, this reflection merely talks about what happened in the teacher’s lesson with no details on the solution to solve the problem.

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Arifsha, zaim, hairiena

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For my “Animals Bingo” lesson conducted with a Year 3 class of mixed English proficiency, I applied Schön’s model of reflection, particularly focusing on Reflection-on-Action. After the lesson, I took time to evaluate what went well, what could have been improved, and how I might adapt future lessons to better support diverse learners. While I used Gibbs’s Reflective Cycle to structure the reflection, my reflective approach followed Schön’s philosophy — examining my teaching decisions and their outcomes after the experience, and considering how to evolve as a practitioner.

There were also moments of Reflection-in-Action during the lesson. For instance, when I noticed that some low-proficiency pupils were struggling with the listening task during the Bingo activity, I instinctively repeated the animal descriptions more slowly and emphasized visual clues to support them. Similarly, when more advanced pupils completed their tasks early and appeared disengaged, I spontaneously asked them additional questions like, “Can you think of another animal that fits this description?” These in-the-moment decisions reflect Schön’s idea of the practitioner responding thoughtfully and creatively while teaching.

I would consider myself reasonably reflective, especially in terms of evaluating my own performance, pupil engagement, and lesson design. The reflection helped me recognize the strengths of the lesson, such as the use of engaging visuals and music, but also revealed shortcomings — especially the lack of differentiation and scaffolding for a mixed-ability class. However, I acknowledge that my reflection can still be improved. I did not include direct student feedback or measurable evidence of learning, nor did I connect my decisions explicitly to learning theories or pedagogical frameworks. This limits the depth and precision of my reflective process.

To improve, I plan to continue using Schön’s reflective approach but strengthen it by integrating structured tools such as teaching journals. Keeping a teaching journal would allow me to capture both immediate post-lesson thoughts and brief notes during lessons — effectively blending reflection-on-action and reflection-in-action. I also aim to gather student feedback more regularly, through quick check-ins or exit slips, to make my reflection more evidence-based. Furthermore, I want to ground my reflections more in theory, referring to concepts like scaffolding, differentiation, and Krashen’s input hypothesis to better understand what worked and why.

In conclusion, Schön’s reflective model has been valuable in helping me think critically and responsively about my teaching. However, being truly reflective means not only thinking back but also planning forward with purpose, strategy, and evidence. By combining Schön’s approach with deeper self-evaluation, feedback, and theory, I hope to grow into a more effective, intentional, and reflective educator.

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Reflection 1 is a reflection-on-action written after the lesson was conducted. The teacher highlighted the usefulness of the direct-translation method, noting that it was effective in helping pupils understand the lesson content. However, the teacher also acknowledged that over-reliance on this method could hinder pupils’ independent language development if used too frequently. While the reflection provided insight into the effectiveness of the material, it lacked specific suggestions on how to modify or improve the lesson approach in future sessions.

In Reflection 2, which is also a reflection-on-action, the teacher recognized that the lesson was flawed due to the limited availability of reading materials, which prevented pupils from fully participating in the reading aloud activity. Furthermore, the use of repetition as a teaching strategy was ineffective, as pupils lost interest and focus. In response, the teacher planned to enhance the lesson materials by including more examples and varied sentences to provide greater language input. This reflection is considered sufficient, as it identifies the issue clearly and proposes a relevant and practical solution.

Reflection 3 represents a reflection-for-action, where the teacher anticipated a common issue—student absenteeism during the pandemic—and took proactive steps to address it. The teacher uploaded lesson materials on Google Classroom to ensure accessibility for all pupils and encouraged communication through WhatsApp for any questions related to the lesson. This reflection demonstrates foresight and a learner-centred approach, ensuring that pupils could continue learning despite external challenges. The actions taken were beneficial and supportive of students' learning continuity.

In Reflection 4, another reflection-on-action, the teacher noted that while the lesson proceeded as planned and the objectives were met, the activities were not sufficiently challenging for the pupils’ proficiency level. The teacher identified a key weakness in the task design and suggested incorporating more complex activities that align with the learners' abilities while maintaining classroom management. The teacher also acknowledged a potential obstacle—that such activities could be time-consuming and require additional resources. Overall, this reflection is thoughtful and constructive, offering a balanced perspective between educational value and practical limitations.

Reflection 5 is a reflection-on-action in which the teacher faced technical difficulties while attempting to show a video. Despite this, pupils were able to carry out the activity, which suggested that the video material was not essential for the success of the lesson. The teacher made an effort to provide further explanations for those who struggled, but no alternative solution or preventive measure was proposed to address similar issues in the future. As such, the reflection focuses more on describing what happened rather than offering a clear plan for improvement or problem-solving.

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In my lesson reflection, I primarily applied Reflection-on-Action (Schön, 1987) as I analysed the strengths and weaknesses of my lesson after it ended. I identified that my set induction was highly engaging, as pupils responded well to my role-play as a doctor and actively participated in identifying medical tools. However, I also noted that some pupils struggled with pronunciation, despite practicing the words multiple times. This post-lesson evaluation helped me recognise what worked well and what needed improvement.

While my reflection was structured and focused on evaluating my teaching, I believe I could be more reflective by exploring the underlying reasons behind pupils’ struggles. Instead of only stating that some pupils found pronunciation difficult, I should ask why this happened. Was it due to unfamiliar sounds, lack of exposure, or difficulty distinguishing similar phonemes? Analysing these factors would allow me to develop more targeted solutions.

To improvise, I would incorporate pupil feedback into my reflection to gain insights into their learning experience. I could ask pupils which activities helped them the most and whether they found certain aspects of the lesson challenging. Additionally, I could compare different pronunciation strategies over time to see which method works best. By making these improvements, my reflections would be more analytical and contribute to continuous teaching enhancement.

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Reflection-on-Action (After the Lesson):During my fourth week of practicum, I faced difficulties executing proper lessons due to hyperactive behavior, particularly with Year 2 students. This class often occurs after recess, which makes classroom management even more challenging. The students are more immature compared to level 2 pupils because of the difference in cognitive level. Furthermore, the learning environment becomes chaotic with disruptions such as running around, disturbing peers, talking while I teach, and playing with objects during lessons. These behaviors prevented the other students from listening attentively and staying focused on the lesson.

After the lesson, I applied Schon's (1987) reflective teaching methods (Reflection-on-action). I realized that reinforcing classroom rules at the beginning of the lesson helped reduce disruptions - minimize the hyperactive behavior and chaotic learning environment. This intervention helps improve my classroom management. Upon further reflection, I recognized that younger students learn best through active engagement rather than passive listening therefore, I plan to integrate more movement-based learning strategies such hands-on activities to encourage their active nature in learning.

Reflection-for-Action (Future Planning):
During a lesson with year 3 pupils, I realized that I tend to overload the lesson input, especially during the presentation stage. For example, when teaching adjectives, I introduced too many at once by covering adjectives for all five senses in one lesson. This overwhelmed the students, as they struggled to process and retain the information.

Upon reflection, I have identified that overloading lesson input was a key issue that hindered student engagement and understanding. To prevent this from happening in future lessons, I will limit the amount of new content introduced in one lesson and scaffold learning more effectively. For example, instead of teaching adjectives for all five senses in one lesson, I will introduce only two or three at a time, ensuring that students have ample opportunities to practice and digest the new informations. By applying these strategies, I aim to improve my lesson delivery and ensure that students can process information effectively without feeling overwhelmed.

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During my practicum, my application of Schon's (1987) reflective teaching methods allowed me to assess my teaching strategies both during and after lessons, helping me to improve the learning experience for my pupils.

Reflection-in-Action:
During a Year 5 English lesson, I introduced a group discussion activity where students had to share their opinions on a short story. However, I quickly noticed that many students hesitated to speak, seemingly unsure of how to structure their responses. Recognizing this issue mid-lesson, I immediately adapted by providing sentence starters and key vocabulary on the board. I also modeled an example response to guide them. This spontaneous adjustment helped students gain confidence, and as a result, more of them actively participated in the discussion.

Another instance occurred when I conducted a spelling game in a Year 4 class. Initially, the game was designed to be competitive, with teams racing to spell words correctly. However, I observed that some weaker students became disengaged when they struggled to keep up. Noticing this, I modified the activity on the spot by introducing peer support, allowing stronger students to guide their teammates before submitting an answer. This quick change fostered a more inclusive learning environment and ensured all students could participate effectively.

Reflection-on-Action:
After conducting a listening comprehension activity in a Year 5 class, I noticed that many students struggled to answer the follow-up questions correctly. Upon reflecting on this, I realized that I had not pre-taught key vocabulary, which may have hindered their understanding of the audio. In future lessons i would introduce essential vocabulary beforehand and incorporate visual aids to enhance comprehension. Additionally, I will provide guided listening questions to help students focus on important details in the audio.

Reflection-for-Action:
During a lesson with Year 4 students, I noticed that some students became restless during lengthy explanations. This made me reflect on the importance of maintaining student engagement through varied teaching strategies. Moving forward, I plan to integrate more interactive activities such as think-pair-share and hands-on tasks to break up lesson segments and keep students actively involved.

Additionally, I realized that some students struggled with writing tasks due to a lack of brainstorming and planning strategies. To improve this, I will implement structured pre-writing activities, such as mind maps and guided prompts, to help students organize their ideas before beginning their writing assignments. This approach will provide them with a clearer direction and enhance their overall writing quality.

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I used Schön's (1987) Reflection-on-Action to examine my lesson and evaluate how well I had taught it overall at the end of the session. Students' attention was piqued by the examination of Olympic sports, and the group mind map activity encouraged collaboration and stimulating dialogue. A lively learning atmosphere was produced by the enthusiastic contributions of several pupils. Nonetheless, I saw that some groups struggled to organise their thoughts properly, and certain students controlled discussions while more reserved students stayed quiet. This helped me to realise that I need to improve how I promote equitable participation.

Although my reflection identified strengths and opportunities for improvement, I could go deeper by determining why these issues arose. Were some pupils unable to organise their thoughts due to a lack of prior exposure to the subject? Did my directions need to be more specific to give clearer guidance? Examining these characteristics might enable me to make more informed decisions in future lectures.

I intend to improve my strategy by giving students defined responsibilities in groups to encourage balanced participation and by offering organised prompts to help them efficiently arrange their ideas. Furthermore, getting input from the students on the elements of the exercise that they found challenging or helpful will provide insightful information for improving my instruction. By putting these ideas into practice, my students will have a more effective learning experience and a more meaningful reflection process.

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After one of my Year 5 lessons, I used Reflection-on-Action to evaluate my teaching after the lesson ended. I reflected on the pupils’ engagement, their understanding of the lesson, and the teaching strategies I used. Overall, the lesson went well, but I noticed some areas for improvement. For example, the group activity took longer than expected, which reduced the time for individual tasks. Some pupils also seemed unsure during the question-and-answer session, which made me realize that my instructions could have been clearer.

I believe I am quite reflective and able to identify my strengths and weaknesses in teaching. However, to improvise, I have a reflection journal to track my observations after each lesson. I will also ask for feedback from my mentor and peers to get different perspectives. In future lessons, I’ll include more interactive activities to increase student engagement and use short assessments to check their understanding during the lesson.

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Reflection-in-Action:
During my first ever practicum lesson, I conducted a spelling relay activity where I divided the class into only two groups. Pupils had to line up and take turns writing one letter of a word before the next person continued. However, as the activity started, I quickly realized that it was too chaotic—pupils were too excited, crowding around the board, and some got confused about when to take their turn. Instead of stopping the activity entirely, I adapted it on the spot to regain control.

I immediately paused the game and reorganized the groups into smaller teams to reduce the number of pupils rushing to the board at once. I also assigned a ‘team captain’ for each group to help manage turn-taking. These quick adjustments helped make the activity more structured, allowing pupils to stay engaged while maintaining order.

Reflection-on-Action:
I engaged in this type of reflection when reviewing my lesson on student engagement and participation. During the lesson, I noticed that pupils were highly engaged in the activities, but some struggled with speaking and reasoning. Additionally, due to poor time management, I was unable to conduct the closure, which might have left some pupils without a clear summary of what they had learned. At the time, I was focused on ensuring participation, but upon reflecting after the lesson, I realized that without proper time allocation, students might not fully grasp key learning points.

To address this in my next lesson, I refined my time management by setting clear time limits for each activity and using a timer to keep track. I also prepared guiding questions to help pupils structure their reasoning more effectively. As a result, pupils were better able to articulate their thoughts, and I managed to complete the lesson with a proper closure, ensuring a more structured and effective learning experience.

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During my practicum, I faced challenges teaching Year 5 pupils with low English proficiency. They struggled to understand my instructions and had difficulty speaking English, which made participation hard for them. Reflecting on this, I see areas where I can improve my teaching strategies.

To help students understand better, I need to simplify my language, use shorter sentences, and include visual aids. Gestures, demonstrations, and real-life examples will make my instructions clearer.

Encouraging students to speak English was another challenge. Many lacked confidence and feared mistakes. I plan to create a more supportive environment by using sentence starters, role-playing, and group discussions to help them practice speaking in a relaxed setting.

Pairing students with more proficient peers and using group activities will help them build their language skills. Small group discussions before class sharing can boost their confidence.

Lastly, I have learned that positive reinforcement is essential. Praising students for their effort, not just accuracy, will motivate them to use English more.

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Reflection -in-action (during teaching)

During my sixth week of practicum, I was having a class with year 4 pupils. I planned to use projector and displayed slides about recycled to them as it could make the lessons more engaging. However, when I tried to connect the projector with the power plug, the plug didn’t work. It wasted my time as I keep on trying switching on and off the projector. To continue the lesson, I drew the picture that supposed to be displayed on the whiteboard. By doing this, the lesson can be conducted again and pupils were understood about what they were learning. Therefore, to prevent this incident from happening again, I need to prepare physical materials such as kertas mahjong to conduct the lesson.

Reflection -on- action (after teaching)

During my practicum, I was assigned to teach a year 3 pupils which most of them were in remedial class. It is difficult for me to teach them using the way that I used to in teaching other classes as they could not read nor understand the words that they are learning. I had once planned a lesson that I usually done with my other classes. However, the lesson could not be conducted as the pupils were having difficulty in answering the questions given to them. Therefore, after I done with my year 3 lesson, I planned a new lesson plan where the lesson plans was more simpler with a lot of kinaesthetic activities (as they were too active in the classroom) along with visuals that could help them understanding the lesson. It was successful as the pupils became more engaging in the lesson conducted and they finally could read and write certain words during my lesson.

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Reflection IN Action (Thinking While Teaching)

During the lesson, I noticed that some pupils were shouting and chatting with their friends, disrupting the class. To address this, I used immediate strategies such as making eye contact with the disruptive students, pausing briefly to regain their attention, and using proximity by moving closer to them. Additionally, I reminded the class about the behavior expectations and engaged them with a quick question to redirect their focus.

Reflection ON Action (Thinking After Teaching)

After the lesson, I reflected on the situation and realized that certain factors might have contributed to the misbehavior, such as a lack of engagement in the lesson or unclear expectations for classroom conduct. While my immediate strategies helped momentarily, they did not completely resolve the issue. I recognized the need for more structured behavior management strategies, such as implementing a reward system for good behavior or incorporating more interactive activities to keep students engaged.

Reflection FOR Action (Thinking Before Teaching)

Before the next lesson, I planned proactive strategies to prevent similar disruptions. I decided to establish clear rules at the beginning of the lesson, use a call-and-response technique to gain attention, and incorporate more engaging activities like pair work and competitive games to maintain student interest. Additionally, I considered assigning roles to students (e.g., group leader, timekeeper) to encourage responsibility and focus. I also planned to reinforce positive behavior through praise and small incentives to encourage a respectful learning environment.

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Reflection-on-action: After the lesson with my Year 5 pupils, I reflected and realised that I made several unnecessary mistakes, mainly with the materials used in the lesson. The issue started during the set induction when I prepared a puzzle activity for the pupils to work on in groups. However, I cut the puzzle pieces randomly, which caused some groups to struggle, and it took a lot of time to complete. As a result, we couldn't finish the lesson. To avoid the set induction becoming too predictable, I replaced the puzzle activity in the next lesson. Another issue occurred during the lesson when I pasted a printed reading text (poster size) on the whiteboard. Initially, I thought it would be sufficient for the whole class to see and read, but my assumption was clearly wrong when some pupils started moving their chairs to sit at their classmates' desks. At first, it seemed like they were trying to get a better view, but soon they began to lose focus and chat with each other.

Looking back at the reflection I wrote during my practicum, I believe that I wasn’t reflective enough in describing and pinpointing each issue during the lesson. I realise now that I need to take these matters more seriously in order to improve in the future.

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Reflection on Practicum Experience

During my practicum, I encountered several challenges in classroom management, particularly with my Year 4 students. One major issue was excessive noise and lack of cooperation during group activities. For instance, during a storytelling session where students were supposed to listen attentively and act out scenes, many were distracted, talking loudly, and playing with props instead of focusing on the task. This not only disrupted the lesson flow but also affected the engagement of more attentive students.

Additionally, I noticed that some students struggled with vocabulary retention. Even after multiple exposures to keywords, they hesitated when asked to recall or use them in sentences. This made interactive activities, such as the "Whisper Chain" game (where students pass a sentence down a line and see how it changes), less effective because they either misheard or forgot the words altogether.

Reflection-in-Action

During the lesson, I quickly realized that the noise level was preventing effective learning. Instead of proceeding as planned, I adapted by introducing a point system where teams earned rewards for staying quiet and focused. This immediate intervention helped regulate behaviour and allowed students to refocus on the storytelling activity. Similarly, when I noticed vocabulary struggles during "Whisper Chain," I paused the activity and conducted a quick word-matching exercise using flashcards. This helped reinforce key vocabulary before continuing the game.

Reflection-on-Action

Looking back, I acknowledged that while my adaptations improved classroom engagement, the core issue of discipline and vocabulary retention persisted. Some students still found it difficult to maintain focus, especially in longer activities. This reflection made me realize that I needed to implement more structured behaviour management strategies, such as setting clear expectations at the beginning of the lesson and reinforcing positive behaviours consistently.

Reflection-for-Action (Future Planning)

Moving forward, I plan to integrate movement-based learning to channel students’ energy productively. Instead of passive listening tasks, I will incorporate more kinaesthetic activities like vocabulary scavenger hunts or role-playing scenarios to enhance retention and engagement. Additionally, I aim to strengthen classroom routines by assigning group leaders responsible for maintaining order during group tasks. By refining my strategies, I hope to create a more structured and effective learning environment in future lessons.

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Based on Schön’s (1987) reflective teaching model, my practicum experience involved both reflection-in-action and reflection-on-action, though I primarily engaged in the latter.

Reflection on action

I demonstrated reflection-on-action by analyzing my lessons after they were conducted and identifying areas for improvement. For instance, in one lesson, I realized that while a poem-based approach effectively reinforced the use of similes, it did not help pupils retain factual knowledge about dinosaurs. This led me to consider incorporating more visual aids and factual summaries in future lessons. Similarly, after facing technical issues that delayed my lesson, I reflected on the need to prepare printed slides and have a more flexible lesson plan that does not rely entirely on the LCD projector and speakers. These reflections allowed me to refine my teaching strategies over time.

Reflection in action

While most of my reflections occurred after the lesson, there were moments where I engaged in reflection-in-action by making adjustments during the lesson. For example, when pupils expressed concerns about not completing their poems on time, I adapted by allowing them to take their worksheets home. Additionally, I noticed that some pupils struggled with classroom expectations, so I became more mindful of enforcing my classroom rules and identifying pupils who required additional support.

Although I have engaged in both types of reflection, I recognize that I could improve in reflection-in-action by making real-time adjustments more frequently. For instance, when pupils found a worksheet confusing, I could have immediately simplified my instructions or provided additional examples rather than waiting until after the lesson to address the issue. Moving forward, I aim to be more responsive at the moment while continuing to refine my teaching practices through structured post-lesson reflection.

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Reflection-in-teaching : During my practicum, I faced problems while teaching and required me to think quickly and find immediate solutions. For example, when my audio was not loud enough due to noisy surrounding. So what I did was I had to read aloud the script and engage them in discussion.

I believe that by reflecting on my teaching, I can foster my professional growth as it helps me to learn from my experiences and make improvements. Reflection during practicum is essential for trainee teachers to improve their teaching skills and adapt to real classroom challenges. It also enhances problem-solving skills, as unexpected situations like I have mentioned and other problems such as technical issues or unresponsive students which require quick thinking and flexibility. Ultimately, by making reflection a habit, I hope to make steady progress in my teaching journey, benefiting both myself and my students.

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Reflection-in-teaching (During the lesson) -

I had few times encountered issues regarding audio cannot be played during the lesson. What I did was to read aloud the script of the audio to the pupils which was repeated around three times. I tried to speak slowly and used a clear pronunciation to avoid misunderstanding. Hence, their listening skills can still be tested from how they answer the questions related.

During a lesson with my year 5 pupils, I called out few person to come forward and shared about their favourite celebrities. However, I noticed that some of them showed hesitation and seemed too shy to speak in front of their friends, even with my guidance. They also tend to speak slowly. Therefore, I called them out in pairs instead and noticed that they felt more comfortable speaking when they had a partner to rely on. This helped reduce their nervousness, and they were more willing to try. Gradually, I encouraged them to speak in small groups before progressing to speaking in front of the whole class.

Reflection-on-teaching (After the lesson) -

During my first practicum, I encountered a challenge engaging students year 4 with low English proficiency. After the first lesson with them, I realised that they struggled significantly with basic vocabulary. For instance, they were unable to spell the word car or knowing the meaning of blue colour. This often reverting to their L1 when communicating. I seek for advice from the representative teacher and came out with few strategies. In the next lesson, I incorporated more gestures and visuals when introducing new words to them. For example, I prepared flashcards with pictures and words, and pupils need to match them while saying the words aloud. This activity not only improved their vocabulary retention but also encouraged them to speak more. I also realised that this class was a special case which I need to provide a better scaffolding and simplify the instructions to suit their level of proficiency.

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WEEK 4 TOPIC 3 (E-LEARNING)

After teaching my Year 3 class, I took some time to reflect on the lesson, particularly focusing on pupil engagement, their understanding, and the classroom management strategies I employed. While the lesson went smoothly overall, I recognized a few areas that could be improved. I faced challenges with keeping the class focused during independent work, which caused some students to become distracted. I also noticed that transitions between activities weren’t as smooth as I’d hoped, with some pupils appearing uncertain about what to do next, disrupting the flow of the lesson.

I believe that reflecting on my teaching helps me identify both my strengths and areas for growth. To further improve, I’ve started a reflection journal where I jot down my thoughts and observations after each lesson. Additionally, I plan to seek feedback from my mentor and peers for different perspectives. Moving forward, I aim to provide clearer instructions, incorporate visual cues for transitions, and establish a more structured routine to better manage the classroom.