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Presentation PowerPoint (Group E)

https://docs.google.com/presentation/d/1p67UdFvKQ8UK6H_6yyld_E7USdqciGrJ/edit?usp=sharing&ouid=107830713353139193422&rtpof=true&sd=true

Emotion cards

https://www.canva.com/design/DAGAactwgKQ/2Vzf1IJOg3St94HWNcp5dw/edit?utm_content=DAGAactwgKQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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1. How creative do you think you are? 7.5

2. How confident are you at classroom management? 3

3. How high are your expectation for this course? 10, I hope it's interesting and that I can get A-

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Reason(s) for picking

1. Past: have worse classroom management experience before -> reflect and conclude a solution

2. Current: not fully grasp the concept -> consolidate my understanding

3. Future: new to me -> curious to learn and practice in BP II

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How have your school experience shaded you as a teacher?

Embody: willing to understand students, be open-minded to discuss with students who have different opinions, give guidance to students without making them shame, always find places to appreciate students and let them present their strengths, give frequent, constructive and personal feedback for each assignment

Change: use power to make students follow, scout students not matter serious or not, read the textbook or notes without further elaboration, cannot explain the content in the way I cognitively accept, transit a lot of knowledge to me without telling how does it actually relate to daily-life, cannot manage a good learning environment to keep students' concentration on learning context (*not my secondary school teachers)

Who was your favorite teacher when you are growing up? Why?

My favorite teacher is my table tennis team teacher

Reason(s): he always care our feelings, willing to share his experience and understand our daily life

Impact: makes me feel being connected with him

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Patient to students

Who & When: In the BP, I am responsible for a F.4 remedial class on every Tuesdays.

What: In the class, I introduce the common learning difficulties or problems. Then, I disturbute the exercises and let students do on their own. After 10-15 mins, I write down a few answers on the blackboard.

How: If students meet difficulties, I guide them to explore and construct their answers base on their answers' flow (if the flow is correct and able to complete the question)

Example: What does the question want? What is the characteristics of the triangle? Any information given? Any hints we have? How does the information relates to the theorems in this unit?

Why: The students are touching because I am willing to stop the lesson and wait for them, explain the answers to them one by one. They say they have never met teacher like me, who is willing to accommodate them. They complain their teacher always teaches like reading around without further explanation, which makes them difficult to follow.

Reflection:

I feel very heart-broken to their speech because they should not be treated like this. In my eyes, they are very talented, hard-working and kind. If they meet the right teacher, who is willing to put effort in digging their potential abilities and interest, their must have great achievement in the future. This encourages my sense of commitment to dig my future students' potential and keep to be an appreciative teacher.

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Assertive instruction delivers clear objective to students

Teaching context

I am an assistant coach for school table tennis team. After each training, we have to recover the setting in the cover playground.

Non-assertive

Example: Maybe you can pick up the balls in the surrounding later. (Walk away)

Effect:

1) that particular student walks away

2) no students show me

3) my intrusion is meaningless, balls still all around us

Assertive

Example: Can you see the balls under the desk? (Yes) I want you move away the desk and pick up all the balls below. After that, put the balls into the grey bag. (Ok) Do it now, thank you. (Go and pick the balls)

Effect:

1) that particular student goes to pick the balls immediately

2) other students follow

3) my interaction is work, all balls are picked very quickly

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Situation

Student A does not hand in the word problem exercise in this morning. In the after-class talking, he claims that he has difficulties in understanding the English questions. Hence, he cannot finish the exercise.

SCAMPER model (Eberle, 1971)

Substitute: Ask student A to do the Chinese version

Combine: Provide bilingual questions

Adopt: Explain the unknow words in Chinese to student A in the recess, if he can submit before the end of the recess, no marks will be deducted

Modify: Provide scaffolding on WS, for example, leave brackets next to the key words and ask student A to look up the dictionary, add step 1: want, question 2: given information, question 3: unit knowledge...etc. to guide student A to construct a problem-solving frame

Put to another use: Ask student A to translate the whole question into Chinese before calculation

Eliminate: Ask the whole class do not submit in the morning, explain the keywords and discuss the problem-solving strategies of each question on class. For submitted students, ask them to tick and give marks; for un-submitted students, ask them to think and copy together. By the end of the class, I collect all WS and double-check the marking.

Reverse: Help student A defines the question and propose possible approach after school, finish one question with him and leave the rest at home and submit on the next day

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Article A: How would you priorities the classroom management strategies mentioned in the article?

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Article A: How would you priorities the classroom management strategies mentioned in the article?

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Stand: Instructional design as my first priority

Belief: I believe all students can learn and willing to learn

My observation: Students misbehave because either they give up themselves for some reasons or they feel they are left behind by their teacher

Theoretical perspective: By Flow theory (Csikszentmihalyi, 1990), students feel bored when their skills are higher than the challenge. In contrast, students feel anxious. It implies students cannot focus on the learning when their skills are not matched with the challenge.

Conclusion: If I can design good teaching pedagogies to attract students' attention, e.g. to raise their confidence, self-effectiveness, sense of purpose...etc. , on academic learning, they may concentrate more on learning than misbehaving in the lesson

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Article B: What are your preferences in selecting a student-centered approach, a teacher-centered approach or mixed model? 

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Article B: What are your preferences in selecting a student-centered approach, a teacher-centered approach or mixed model? 

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Stand: Mixed-model

Belief: I believe teacher should adopt multiple method to stimulate students' growth

My observation: TCA usually provides clear leadership role but it may create dissatisfaction in the student-teacher relationship to senior students (i.e. lack of freedom and respect). In contrast, SCA tends to provides equal student-teacher discussion on decision-making but the productivity and efficiency is very low to junior students (i.e. ambiguous stand).

Theoretical perspective: The Zone of Proximal Development (Vygotsky,1978) suggests learner has three understanding level: learn by own self, learn with guidance and failure to learn. It implies that it is important to understand the students' background (i.e. prerequisite knowledge, ability...etc.) before teaching. TCA or SCA model might not be useful if it is mismatching with students' properties.

Conclusion: I should use mixed approach to test students' personality attributes, strengths and weaknesses. Then, adjust the models to maximize their learning performance and nurture them with good personality attributes.

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Strength: Originality

Examples: I put effort to create thing that is special from others when I have a chance to do so

Reason(s): I believe it represents my intelligence and uniqueness

Weakness: Flexibility

Examples: My brains is blank every time when there is a sudden and unexpected thing

Reason(s): I cannot think of any solution at the moment and I cannot plan beforehand

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19 Feb: How's TLS 4070 going for you so far

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19 Feb: How's TLS 4070 going for you so far

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I like the class very much :>

I am very shy but I feel more safe and comfortable to answer questions now, that's good!

I like the frequent feedback as this gives me concrete direction to make continuous improvement every lesson, that's great!

I feel satisfied to learn so many new education theories and maintain my teaching enthusiasm, that's grateful!

I like those special teaching activities to keep my concentration and motivation to the 3-hour lecture, that's unforgettable!

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Experience: during my BP, my mentor proactively to talk to his students about their lesson learning, daily life even he does not have class that day

Implication: this inspires me to care students in a new way, when I was a student, teachers tended to stay longer in the recess when they had finished the lesson with that class of student, or they needed to assigned some tasks, instead of stepping into the classroom for purely wanting to care the students' living

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Q.1: Which classroom management language or strategy did you see?

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Q.1: Which classroom management language or strategy did you see?

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Prefacing

Situation: When doing the paper cutting activity, some students do not follow the instruction to cut the paper

Instruction: Teacher first praises students for drawing many quadrilaterals creatively on papers, then invites students to take scissors from the teacher desk to cut the shape of the paper

Effect: Teacher takes a few more steps to guide students back to the instruction

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Q.2: Thoughts on reactive classroom management (e.g. dealing with misbehavior, disruptions/interruptions to class, sudden events)

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Q.2: Thoughts on reactive classroom management (e.g. dealing with misbehavior, disruptions/interruptions to class, sudden events)

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Behavioral direction

Situation: After giving out the paper, more and more students shout out their questions

Instruction: Teacher walks to the front central and give praises to students who are raising hand one by one

Effect: Then, more and more students close their mouths and change to raise their hand

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Q.3: Observations on preventive classroom management (e.g. school culture, classroom environment)

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Q.3: Observations on preventive classroom management (e.g. school culture, classroom environment)

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Rule reminder

Situation: When the class time comes nearly to the end, students swing their witches and shout out 'it's time to end'

Instruction: Teacher gives a clear respond 'I do not hear the bell ring' and show them her phone

Effect: Students who manage to close their books and leave go back to their seat and wait for the next instruction

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9 March: My consideration for becoming a ideal teacher

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9 March: My consideration for becoming a ideal teacher

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I believe strength-based approach is something I would like to consider as teacher because it most likely indicates my strengths, that makes me know more about myself. If I make decision base on my strengths, I may have more chance to achieve self-actualization and experience 'flow'.

However, I don't agree with the report that 'social intelligence' is my top 5 strengths as I always find difficulties to react to different situations, especially for sudden incident. I prefer 'love of learning', which is ranked at the 6th position. I think the possible reasons for the mismatching include my mutual status, my understanding to myself.

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For me, creating a positive and effective learning environment would be easier with other colleagues because I think it is more effective to maintain a consistent discipline and learning atmosphere for students as a whole school approach. Take school rules as an example, I think only when the whole school teachers hold the same stand and implement accordingly, the students will more likely to aware and stick to the rules not only in my classroom, but also in anywhere in the campus. This may be useful to nurture their self-discipline because discipline should not be only restricted to present in a specific classroom or lesson, but for anywhere anytime. Apart from the discipline, it can also be other things, such as curriculum innovation, new pedagogy.

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I like this moment because we can see the uniqueness of each other. We add our subjective thinking based on different growth experience to reach the same command. Some made standard triangle, some made right-angled triangle and some made arbitrary triangle. This also reminds me to think out of the box, do not just limit our imagination in the thinking perspective of our major.

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Top 5:

Teamwork

Gratitude

Love

Humility

Social intelligence

Least 5:

Bravery

Prudence

Zest

Humor

Leadership

(totally agree on this side, cannot find a counter example, haha :D)