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Activities were suggested.

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The activity I mused was a collaborative one called Team Based Activity. This basically relies on extrinsic motivation. Therefore when in groups I thought they would be motivated. What I observed was very different. I found the mixed groups with one motivated and the others less motivated received the same marks and therefore they resisted it. I should have used TBL for preparation but assessed them individually instead of assessing them as a group.

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5 out of 10 students understood the connection between Trial Balance and the Financial Statements. The remaining 5 struggled with the more complicated sums because their conceptual understanding was incomplete. They needed exposure to a variety and in a repeated fashion. Therefore I decided to do three different type of sums to reinforce with the whole class. This way I would test the first 5 and reinforce with the second five.

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Students seemed comfortable making questionnaires. However, they were not exhaustive in covering all aspects of a topic. I realised that some front loading would have helped.

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WWW- supported by Evidence
I was happy with the work of ..... students who were on par or beyond in original content, paragraphing, story writing techniques and vocabulary.
Motivation, learning needs of students.
Students with difficulties, one on one talk with to understand their difficulty. Some struggled with dialogues, some lacked content, some lacked vocabulary range, some lacked coherence.

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23 students out of 28 recorded their observations after watching a video of an experiment correctly. The remaining 5 were struggling to relate the concept learnt to the video. They would have benefitted with an observation sheet to capture the most important data. It would have scaffolded their skill in drawing conclusions.

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........ students could not identify the word order required for the sentences of the two different voices.

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2 out of 5 students struggled  to frame sentences with the given sight words. Lack of practice had led to this and I need to factor in atleast 7 exercises before the end of term.

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During the session the learners were asked to frame sentences for the sight words given. 2 out of 5 struggled and it was concluded that the learners were not exposed to the comprehension and this part was to be focused in future.

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The objective of the lesson was to help students understand the difference between active and passive voices. Students were given a scenario to help understand the difference. (Reporting the breaking of a flower vase to the teacher/parent without telling who did it)

Later examples of active and passive sentences were given for students to identify. While trying to identify, students had to first know what SVO is. I later discovered that most of my students were confused about identifying SVO.

Since a knowledge of SVO is needed to proceed with the teaching of active/passive voice, I had to instantly change plans to clarify that first. Had this been in my plan, I might have been able to better construct the idea for my students.

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A video clipping shared aided in scaffolding the students to derive the concept. Most of them tried the experiment and could relate the concept but 5 out of 28 students still had doubts about the video clipping itself for which I should have added a while viewing at the the end of the video. In future I need to plan and provide video clipping and assess their understanding before moving on to the next task.

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Writing a story in familiar settings

What went well.

I showed the students many samples and the students came up with unique story ideas and produced good quality work. Most of the students were motivated and submitted their work promptly.

Even Better If

There were a few students who were being constantly reminded to complete their work. I could have separated these students with difficulties from the main group and scaffolded them. I could have been slow and proceeded step by step. I could have given them a choice to present their work in different ways.

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Class 8D (20 students) when I started teaching informal Letter writing.
I founded they have some basic knowledge about that but they are not sure about format so that  they cant write informal letter in proper format because they use formal letter format in some place.
So I told them they have to go through both type of letters and tell  specific differences about formal letter writing and informal letter writing. After this they are clear about letter writing but still they finding to use proper words and some sentence framing. For that I gave them dictation test. Sentence formation still trying, it's not perfect but better than previous. But still 1 and 2 children don't want to do work with interest even I gave them their interesting topics like write about video game or any type of game that they like.

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Reflection about the Debate conducted based on the lesson.

I felt that the activity was well chosen, which effectively engaged my learners into the learning process, the pair work and the role play has played a crucial role bringing fun and joy into my session. The exercise in the course book were differentiated and inclusive in which the questions were directed to the low, medium and higher achievers. Obserivng my learners was a pleasure. I was able to detect their weak points which will be explained and stressed on in the coming sessions.
What was not very good, was four of the learners’ feedback that equal opportunity to speak was not given. At this moment I, realized that, if I had trained my silent learners to speak boldly and the good speakers to give opportunity to the lesser bold ones it would have been successful. Also the timing for the activity was not enough, so, I had to make them complete some part of the activity at home. I still need more practice to improve my time management for activities. I think I will stick to one activity in future.

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Class 9 F was given a task of thinking the possible year-end adjustments to be made while preparing the Financial Statements. 5 out of 10 could give at least one example each. This simple assessment task gave me an insight into the fact that that children understood the summary of Account balances in Trial Balance and that each of the adjustment would require a journal entry to be passed and the Trial Balance amended to reflect each adjustment with both debit side and Credit side being affected directly and indirectly.
I scaffolded the preparation of Final Accounts with adjustments with the preparation of Final Accounts without adjustments. I realize that this exercise need to be repeated at least 3 times so that the remaining students also catch up and others reinforce their own understanding. i Will plan next lesson with three problems with a different set of adjustments and see if the set of 5 students who seemed to have understood can solve these three new examples and guage the progress of the remaining five students.

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The objective of the topic was to frame survey questions on the topic: Respecting ourselves and others
What went well
Students were able to do survey questions related to school.
Even better if
Needed support when framing questions related to Laws of the country and Rules related to sports. Students require handout for framing questions related to the school to know more about existing rules.
Planning to provide worksheet related to the topic.