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📌Topic: How to improve students' engagement during lessons?

📌My own perception: Why do I think students lose focus during specific parts of the lessons?

📌 Others' perception: How do students feel about my teaching style?

📌 Others' behavior: When are students most engaged or disengaged during the lesson?

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🖇️Survey. Responses to a questionnaire.

Data analysis:

1. How engaging do you find the lesson?

100% of students answered "very engaging.

2. How clear are the expectations and instructions during the lessons?

Most students(75%) answered " very clear.

25% of students answered "

mostly clear.

3. Do you feel encouraged to participate and ask questions in participate and ask questions in class?

75% of students answered " always".

Some students(25%) answered " often".

4. Do you feel the lessons are well-paced?

50% of students answered " always well-paced", 25% of students answered " sometimes too fast" and others chose " often well-paced".

5. How relevant do you find the content to your learning needs?

50% of students answered "very relevant" and the other 50 % chose

"mostly relevant".

6. How comfortable are you with the teaching methods used ( lectures, discussions, group work)

50% of students chose "very comfortable" and others answered

"mostly comfortable".

7. Do you feel that the teaching style helps you understand the material?

50% of students answered

"always" and other students answered " often".

8. How likely are you to recommend this class to a friend?

75% of students answered "very likely" and the other 25% chose "likely".

🖇️📌Summary: The feedback from students highlights a generally positive experience with the lessons. All students found the lessons very engaging, indicating strong overall satisfaction. Most students (75%) felt that the expectations and instructions were very clear, while a smaller group (25%) found them mostly clear. Regarding pacing, opinions were more divided—50% felt the lessons were always well-paced, while others noted that they were sometimes too fast or often well-paced.

When it comes to teaching style, 50% of students believe it always helps them understand the material, while the other 50% think it often does. Finally, most students (75%) are very likely to recommend the class, and the remaining 25% are likely to do so.

Overall, the feedback reflects a positive learning environment with some opportunities for

improvement in pacing and clarity.

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Classroom observation during micro teaching

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Classroom observation during micro teaching

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🖇️When are students most engaged or disengaged during the lesson?

Data: Classroom Observation during micro-teaching.

The teacher observation conducted on December 4, 2024, by Boboyeva M., evaluates the lesson across various aspects.

The teacher effectively communicated objectives, prepared materials, and maintained a structured lesson plan. Classroom procedures were strong, with clear instructions, diverse activities, active student participation, use of technology, and good teacher-student interaction.

Feedback highlights that the objectives were clear and measurable, the teaching style was effective and engaging, and the lesson was interesting with a commendable methodology.

Overall, the teacher's performance was highly praised.

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🖇️📌I am going to change some important things in my practicum next month. For example, What Do I want to change?

Reduce passive learning by increasing student participation.

﻿﻿Make lessons more dynamic by incorporating varied teaching methods and activities.

Strengthen the connection between lesson content and real-world applications.

Additionally, the second essential part of the lesson is that I will add other activities. For instance, "What Activities Are Better?" :

• Collaborative Group Work:

Assign tasks where students solve problems or create projects together.

•Think-Pair-Share: Pose a question, have students think individually, discuss with a partner, and share their ideas.

I believe this will reduce passive learning and encourage active participation. To improve pacing, I plan to break lessons into smaller, manageable segments and include short breaks. I will also provide additional resources for students who may need extra support. To make the content more relevant, I will connect lessons to real-world examples and allow students to propose topics or projects that interest them. I also aim to use tools like Kahoot and multimedia presentations to make lessons more fun. By implementing these strategies, I hope to create a more interactive, engaging, and supportive learning environment for all my students.

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📝 My name is Gulruhbegim Mirzomiddinova

📝 I am a 3rd year undergraduate student

📝 I study in Namangan state institute of foreign languages in Uzbekistan

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🖇️Why I Think Students Lose Focus During Specific Parts of Lessons.

In my view, students often lose focus during specific parts of lessons because of several interrelated factors that can make it challenging for them to stay engaged. As I reflect on my experiences in the classroom, both as a student and as an observer of others, I see that the structure and presentation of a lesson, as well as individual needs, play a significant role in determining how engaged students remain.

One major reason for losing focus is the repetitive structure of traditional lessons. When a lesson is lecture-based or requires students to passively listen for an extended period, it can become boring. In these cases, students' minds often begin to wander, especially if the material doesn't immediately capture their interest.

When lessons are structured without these breaks or changes, students are more likely to zone out, particularly during lengthy explanations.

Additionally, the level of relevance that students perceive in the material impacts their focus. When students can't see a clear connection between the lesson and their own lives, they may struggle to stay motivated. For instance, abstract or theoretical concepts may feel unimportant without real-world examples. In these moments, students may disengage because they don't see how the material connects to their experiences or goals.

Therefore, personal factors also play a big role. Students may come into the classroom with stress or personal concerns that make it harder to focus. Lack of sleep, for instance, is a significant issue among students.

Additionally, distractions in the environment, such as phones or noise from classmates, can interrupt their focus. To address these challenges, I believe integrating interactive and creative activities could help maintain students' attention. In conclusion, I believe students lose focus during specific parts of lessons primarily due to prolonged passive learning, a lack of perceived relevance, personal factors, and environmental distractions. Incorporating engaging, hands-on activities can make the learning experience more interactive and adaptable to different needs.

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My own reflections

Questionnarie

Classroom observation notes

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I worked as an English teacher at school 182 in Chilanzar district in Tashkent.

I taught 5th, 6th, and 7th-grade students.

Each class consisted of 15 students.

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Some students find it difficult to stay focused during lessons due to passive learning, a lack of relevance, or environmental distractions. During my practicum, I observed that students often lost concentration, particularly during lengthy explanations or when they could not see the connection between the topic and real-life applications. Additionally, distractions such as talking to classmates or using mobile phones further reduced engagement. To explore this issue, I used three methods: self-reflection, student surveys, and classroom observations. The survey results showed that while most students enjoyed the lessons, some had difficulties with pacing and participation. To address these challenges, I added more interactive activities such as group work and Think-Pair-Share to make students more involved. I also tried to link lesson content to real-world examples, ensuring it felt more relevant and practical. To keep students interested, I used different teaching methods, such as discussions, videos, and fun tools like Kahoot. In my presentation, I will share how these strategies improved student engagement and made my lessons more interactive and easier to follow.