reflecting on teaching experience by Mark Brazier https://padlet.com/mark_brazier/reflectionsonteaching negative teaching experiences from your past and solutions for a different outcome en-us 2016-10-13 13:16:32 UTC 2017-11-07 10:40:36 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png Click on the plus sign in the right hand corner to post something. Explain the situation....where something you tried in your teaching didn't quite work. And then  consider how you would ensure it had a more positive outcome next time! mark_brazier https://padlet.com/mark_brazier/reflectionsonteaching/wish/130429074 Remember to put your name]]> 2016-10-13 13:33:52 UTC https://padlet.com/mark_brazier/reflectionsonteaching/wish/130429074 I was being observed by the H.O.D for a lesson I had planned on approaching animals. I had various stations located in the animal collection which required the students to complete handouts and role play. The differentiation for the group had not been completed and the group I had for the session was made up of 2 students with Asperger’s, 3 dyslexic students and 2 students who were achieving a distinction. The stations were made up of a crossword at the Meerkats, a quiz about bite force at the Ferrets and a trapped animal which they had to approach and free. Without the differentiation I didn’t have an extension task on the handout so when the distinction students were finished they became disruptive until everyone had finished and we could move on to the next station. The bite force quiz worked well and engaged the whole group, they had to work together and vote on the right answer. When we were at the role play station with the trapped animal, I had trapped a dog teddy under a gate and given then the following scenario: It had been trapped overnight and was very stressed and showing signs of aggression. The group had to work together and discuss how they would approach the animal and how they would remove it from the gate. Whilst I was explaining the task to the students a grounds keeper kicked open the gate sending the teddy a good 3 meters across the walled garden. The students were laughing so much that they then didn’t take the task very seriously.   In hindsight I should have gathered the relevant information on the students and taken differentiation into account and planned a handout which would have challenged the distinction students whilst the others could catch up. And I could have put a sign on the gate explaining that it was being used for teaching and at what times or I could have chosen a gate or area where I knew I wouldn’t be disturbed.         Emma Bain. https://padlet.com/mark_brazier/reflectionsonteaching/wish/131801435 2016-10-19 14:37:14 UTC https://padlet.com/mark_brazier/reflectionsonteaching/wish/131801435 thomas_smith4 https://padlet.com/mark_brazier/reflectionsonteaching/wish/134174386 During a lecture on sports psychology, not one of my particular strengths, I set the students a task and I was discussing it with one of the students who highlighted what he thought to be a mistake. Being unsure I lost a bit of confidence and sort of agreed with him. The risk I saw here was losing the trust of the class, but mainly causing a large amount of confusion during the task. To reduce this after the task me and the student looked in the text book and became certain before correcting the class. In this instance I was correct originally so I didn’t have to change the other students learning on the matter, which avoided confusion for them.


Learning from this I spend more time ensuring I am clear on the subject topic, giving me confidence in my teaching.


]]> 2016-10-31 11:16:58 UTC https://padlet.com/mark_brazier/reflectionsonteaching/wish/134174386 morris839 https://padlet.com/mark_brazier/reflectionsonteaching/wish/204269208 Maths Tuition
I am not confident with some of the maths topics I have to teach which on occasions means that if a student has chosen an alternative method to solve a problem and they get stuck or get the wrong answer I cannot quickly switch from my method do theirs and coherently help them correctly solve the problem using their method. The first time this happened it threw me to the degree that I then questioned my own understanding of the topic. The second time I said to the student I need to think a bit more about this problem so that I can explain it using your method. After the lesson I e-mailed  the problem worked out using their  method and we discussed it at the next lesson.  This experience has taught me that I need a lot more practice working through topics using several different methods so that I am more confident in the lesson.]]> 2017-11-07 10:22:35 UTC https://padlet.com/mark_brazier/reflectionsonteaching/wish/204269208