• 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.

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

   
   

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

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

• 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

• 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

• 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

• 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

• 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

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.

• 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)}

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