Student Practice Reflection - Self-Evaluation 2

2A) ATTITUDE TOWARDS PUPILS

Can I maintain classroom discipline? Am I respectful and kind towards all pupils? Do I correctly recognise and assess pupils’ skills and needs? Do I differentiate instruction according to pupils’ individual profiles?

Actually, the maintenance of classroom discipline is the area that I still need to work on, though it was not that bad. Previously, I was authoritative when I was teaching in my own country, and students were disciplined. However, this time it was totally different but finally, I got used to this new type of learning environment, which is student-centred. Students are aware of their learning, so they are brave to ask questions. At first, I saw them walk to the teachers directly when they have questions or they simply shout out their questions. In my teaching, I tried to model for them. When it was time for them to answer or ask questions, I usually raised my hand to remind them of raising their hand. And I think it worked well and helped me maintain the classroom discipline better. Also, I am kind to students, though I may show my seriousness to students without losing my temper by changing the intonation when I speak. Even my friends could not imagine I could be angry in front of my students because I am not that type of person. It is really important to balance the relationship between students. What is more,  differentiating instructions according to pupils' individual profile is really challenging, and I  think I need more time to develop this aspect, though I am not bad at it. Usually, students get individual instructions from me when they do not understand well, and I adjust my instructions in accordance with their differences. However, when there are a lot of students, I believe it is better to come up with instructions that may fit all students. And bearing in mind that every student is different, teachers can always change different types of instructions to meet students' needs in turns. It is particularly essential to arm myself with the skill because students are so different from each other, especially when they are from different parts of the world. From time to time, it is hard to resonate with them. I am always open to their needs and encourage them to communicate with me. The more I communicate with them, the better it is for both of us to understand each other.  

2B) ATTITUDE TOWARDS THE PRACTICUM EXPERIENCE (ME AS A LEARNER)

Am I open and willing to learn and accept constructive feedback? How easy it is for me to analyse and reflect on the learning and teaching process? What have I learnt during this year? How have I changed?

I am eager to obtain constructive feedback instead of being reluctant to it, since constructive feedback can help me develop further, especially it is priceless for me to get feedback when I am still a learner and there is always someone who devote their time to helping me become better. Also, I treat feedback seriously as well, and I try to adapt it to my teaching. Apart from that, being reflective is necessary. It is not complicated for me to analyse and reflect on my learning and teaching. I am good at observing, especially I can always grasp subtle things among my students. I am not good at memorizing things, but when I go back to my lesson plan, the scenario of the class comes into my mind like a film. At this moment, I attempt to reflect on what I did well, what I could have done differently. After one year, I have learnt a number of techniques which I have been able to apply them to my practicum. I have also been more flexible after having the experience of teaching students from different countries. It made me understand what is the real student-centred education. In other words, it made me realise what kind of teacher I would like to be in the future. Having seen a different mode of learning and teaching, I made up my mind to avoid teaching my students the way I had when I was a younger student.