EduContents

1. Students

What would have been your favorite assignment or class material we would have covered in class? 

What would have been your least favorite? 

What would you like to see more of (what we have been working, any new projects/ assignments) that you will like to see more of during the rest of the semester? 

How helpful is the teacher from a scale of 1-10 in terms of explaining any of the concepts that would have been confusing during class? 

How clear is the teacher in explaining all of the concepts, and with her instructions concerning any of the assignments? 

Does the teacher meet all of your academic, social, emotional needs and if not, what would you like the teacher to be doing more of? 

2. Parents (if allowed by your school)

How much time do the students spend in doing their homework during the week? 

What do the students report as being their favorite parts of the class if any? What do they usually report about the class or their interactions with peers in class? 

What would you like your children be learning more of in school and any particular traits about the child you would like to me to be attentive of while teaching him or her in class? 

3. Mentor and Instructor 

Is the material developmentally appropriate for the students and differentiated for all groups of students for learning? 

How productive is the class, and how interactive is the pedagogy being used triggering participation and interactions among students? 

4. School Administrator/ Supervisor /Employer/ Principal 

What is parental satisfaction with the class being taught at the moment?

Does the class meet the learning profile and mission statement of the school in bringing about cultural sensitive and globally responsible citizens

• Summary explaining how each form will help you improve your teaching practice. Discuss the types of questions that are unique to each form and how you will accomplish the distribution of surveys.  Also discuss how you will organize the data in order to make logical conclusions. Discuss how results will/will not change your teaching.

The form from the students will help develop any assignments of class materials that will be relevant to students’ needs and interests and alter any type of teaching pedagogy to be more effective for student learning. Students would be talking about what worked for them, what didn’t, and what could work in place of those assignments or materials. I will be compiling all the responses and see if there are recurring suggestions or comments throughout the classes and incorporate any recurring comments to develop new content, or alter any parts to meet the needs and interest of the students. 

As for the parental feedback, I will be specifically asking for how much students spend with their homework, what they report to have worked or to have liked about classes, and also anything I should be aware of their child carrying out the instructions. Hence I will be able to compile all of these feedback and apply individual feedback to improving one to one relationship I have with individual students as well as develop new curriculum and activities if there are recurring suggestions and or comments that parents have regarding our class materials and activities. 

As for the mentor feedback, I will be double checking with my mentor on whether the class is developmentally appropriate and whether students are actively participating in class discussions. And we will come up with ways to be triggering more participation for those sections that might not be participating as much as the other classes, and how I may be able to individualize my teaching techniques for that particular class to activate more student participation. 

As for the administrator feedback, I will incorporate level of parental satisfaction into designing of my curriculum and make sure that my class content is relevant to the mission statement and learner profiles upheld by the school. Hence I will be able to adapt any of the class material and assignments to better qualify for the learner profiles and mission set forth by the program and the school. 

The teacher seems to be very effective in designing and implementing very interactive and productive classroom with a lot of students participating and eager to be presenting their ideas. The teacher has a lot of visual resources to have them be attentive throughout class. The teacher also has interactive assignments and works throughout class to have them stay attentive and active throughout the classes. The teacher also asks a lot of follow up questions and questions to check with their understanding and comprehension so as to move forward the class. The teacher also has developmentally appropriate instruction strategies involving use of variety of visuals and group work activities to trigger students learning and attention all throughout the class. The teacher also has differentiated learning in that he makes use of both difficult and easier questions to trigger interest of all students. He also calls out names and ask follow up questions to trigger response and interest. And he applauds and compliments students who get their responses correctly and has other students applaud (physically) and acknowledgement of students who get their answers correctly. Students who require these types of compliments might benefit extra (as with everyone else) from these types of public acknowledgement and compliments that teachers should not be hesitant in giving.

It was very much beneficial to be able to annotate the teachings of another teacher teaching a class of similar grade level. I was able to see the gap I could fill in terms of working more interactively with the students, with individual follow up questions, interactive discussions, calling out of names, and more natural interactions I could be having with my students. I’m not sure how long the teacher has been with the class, but hopefully with time, I would be able to develop such interactive class culture with all of the sections I am teaching at the moment, especially with one or two sections where I am facing slight challenge in getting students to participate as much as the other students in the other classes have been doing. The process of my mentor walk me through my class recordings was very similar in nature, and I could see my room for improvement in more productive discussions with class, where students respond actively to many of the questions. Sometimes, the challenge lies in gearing questions or materials that will be developmentally appropriate for the more gifted, active kids, or students who seem to be relatively more quiet in class. It is of my natural inclination to be designing the classes for the more active and participatory students, but I always try to design written assignments that would trigger interest of all students, especially designing peer activities or letter writing assignments that would trigger student participation and participatory learning. I would like to have more annotation activities where I am able to observe other teachers of similar grade level to adopt their pedagogical tools and ways of teaching to my own lesson plans and classrooms.

In developing your checklist, address the following elements in effectively managing a classroom:

A Positive Classroom Climate

How should a teacher establish and maintain effective relationships with students (knowing something about individual students, showing interest and affection for each student, including student interest in content, engaging in physical behaviors that convey interest, and using humor when appropriate)?

The mentor talked about having ice breaking activities on the first day of class so that we could be getting to know one another. They would have asked questions after I would have introduced myself and we would have gotten to know each other a little better. The mentor also talked about the importance of opening the class material with questions on what they already know about the topic and what is already familiar to them. We also talked about taking notes while watching videos we have and discussing afterwards what each of us had been thinking as we call out names in order, or take volunteers who might have ideas that they would like to be sharing as well. Students tend to be well-behaved in terms of respecting one another in taking turns to be presenting their ideas to one another. In order to learn more about the students, I had assigned dreams and hopes assignment where they talked about their dreams, inspiration essay where they wrote about people who had inspired them. We also interview some of our family members and wrote letters to them. This week we would be writing letters to one another. We also managed to watch Netflix series on Bill Gates, Michelle Obama, and Basketball (or Nothing) in order reflecting the interests of the students in class.

High Expectations

How should a teacher communicate high expectations of all students in the areas of: academic achievement, behavior, the affective domain, pride in work, and student goal-setting?

Rules, Norms and Procedures

How should a teacher establish and enforce rules, norms and procedures (to include behavior, transitions, equipment use, bathroom use, etc.)?

Managing Behaviors

My mentor strongly believes in

What positive and negative strategies should be used (think token systems and Class Dojo, etc.)?

De-escalation Strategies

How should a teacher handle, prevent and/or intervene in disruptive behavior?

Lesson Plan

Teacher Candidate:             Ye Won Maing                      Date Lesson Taught:

Name of Mentor: Yatana

Lesson Title: Reading Comprehension

Grade Level and Course: Secondary English

Time Segment of Lesson: _______50__ minutes   (Edit video to 10-15 minutes)

Standard(s) Addressed in Lesson:  

Standard 1

Objective(s) of the Lesson:  Students will be able to …

Read and answer comprehension questions based on the reading passages.

Vocabulary (and other literacy skills:

Vocabulary from passages, comprehension skills

Student Diversity and Differentiation of Instruction

Student Diversity	Differentiation of Instruction
Mostly of the same ethnicity

Formative and Summative Assessments

Formative Assessment	Summative Assessment
	The end of the year IGCSE exam would be there. We will have practice exams that will follow up for the final exam few times before the exam.

● If there is no summative assessment in this lesson, what/when will the summative

assessment be/take place

Big Ideas to be Addressed in the Lesson: 

Understanding of the reading passages. Comprehension skills and answering questions based on the reading.

Discussion Questions

Write out questions that you would like students to discuss in class, before class or after class because they are interesting, support higher order thinking, and make for a lively and engaging discussion. If discussions must happen outside class, what tool will you use to facilitate the discussion (e.g. Twitter)?

There will be questions based on the particular topic we will be covering for the unit (sequencing, predicting, similarities and differences, etc) and we will have the chatbox of our class to submit any responses during and after the meeting as well.

21st Century Knowledge and Skills

21st Century Knowledge and Skills	Teaching Strategies
Critical Thinking	We would have to be applying what we have read to discuss about the answers for the questions we have. In the process we will have both subjective and objective questions where we would have to come up with the questions for those subjective questions (non multiple choice questions)
Collaboration	We will be working on these questions together as a group making sure everyone agrees with what is being said by each student. Collaboration will be an essential part of the activity.

Teaching Strategies and Related Student Activities (Include Web 2.0 activities as appropriate): 

Teaching Strategies and Activities: What are the teaching strategies and activities that you plan to use to help students meet the lesson’s objectives? What are the steps that you will take to deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?

I will first of all be creating youtube video of the material that will be taught for the day so that the students could take a look at them before, during, after class, and we will be reading over the passage having a volunteer read aloud the passage. And then we will go over the questions together where we discuss each answer choices and move forward with class discussion.

Teacher/Student Input: Write a note on what you expect the teacher and students to do as a part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type of activity.

Teacher will explain what the theme of this passage (sequencing, predicting, similarities and differences) would be briefly and explain the summary of the passage that we are about to read.

A student will volunteer to read through the passage as a whole.

The teacher will read aloud the questions and encourage students to participate and find answers for the questions that will be screen shared to them.

Review: Write down ideas on how you will review the topic, including notes on types of formative assessments that you will use during the lesson.

The comprehension questions themselves will be in itself the type of informal assessments we would be using to assess and learn at the same time.

Materials and Resources for Lesson 

Materials, Technology, and Websites	Required Preparation
Youtube	Create a video of the material we will be covering for the day including reading aloud of the passage and going over the questions that will follow after the passage.

Use this space to write a paragraph or two discussion how the lesson went. Be honest — you can use this information in your reflections for Module 8.

Use this space to write notes on how you might change this lesson when you teach it again:

References

Save your links to ideas and resources for the lesson here. 

youtu.be/0YuA6KkKRDw