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Summary and Reflection

and Reflection


and Reflection

Itis usually fulfilling when an individual accomplishes a givenassignment as per the set standards. As a student-teacher, the desireto offer a professionalized and satisfactory teaching lesson hasremained my esteemed endeavor, which is destined to play a final rolein the entire course (Panadero,Jonsson &amp Strijbos, 2016). In order to realize self-assessmentand to establish the possible area for improvements, I recorded avideo during one of the lessons that I conducted while teaching thefourth-grade learners reading and language arts lesson. This paper,therefore, seeks to conduct a synopsis and review of the session,with a view of establishing the weak points for infusing reasonablecorrective or bolstering steps. Furthermore, the procedure willassist in reassuring me of the better bits and improve the approachgiven to the students beside the assistance towards the setting of afriendly and conducive environment for teacher-student contact.Certainly, self-reflection is a tool that learners can employ tospice their learning processes and fashion the significantprogressive strides towards betterment.

Whilewatching the video, the procedures that I took towards the executionof the lesson began by a plan, which I referred to at the beginningof the lesson to be sure that the outlay and the implementation shallbe as schemed. I was taking the students through a reading sessionthat encompassed telling the students the week is learning standard,which is to compare and contrast text. Also, the undertaking willalso involve the review of the learned definitions of words likecompare, contrast, and facts, then introduce new definitions ofmemoir, biography, and autobiography. Mostly, it is the phase that islooked forward to by many initiates as they had developed interest isnarrative expressions that required us to handle short essays.Subsequently, the class was divided into two equal parts with thefirst group reading two texts, one of which is a memoir of HelenKeller, and the other is a biography of Helen Keller. My introductionto a movie aided the students in having a picturesque of who HelenKeller was (Werner,2010).In the process, the learning process got underway as I commenced toexplain the attendant required steps as per the plan, and delvinginto the person and character of Helen Keller. My attempt to point atboth the theme and the main idea was executed with a degree ofconfidence, an experience I consider impressive. However, I found theflow of tackling the subject to be slightly disorienting, as it is aknown fact that themes are indirect and subjective hence making themalways hard to introduce to learners. I was plain in the approach ofthe part, which would cement lasting and memorable instructions tothe initiates. In this regard, I should have done it differently. Iwas supposed to arrange my work in a manner that classes the complexissues apart from the simpler ones. The essence of such a structurewas to move from the simple to more complex class assignment therebyallowing the students an opportunity to learn as they deepen theirunderstanding systematically (Panadero,Jonsson &amp Strijbos, 2016). Another bit that I would give adifferent approach was the part where I was to carry the theme fromvarious directions since it is certain which question will resonatewell with the students. The grouping of students let them identifythe themes of the memoir by themselves, as they would be able tobegin the narrations from varying perspectives.

Incontinuation, I embarked on an open-ended session. The set questionsare considered essential in provoking deeper thinking and mindbuilding thus making the learners further have a better grasp of thetheme. With the timely posting of questions like, “Whydid she have to write?”, How was it possible for her to do betterthan the rest who are not disabled?”and, “Whomade her blind and deaf?” wereemployed in the teaching practice to determine how the responseswould be able to change with time within the subsequent periods ofthe year (Werner,2010). The following part composed of story related questions, whichI asked the learners with the aim of establishing the extent to whichthey grasped the ideas of the biographer. I accepted a range ofanswers mentioned by the students due to the story had variousthemes. Besides, the pupils showed a tendency of grappling with ideasthat they were not understating. The observation encouraged me to bemore involving with the learners next time so that they may be ableto find different ways to express their thoughts concerning thematerials. According to Panadero, Jonsson &amp Strijbos (2016), thetrend was not supposed to be obvious, and so I did a different text,which adopted the not obvious way of people’s innate capabilities.The idea made it possible for the learners to appreciate thedifferent themes and characters that may be in existence.Furthermore, the introduction of a script works to help connect theon-going discussion to other areas of related interest. The videoended at a point where I suggested to the learners other readingoptions, providing a variety of books on a common theme to make themunderstand the importance of such items.

Undeniably,self-reflection is a necessary phase that initiates should engage tonot only excite their learning processes but also approach thesignificant liberal progress aimed at enhancing better implementationof the learned teaching methodologies. Besides, technology plays anintegral role in this scenario, allowing the teacher-learners manyopportunities to self-assess and after that carry out mostappropriate reflections.


Werner,M. L. (2010). Helen Keller and Anne Sullivan: Writing Otherwise.Textual Cultures:

Texts,Contexts, Interpretation, 5(1), 1-45.

Panadero,E., Jonsson, A., &amp Strijbos, J. W. (2016). Scaffoldingself-regulated learning

throughself-assessment and peer assessment: Guidelines for classroomimplementation. In Assessment for Learning: Meeting the Challenge ofImplementation (pp. 311-326). Springer International Publishing.