QCE520LTAGrammar&Writing: Emen's Learning Experience

Some facts:

My TP school was infamously beng in the 1990s. While things picked up in the earlier half of this decade, I suspect that discipline standards are slipping dangerously.

My overall response to Teaching Practice:
I will like to elaborate on two aspects of Teaching/Learning – classroom management and pedagogy.

CLASSROOM MANAGEMENT

Routines

I cannot stress the importance of routines. Routines establish structure for your students' learning; routines also establish your identity as a teacher.

I start all my lessons with routines. I march up and down every row, barking 'It is time for EL/Lit, clear your tables now. Put away your etc...' I often break into drill sergeant mode - 'Where is your textbook? Where are your notes? Why is your table crooked? etc...'

If there is homework to be submitted, I make sure every child's assignment is on his/her desk, I check some of their work as well. If work is undone, the child gets the royal eyeball. Punishment is delivered accordingly.

Even if the class is late (because it is moving between venues) I persist with my routines. I also add in a line or two on punctuality 'We have lost enough time. Do not waste your time.' If a class had just return from PE, I will be sympathetic but no less demanding.

Before I greet the class, I will explain the importance of order. I reiterate my expectations. I never greet the students until I am satisfied. They must know that Mr Low expects the class to be in order before he teaches.

By the second week of TP, the children had adapted to my style. There was then no need for the barking - although I am generally very loud.

Now when I enter the class and say 'Okay Ladies and Gentlemen, put away your ... it is now time for ...' the children will chorus LITERATURE or ENGLISH

An Emotional Bank

I memorised all my students' names. When I observed my CTs, I would scribble notes to help - e.g. chatty corner, cheeky boys, snoring girl etc. I then memorise all 6 classes worth of names before I took over. When I took over, and address every student by name, they were suitably impressed and well, touched.

In the mornings, before flag-raising, i will patrol the atrium and chat with students. I also meet students before 715am in the atrium to collect overdue work.

I make it a point to patrol the school before I leave. I will inevitably bump into my students. I spend time with them chatting about school, the news, YouTube, soccer (I know?!), American Idol (!!), and blah in general. I make it a policy NOT to nag about work at these informal conversations, but I do ask them repeatedly if they understand my teaching.

I greet my students first. I do not expect them to greet me just because I am a teacher.

I started blogs for my classes. I also have an email and MSN account which I logged onto every night for an hour in the lead up to the MYE. I actually tell my classes, 'Mr Low will be online tonight between 8 - 9 pm. You may clarify any questions then'. My students still email me questions related to curriculum / syllabus.

Punishment?

I have learnt that my bark is far worse than my bite. No problems with discipline, even when I relieved Normal Technical classes. They all know me by name.

I may be fierce-looking but I am a man of reason - something the students take pleasure pointing out.

After the first week, no student dare forget his texts/assignments - I am indebted to Ee-lin and the grand human-photocopier.

I also try and construct something positive out of the punishment. I tell all my classes that they learn as a class, and do well as a class. If one persons fails to do his homework, or forgets his books, or doesn't do well for a test/exam, the rest of the class has to share the blame. I use my punishments to reinforce this. For instance, one chap forgot to bring his textbook. Instead of enacting the human-photocopier, I issued an ultimatum. Either answer a list of 10 questions correctly, or the entire class will be punished. Or course, I allow other classmates to assist at suitable junctures. Lesson stalled, shelved in fact, but had to be done. Was effective. No problems thereafter.

Some teachers choose to scold their children. I draw a clear distinction be ween scolding and lecturing. I never condescend or degrade my children. My tone is always firm and stern but I never put them down. Io end each session with a learning/teaching point. The children always apologise for their misdeeds - important.

I spend a lot of time outside of the classroom counselling students. They need the attention and care.

Pedagogy

I will share more about this when we meet in NIE. But briefly, I want to advocate the importance of the following:

Small Group Instruction
I found this to be exceptionally effective and efficient. The students were broken into groups. I decide on the grouping based on readiness, ability and interests. Logically, the group activities should vary. But it is vital that these activities contribute to a larger/universal task for the entire class.

Concept Development
The students found this particularly useful. A lot of planning is involved, but it is well worth the work. The students see the application of real concepts, such as leadership and betrayal, to something as remote from their lives as Macbeth. This reinforces the principles of materials adaptation and authenticity in teaching/learning.

Teaching/Learning beyond the classroom
I bring my classes to the school garden, to the dance studio, to the atrium etc... I match the venue with my activities. I found that specific venues remove students’ inhibitions. In addition, my online learning experiment (blogs, email and msn) has also been a success.

Feedback
Towards the end of TP, I invited students to complete a survey on my teaching. The survey is not unlike the one NIE imposes on its staff. The purpose of this survey was to value-add to my CTs' assessment. I'll share some of the responses in class. Nevertheless, I think it is vital that a system of feedback is established in the classroom.

Closure
I will share more about my staffroom experience and school culture in class.

QCE520LTAGrammar&Writing