Reading for Comprehension

The best lesson I conducted during Practicum was to teach reading for comprehension using an extract from Charlotte's Web, which is available in the Step Up textbook. 

The class was a tail-end Sec 1 Express class, where almost half of whom were foreigners. Competency in the English Language is low to average. Being in Sec 1 entailed that some if not most of them, were still primary-ish. They were loud and rowdy, which meant that discipline was an issue I had to deal with every lesson. 

I had only met the class in my third week of practicum given the initial problems with admin and what not. I could not allow myself to have fun with them from the get-go. I had to ensure that rules and regulations were set before the music and videos were played.

The best lesson I conducted was observed by my CT(HOD) and NIE Supervisor. The lesson objectives tapped on the students' interest in animal stories. They had to respond creatively and imaginatively, and also monitor and confirm their understanding using the DRTA method. 

The main activity involved:

·       Teacher using contextualization hand in hand with DRTA to boost their reading comprehension skills ·       Where the PPT provided images of spiders to elicit students’ written and vocal response. ·       The PPT had a breakdown of the passage that allowed students to predict, read and confirm. ·       The PPT also had activities that required students to discuss with a partner, checking with each other their predictions based on prior knowledge and the passage. The images helped alot to get the students to respond. Given that the students were easily amused and amazed by the pictures, it contributed to achieving a successful implementation of the DRTA method. Students were responding not only through gaps of disgust at the pictures, they were verbally explaining themselves.  The handout that I had prepared for them would have been the comprehension questions. It would have served a better assessment to check whether the students understood and comprehended the passage through the methods I had used during the lesson. However, given the profile of the class, the students would have required more than half an hour to complete the questions. The handout I gave them required them to take on the perspectives of WIlbur, the pig. For example: If your friend killed a fly or any other insect/animal, would you still be friends with him/her? Why?  The questions were simple and students were judiciously answering the questions.  Discipline was under control and any noise they made was productive as they could relate to the characters in the passage and were actively discussing their opinions with their peers. According to my CT and Supe, the students were clearly absorbed in my lesson as they were participating, responding to my questions and to the images. My Supe felt that I managed the class well despite their personalities but he addressed a need for me to be more specific in my lesson objectives. Both my CT and Supe agreed that I had been entertaining and competent as a teacher. I hope I continue to be so in my future lessons...