Reflecting on my second quarter of teaching practice as a prospective teacher of English, I can identify both significant growth and areas that require further development. This critical reflection will analyze my progress in key areas of teaching, including lesson planning, classroom management, assessment strategies, and fostering student engagement.
Growth Areas
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Lesson Planning: During my second quarter, I improved my lesson planning skills significantly. I began to create more structured and cohesive lesson plans, incorporating a variety of instructional strategies that catered to different learning styles. For instance, I employed differentiated instruction by designing activities suitable for both advanced and struggling readers. This included using graphic organizers for less confident students and providing challenging texts for higher-achieving pupils. According to differentiated instruction principles (Tomlinson, 2001), this approach enhances student learning by addressing diverse needs.
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Classroom Management: My classroom management techniques advanced as I became more confident in establishing rules and routines. I implemented a system of positive reinforcement that encouraged students to participate actively and respect classroom norms. For example, I initiated a “student of the week” program, which recognized those who demonstrated exemplary behavior and effort. This fostered a positive classroom environment and reduced disruptions. Research suggests that effective classroom management correlates with increased student engagement (Emmer & Evertson, 2013), which I observed firsthand as student interactions improved.
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Assessment Strategies: I adopted a more varied approach to assessment, moving beyond traditional quizzes to incorporate formative assessments such as peer reviews and self-assessments. This shift aligned with assessment for learning principles, allowing students to reflect on their understanding and identify areas for growth (Black & Wiliam, 1998). For instance, after a writing assignment, I conducted a peer review session where students critiqued each other’s work using a structured rubric. This not only enhanced their analytical skills but also fostered a sense of community and collaboration among students.
Areas for Improvement
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Fostering Student Engagement: While I made strides in engaging students, I recognized that I still have room for improvement in making lessons more dynamic and interactive. Some lessons tended to be too lecture-heavy, which sometimes led to disengagement, particularly with lower-level students. Research indicates that active learning strategies, such as group discussions and hands-on activities, can increase student motivation and understanding (Freeman et al., 2014). Moving forward, I aim to integrate more interactive elements, such as role-plays and technology-based activities, to foster greater participation.
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Cultural Responsiveness: I acknowledged a need to become more culturally responsive in my teaching. Given the diverse backgrounds of my students, I found that some of the texts and materials I chose did not always reflect their experiences or interests. To enhance inclusivity, I plan to incorporate multicultural literature and resources that resonate with my students’ identities. According to Gay (2010), culturally relevant pedagogy not only validates students’ experiences but also enriches the curriculum. This will require ongoing research into diverse authors and themes that can connect with my students.
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Reflective Practice: While I have engaged in some reflective practices, I need to develop this habit further and create a structured approach to reflect on my teaching after each lesson. Utilizing a reflective journal or video recordings of my teaching could provide deeper insights into my instructional choices and areas where I can improve (Schön, 1983). By actively seeking feedback from peers and mentors, I can gain perspectives that will enhance my professional growth.
Conclusion
In summary, my second quarter of teaching practice has been marked by substantial growth in lesson planning, classroom management, and assessment strategies. However, I have also identified key areas for improvement, particularly in fostering student engagement, enhancing cultural responsiveness, and developing reflective practice. As I continue my journey as a prospective teacher of English, I am committed to pursuing professional development opportunities that will enable me to create an inclusive, engaging, and effective learning environment for all my students.
References
- Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
- Emmer, E. T., & Evertson, C. M. (2013). Classroom Management for Middle and High School Teachers. Pearson.
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
- Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
- Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
- Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.