'Education Reflection papers Essay\r'

'Reflection Students Can amend by Studying their L relieve nonpareilselfing Processes onwards I started my student- inform at the UBHS, I harked galvanic pile some of my observations with the Grade 8 students kindred their strengths and weaknesses. This is why I formulated my goals and objectives that I need to pass on in secernate to address these concerns when I give be instruction them. Most of the students argon alertly deviateicipating unparalleled in that location atomic number 18 seasons that they argon too active to handle. When they view bored during the discussion, they start public lecture creating nuisance and distraction on the instructor’s get going. On the other hand, intimately of them besides atomic number 18 expressive into communion their feelings and puzzles to the chassis. When I postulate them what they felt unto a certain experience, they clear describe this in details. yet when I tell them to preserve it as an essay or in few paragraphs, they be un fit to do so. More e preciseplace, I withal observed that students take hold making the same error during k flatledge word formes especi aloney in the problem-solving activities.\r\nThe worst part is that they forefather’t really consciousness if they fail maybe, beca subprogram on the button virtually of them be doing it. I can foresee that this is becoming a habit and when they atomic number 18 promoted to the next level, it would be the same problem all over again unless they decide to change this cycle. It’s a good thing that I read this name when I was preparing my taste with the bod before I would be their teacher. At the very first day that I entered the room as their teacher, I introduced my rules on bearing, attitude and ground levelroom deliver the goodsment. along with attitude, I told them that in my class, â€Å" acquisition is non only ab prohibited intellect just it similarly includes doggedness, dete rmination and other virtues they should sustenance in mind.” I shargond to them what I read in this article, that they should know their knowledge attend toes in order to improve non only their grades but too their acquirement strategies. â€Å" fit in to the principles of knowledge, Learning is an active subprogram which is activated by the learner himself”. On the other hand, â€Å"Learning is a monstrous process but it is non- sensory faculty if you got digest and conditioned nonhing. So, get up, face your mistakes and make it expert this epoch.”\r\nThese be my words to them which got their attention and until now, they nurse on reflecting on them and keeping out what this means to them. Every magazine I got the chance, it may annoy them but I keep on reminding them these principles. Whenever they got low oodles during quizzes, â€Å"I ask them, so what should you do about it?” I pa practice and say, â€Å"That’ right, find out where you went abuse and next time don’t make the same error again. In that way, you testament act for the lost points while gaining up faith for your achievement. Don’t give up with just few failures; instead use these failures to motivate you to learn a stage set more than than.”\r\nSome generation, I turn over I’m not teaching cognition any longer or I’m teaching Science less. My objectives in my lesson are to lay terms, derive formulas, found the concept, etc. but it seems at the end of the lesson, I wasn’t satisfactory to achieve them ‘cause I discussed more on how to improve their lead habits, attitude, behavior. After teaching with them in almost three weeks, I noticed that with the self-regulated assessment, most had improved with this experimental method. I speak out it’s a slow, long process the same(p)s of the evolution but with patience, perseverance and other necessary characteristics, I volition be able to achieve this goal. I hope that during my repose with them, I leave behind be able to help the students not only to survive but in any case to excel. man-made lake: Glenn, D.The teaching Digest.September 2010. p.13-20 Reflection 3\r\nUsing Humor in the classroom\r\nIt’s a trend for the students to consume a misconception and pre-conviction that Science is a stone-cold, proficient and boring subject. This is why few are interested to listen during Science classes and which is as well why it makes our job as Science teachers a lot more arduous. fit to this article and the principles of teaching, using humor is potent for the students to same(p) the teacher. At first, I don’t really simple machinee if the students like me or not just as long as they listen to me. But at the students’ age and level of maturity, it’s a pre-requisite for them to like me so they get out listen to me. So, I started adding the plenteous sense of humor during my Science classes. And, it holds, at least(prenominal) most of the time. Just like what the article says, â€Å"the benefits of humor is that it can help view and retain students’ attention, reduce stress and anxiety, ontogenesis student motivation and participation, promote a sense of acceptance in class that allows students to think in creative and divergent ways and others.” Humor has really helped me a lot into refraining my students sleep during my classes.\r\nHowever, I incur to admit that sometimes I go too far and make im fit jokes. Just like everything, there is a need of balance. Too much of anything is not good so just like what this article say, there should only be small doses of humor just enough to maintain the students’ attention which is too discriminate for their age and status. in that regard are also times that students can lumberingly link at the essence of my jokes. I think it’s because my jokes are sometimes out-of-d ate or too complicated for them to deduct. So, I associate my jokes with the current trends along with my lesson. I also use the terms they use with their peers like â€Å"boom-panes”, â€Å"ice-bucket challenge” and other smart words at the moment. In choosing an instructional materials and preparing activies, I see to it that it is fun, funny and wildcat but at the same time informative and educational.\r\nFor example, when I had my lesson on campaign as defined in Physics, I make them perform a role-playing activity. In order for the students to be attentive, I asked them to re-enact the work done by a vote vendor, â€Å"bote-landok” buyer and seller, a beauty king and a secretary. I chose those attention-seekers in the class to do the activity and I was move how they were able to give a very energetic performance. I enjoyed it personally and so does the audiences which are the other students. In this way, the students laughed and intimate a lot in co mparison to our topic. Just like what the article says, there are positive and negative effect of humor. When used properly, it enhances training in many a(prenominal) ways but when it is misused, it can hurt the students’ as well as the teacher’s feelings. Therefore, in using humor, celebrate with caution and use it wisely. Source: Ivy, L. The direction Digest. October 2013. p.54-57\r\nReflection 1\r\nCreativity: A Cure for the Common Curriculum\r\nStudents recognize it when I compare them to the process of metamorphosis. I tell them that they are just caterpillars for now and soon, they will become beautiful and brilliant butterflies. In order to achieve metamorphosis in the world of Education, Creativity is not only a miscellaneous but or else a need in the students’ learning process. However, in this day and age, few students realize the importance of enhancing their possess indwelling creative creation. In the classes that I taught, I observed t hat there are hesitations which close up them into letting out their creative self. They are afraid to make mistakes or search then fail. They think they are luckless if they fail once or twice. This is why I everlastingly assure them that in my class, there are no defective break ups but instead there are trials, lots of trials in order to number at the correct answer. Whenever they answer and their answer does not directly address my question, I ask them supplemental questions until we arrive at the main point. In this way, they hone their focused and divergent thinking ability which are collectments of Creativity. In the traditional curriculum, students are skilful to follow patterns and do things by the textbook. Yes, this is internal for the students should be oriented of the basics and disciplines.\r\nHowever, they mustiness also learn how to do things their own way, hold sweet things and innovate from what they know, from what they learned. This is why in my Sci ence class, I require my students to create and design things. Just like when we had the lesson on the law of motions, I needed my students to make a paper-balloon car which is functional, long-lasting and presentable. When they submitted their outputs, I can see that they acquire the potentials and that they can do more. So I appreciated their effort and recognized their courtesy and innovativeness. I also gave recommendations for them to improve. On the contrary, it’s hard to measure the creativity presented in their product. So I learned that in process and product-assessment activities, there should really be a reliable and valid deed to be prepared so that the students will turn over a guide into creating things. According to the article, â€Å"Creative tasks are, by nature, ambiguous with no clear right or wrong answers.\r\nSuch tasks require taking sharp risks, giveing, evaluating and discarding ideas, and making connections.” In reality, there are lot o f difficulties in infusing creativity in my lesson and curriculum as a teacher. I’m realizing it now that creativity is not taught in few settings but rather it is honed and developed through time. It’s a holistic process which involves all the learning areas and dimensions. It is not only the brain (cognitive domain) mixed in this process but also the heart (affective domain) and body (psychomotor domain) as well. However, I am still hoping that with more experience and practice, I’ll be able achieve this creative goal of mine. Source: Berret, D.The Education Digest.October 2013. p.13-20\r\nReflection 4\r\nClassroom simpleness\r\nIn the traditional classroom setting, teachers can literally spank those students who are misbehaving. It seemed efficacious back then like the friars in the Spanish period but it only instilled fear and forced obedience among the students. With the principles of teaching-learning and also with my personal experience, I pissedly c rusade this as a method of tyrannical the class. This is neither effective nor complement the students’ learning process. During my teachings at the UB- laid-back School, first on my list of difficulties is how to manage the class. Most of the Grade 8 students are highly active in making noises rather than in fighting(a) during the discussion of the lesson and other activities. What really annoys me is that they are unaware that they are distracting me even if their lecture is louder than my voice. They think they’re innocent of much(prenominal) fault. After reading this article, I started to create my plans in implementing classroom management strategies. It’s a good thing that at the first day of my teaching with them, I oriented them of my expectations into behaving into class.\r\nEvery now and then, I keep reminding them of the house rules that we established hobby Ivan Pavlov’s conditioning technique. Just like what the article suggested, I pau se for a while whenever most of the students are uproarious and I make a strong direct gaze at the offenders until they get the message to stop their noise. If it doesn’t work, I sit instead and let their classmates conjure the attention of those misbehaving. I also try the numbers game. I tell the class that I would give them at least two minutes to settle win before we can proceed. If it is break time, I tell them that I would not overleap them until they are all well-behaved or I dismiss the behaved ones on time but I let the offenders stay in the classroom a tiny bit longer so I can have a call down with them. As much as possible, I refrain from embarrassing the students who are misbehaving. So I tell the class to stop teasing the student whom I called his/her attention. There are times that I go near the students who are being abuzz instead of calling out their names. I would stare at them while I would still be discussing the lesson to avoid interruptions. I thou ght my square awaying would be inapplicable with the lesson discussion but students are actually bothered if I didn’t groom neatly and properly.\r\nThere are times that instead of request something related to the topic, they would ask if I wore my uniform properly canvass me to the other student-teachers. They also care about my hair and make-up, shoes, nail polish and accessories. They made me conscious then of what I’m supposed to wear because I recognise that I will earn their respect somehow by dressing professionally. non all students are misbehaving so I also give praises and encouragement to those who are behaving properly so that they can be the role-models of the class. I give credits to them so they will continue their good behavior and not be discouraged if all the attention goes to the noisy ones. There are really difficulties when it comes to managing the class especially that we are student-teachers and most students don’t hurt with us becau se of this. We still have to earn their respect through time and exposure. We have established routines, disciplinary measures and other strategies to manage the class. Therefore, patience and endurance are the primeval values needed. Source: Andrew Ilagan. The Educator. March-April 2013\r\nReflection 2\r\nHands-On Science\r\nTo many students, Science might be a unicorn or a leprechaun at the end of the rainbow. They do not appreciate the reality of the lessons being discussed in Science. In the traditional lesson proper of the Science subjects, students are asked to read and con definitions and terms with just notional explanations. Sometimes, it’s like telling a fairyland tale like the unicorn and leprechaun that I mentioned. With the new K-12 curriculum today, students are made to seek in order to deepen their ground with the concepts. How? Through having experiential learning activities such(prenominal) as laboratory activities and varied approaches and instructional materials in teaching Science, students are able to transfer or convert the theoretical knowledge into a concrete experience. And with my teaching experience and the principles of teaching-learning backing me up, these are more effective methods for the teaching-learning process. According to the article, resourcefulness is one of the most important qualities of a comprehension teacher. Conducting laboratory activities and presenting real objects for the lesson could be a challenge especially if the resources are scarce at the teacher’s location. This is why as a Science teacher, I should be able to substitute, improvise and customise as suggested in this article.\r\nAt the UB- High School, the Science Department’s projector is not functional. So instead of presenting video clips and animations which I find very helpful, I depict or I let the students demonstrate the concept with the real objects to explore. I also give the students varied activities like role-playi ng, designing, constitution jingles/songs and other group-works so they will actively participate with the lesson proper instead of me just talking in front. However, in conducting these activities, the class should be oriented of the rules and guidelines which must be observed before, during and after each activity. organic law is essential so the task will be carried out in agreement to the objectives to be accomplished. Instructions should also be given clearly and carefully.\r\nCuriosity among the students should also be developed. In my classes, I always encourage my students to be asking questions if they didn’t understand the lesson and they shouldn’t hesitate into asking questions especially if it’s a â€Å"what if?”. As a Science teacher, I also promote creativity and innovation. At their adolescent minds, I believe they can create and design peculiar things which can be productive. I gave my students a task on designing a balloon car and som e of them surprised me. It is fulfilling on my part as a teacher that they submitted more than what I expected them to. For those who were not able to excel, I encourage them to do demote next time and don’t give up trying. In general, many say that Science is a difficult subject but I say, sometimes it depends on the teacher. No task is that hard to a person who is dedicated to her work. Source: Reyett Paunan. The Educator. March-April 2013\r\n'