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Teaching Reflection: Lessons Learned

The author learned two key lessons during their teaching practicum. The first was about preparation and professional standards, as their first lesson was poorly structured and organized. They realized they needed to spend more time planning lessons and getting to know their students. The second lesson was about teaching content slowly and explicitly for middle school students. Over time, the author prioritized differentiation, feedback, and formative assessment, but found them difficult to fully incorporate. They were able to differentiate instruction sometimes and provided positive encouragement, but still needs work on feedback and assessment.

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28 views2 pages

Teaching Reflection: Lessons Learned

The author learned two key lessons during their teaching practicum. The first was about preparation and professional standards, as their first lesson was poorly structured and organized. They realized they needed to spend more time planning lessons and getting to know their students. The second lesson was about teaching content slowly and explicitly for middle school students. Over time, the author prioritized differentiation, feedback, and formative assessment, but found them difficult to fully incorporate. They were able to differentiate instruction sometimes and provided positive encouragement, but still needs work on feedback and assessment.

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© All Rights Reserved
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Josef Niedermayer 17795076

1000 Word Reflection


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The second key moment in the prac came quickly in the first lesson I taught and was reinforced
in every lesson thereafter. The lesson I learned was about preparation and professional
standards and I worked hard on them for the remainder of the prac. My first lesson was ill-
structured, poorly organised on the board, not rigorous enough with examples for the majority of
students, not catering to those students whose learning needs required special attention or
detail, and more. I came away very humbled from the experience and knew that I needed to put
more time and effort into planning a lesson and, more importantly, get to know the students and
how they learn! Additionally, I thought that I knew the content and how to teach it, but I didn’t
know that I lacked the experience of having to teach the content VERY slowly and VERY
explicitly in every step for the students of a middle year 7 class. This was new to me but very
valuable (though painful) and was something I worked on consistently in my planning stage for
each lesson.

Adding to this, my goals and priorities shifted over the course of the prac as I was able to
dedicate myself to other, weaker areas of teaching after improving enough on my delivery and
planning. Towards the end of my prac, three things became my priority despite finding it
extremely difficult to incorporate them into each lesson (or as many as possible). They were
differentiation, feedback and formative assessment. Differentiation I managed to do well with in
some lessons; for example, in one lesson I had the class split into those who were confident to
continue their work, those that just needed a couple more examples, and those that didn’t
understand the work. Feedback was more difficult for me to track, but I tried to give positive
encouragement in their work and let students know where they could improve. I still need to
work on this a lot. Formative assessment was rather difficult to incorporate in the classroom
since the students were at varying levels of ability and understanding. In one lesson with a year
8 class, I gave an empty handout to students and had them raise it when they completed it so I
could examine it, point out errors, then have them glue it into their books. It worked well but all
three (differentiation, feedback and formative assessment) still need working on and deeper
planning for in the future.
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Josef Niedermayer 17795076

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