SGDC5063

CURRICULUM LEADERSHIP AND MANAGEMENT

REFLECTIVE WRITING

PEER COACHING

PENSYARAH:
[Link] ABDULL SUKOR SHAARI

NAMA PELAJAR:
LOGAMALAR A/P CHEGARAN
823545
READING LESSON PLAN

Subject : English
Theme : World of Knowledge
Topic : Getting Connected
Year : 2 Anggun
Time : 12.15 p.m. -01.15 p.m. (1 hour)
Learning Objectives : By the end of the lesson, pupils able to:
1- read and learning 5 keys word.
2- read and understand the text by giving the answers
to the question given.
Teaching aids : Letter, Sentences card, worksheet
Moral Values : Cooperation
Enrollment : 32 people
Stage Teaching/ Learning Activities
1) Teacher asks pupils how they get connected to their friends who
Set Induction live far away.
(5 minutes) 2) Pupils respond
3) Teacher lists pupils’ answer on the board.

1) Teacher introduces the topic to the pupils

2) All pupils were distributed the text of a letter.
3) Pupils were asked on simple question
E.g.
Pre-Reading
a) Have you written the letters before?
(10 minutes)
b) How do you begin your letters?
c) What are your hobbies?
4) Teacher explain to pupils on certain new vocabulary related to
the letters mainly on the unfamiliar word in the letter.
1) Pupils were given some time to read the letter on their own.
2) Teacher reads the text and pupils read after the teacher.
3) Pupils were explained about the letter
While-Reading
4) Teacher writes True/False Statement on the board and asks the
(20 minutes)
pupils to complete the exercises as they read.
5) Teacher pastes the jumbled up sentences related to the letter in
wrong order on the board.
6) The chosen pupils were asked to jumble it up in correct order.

1) Teacher distributes the worksheet of filling in the blanks and

Post-Reading
comprehension questions based on the letters.
(20 minutes)
2) Pupils were explained on how to do the exercises.
3) Pupils answer it.
4) Pupils discuss the answer with the teacher.

1) Teacher asks pupil how they will reply the letter and write the
Closure
answer on the board.
(5 Minutes)
 REFLECTIVE WRITING –PEER COACHING

Introduction:

Teacher had very important role in teaching learning [Link] matter how the

condition of the school,the teacher must be able to improve the students’ achievement

with his or her own teaching styles. My reflection is based on the teaching and learning

of English Year 2. Duration of the lesson is 1 [Link] topic of teaching is ‘Getting

Connected’. The objectives of this lesson is read and understand the text by answering

comprehension [Link] reviewing my friend, Mrs Suganthi lesson plan and

observing her teaching process , I can conclude the strengths and weaknesses of the

teaching .

Strengths :

Throughout the lesson, many positive aspects had occurred such as effective

teaching and learning, anticipation, enjoyment, and participation of students. It was the

first reading lesson using a letter text. My friend was really surprised at how well this

lesson went. The pupils really got into the discussion, the letter, and the whole concept of

writing a letter to someone. With the letter and discussion, and the exercises, the whole

lesson ended up lasting one whole hour. Even after an hour, the pupils still wanted to talk

and ask questions about the letter. My friend was pleased to accomplish the goal for this

lesson. It was to make sure pupils understood what the letter meant.

          My friend began the lesson with the question of how they get connected to other

people. Most of them kept answering on modern technologies such as mobile phone,

email and video conference. They forgot about the letters.

 As my friend moved to the next phase, which was explaining about the letter and

distribute the letter text to them, they start to get interested and read it without being

asked. My friend ask them some simple questions about how many times they write a

letter in a year. Most of them never write a letter. How surprised my friend to hear it.

Then my friend explained to them some new vocabularies related to the letter. The

vocabularies that my friend explained mentally focused on the upcoming reading

comprehension questions that was to ask the pupils.  Yet, the first part of the lesson was

to be reading the vocabulary lists and so, my friend approached the vocabulary differently

than what the students were expecting.  

My friend was a little concerned that she would have to lead most of the reading

lesson. My friend wanted to use their previous knowledge of vocabularies for to discover

the meaning of the letter through their intensive reading in the while-reading phase rather

than she just tell them what it is about. They used the knowledge they gained to

understand the letter. The student responses to the exercises on the board and the jumbled

up exercises to do the discussion among themselves.

For third phase, which was the post listening, all the pupils got into silent mode.

There is no discussion among them. They were truly focused. They keep reading the text

again and again while doing the exercises. And finally, during the discussion of the

answers, they looked satisfied with their answer. All of them got the correct answer as it

was just an easy exercises and the purpose behind it just to ensure they read the text and

understand it well.

The time of day I taught this lesson was difficult also. My friend taught at the last

hour of class and really felt and had to struggle to keep their minds focused on the lesson
instead of socializing. Overall, my friend was pleased with the lesson and how well the

pupils reflected and participated in this lesson.

Weaknesses:

The first minutes of the lesson had only one main problem. The pupils already set

their mind that they will face difficulties when they were ask questions in set

introduction. They started to make a sound of “ooh” and “aah” to indicate that they were

in troubles. My friend suppose these lessons exemplify what weaknesses in planning

were at the beginning of the set introduction, because my friend was really uncomfortable

modeling or spending extended periods of time talking. My friend feel like students

should be doing as much of the thinking and talking as possible in a lesson, but it’s hard

for her remember that students, especially middle school students, would need some

guidance .They need my friend to direct their thinking in some ways, and to show them

what the type of thinking my friend looking for might look like. My friend understand the

importance of giving additional guidance now, but my friend still struggle with how

much and how frequent that guidance should be. This is because what I see my friend’s

greatest weakness in lesson planning now is only pupils answer the [Link]’s not

interesting and need to changes with different creative ways.

Improvement in teaching practices and facilitate student learning :

However, with regard to areas in which my friend still need to grow, two come to

mind. The first is in my friend ability to come up with motivating activity. My friend

almost start students out with a quick write, which I think can sometimes be motivating,

but when done over and over again, can probably become routine, thoughtless, and dull.

So my friend need to work on motivating activities, which my friend really struggle with.
The other area in which I can continue to grow is formative assessment. It’s not enough

to collect exit tickets at the end of class to see if students “get it.” I need to have spaces in

my friend lesson where I can reliably check for understanding and monitor student

learning, and students can be made aware of their own learning, as well.

In this case, I suggest that my friend will improve teaching practice to

overcome this issues by cooperative [Link] learning encourages

students to work together to maximize their own and one another’s learning. When

structured well, it helps students learn to work together more effectively.

Cooperation offers not just a way of learning, but a positive way of life.

I will take an in-depth look at the cooperative learning approach, including tools

for integrating cooperative learning into all aspects of [Link] the other hand, I will

learn to transform my curricular design, teaching strategies, classroom environment,

classroom management, and assessments to favour cooperative learning and improve

student learning and engagement. In addition, I’ll suggest my friend to develop strategies

for creating student groups that will maximize students’ participation and create a healthy

interdependence among all group members to learn.

Using the techniques from this lesson , I hope my friend will be able to structure

the classroom to enjoy all the benefits of cooperative learning to increase students’

engagement and critical thinking skills.

Jigsaw II is an alternative strategy, developed by Robert Slavin (1990). The

process is as described above, with the exception that students in jigsaw groups read the

entire assignment or all of the materials to acquire the information. Group members then

take an individual test on the material, the results of which contribute to a team score.
 For many students, the classroom is where most of their learning occurs. To

ensure their learning opportunities produce the maximum educational benefits, teachers

should keep a number of factors in mind. By carefully examining the classroom

environment and implementing certain practices proven to increase student success,

teachers can more effectively teach their pupils the lessons they must learn

Conclusion :

There are definitely many strategies, best practices and activities to make the

learning productive and enjoyable. A certain strategy may not be applicable and justified

to be the best among others in all contexts. However, sharing experiences, enhancing

interactions on real issues, letting the students opinion, valuing their ideas and can lead

the teaching learning process to be more students centered.

APPENDIX