Journal Practicum 2 Week 2

Number of journal
2/8
Week
Week 2
Date
7th August 2015
Problems
For the second week of practicum, I was observed for the first time by my supervising
lecturer on 5th of August 2015 and 7th of August 2015. Since it was my first week of entering
the class, I find it was quite a challenge for me to fit in the classroom at first, but at a later
time there was no problem to actually teach these children if I am able to plan a strategy for
good class control and students participation during the lesson. However, I encountered few
problems on the second week:
i.
ii.
iii.
Activities were too teacher-centred

Lesson objectives are not specific
Mixed abilities classroom
Analysis
This is my first time teaching the upper-level students. The only thing I had in mind
when I planned my lesson for the first week was, not to provide too much of children games
but to provide a lot of information with guidance (scaffolding). However, yes, there were a lot
of input given to my students but I didnt notice that there was also a lot of guidance. It
means the lesson was too teacher-centred even when it is supposed to be done my students
I was the one who done their part. My supervising lecturer gave suggestion to me that I
could lessen down the teachers part and let students experience the lesson / give them
opportunity to experience students-centred learning in my classroom. This means more
collaborative learning should be planned for them so they can start working together but with
enough guidance given. I did implement this for my Language Art lesson and it is proven that
they really enjoyed group task.
Besides that, as for the lesson objectives; I was advised by my supervising lecture to
be more specific in my lesson objectives. This means, I cannot be too general in stating the
aim/focus that I have for my students. Most of my lesson objectives, previously, were stated
generally without the details of how the objectives can be achieved throughout the lesson.
The pros of being specific in stating the objectives are I will be more aware of how the lesson
should be ran and how the objectives should be achieved (in what ways).
Lastly is mixed abilities classroom. During my primary school time, or even all PBS
experiences as well as previous practicum, I had never been exposed to mixed-abilities
classroom. Mixed abilities classroom require extra effort and work in preparing the lesson for
different abilities or levels of students. It may sound simple or easy, but it is actually quite
challenging and tough for a teacher to provide too many different activities for 30 above
number of students of different abilities. At first, since I have zero knowledge of this matter, I
simply prepared a less-challenging task for my lower-achiever students. But during the first
class, I could see that one of them could not even spell simple word. It will be hard for them
to participate in the lesson if they dont even know alphabets. So there were some
improvements in the worksheet for them, I prepared dotted lines activity so that they can be
familiar with the penmanship skill to write the alphabets. And the rest of the class, I teach as
usual because gladly they can understand instruction and the language I use in class
(unless necessary, there must be translation or showing picture/ action demonstration so
they understand the meaning)
Suggestions for Improvement
There are several ways that could be done to overcome the problem mentioned above:
I did change my way of teaching. I made it more students-centred learning by letting

students do the task in group so that they get to communicate, make interaction,
share opinions and exchange ideas.

I must start to look into details of the lesson objectives I want to achieve in the
classroom. Specifications may help a teacher to achieve the lesson objectives more
effectively because he/she knows which area to focus on.

I should provide different task for the lower-achiever students instead of the usual
dotted-lines activity so that they will not get bored with the activity. But to assess their
improvements, I started to prepare extra blanks for them to rewrite the sentences
without the dotted lines.

More appealing activities should be prepared for them so they can experience
different types of learning-experience and enjoy learning English.
Time for Implementation

I will try to overcome my problem soonest possible.
Conclusion
As a teacher, I need to increase my knowledge on how to make my lesson more responsive,
interactive and lively. When I was observed by my supervising lecturer, she shared few
strategies and approaches that can be used in the classroom and the attitude I should have
as a teacher. I am hoping for excellence and flawlessness in my teaching and learning
process in all tomorrows.
Checked by
Signature
Name
Miss Hannah Sim Phek Khiok
Date
Miss Dayang Norashikin

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Number of journal

7th August 2015

Activities were too teacher-centred

I did change my way of teaching. I made it more students-centred learning by letting

share opinions and exchange ideas.

effectively because he/she knows which area to focus on.

without the dotted lines.

Time for Implementation

Miss Dayang Norashikin

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