dialectical journal nabin duthraj

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Dialectical Journal for ED 335 Teaching Practicum Name: Nabin Duthraj Date: 12 January 2017 Observations/ Account Reflections & Critical Response (What Happened?) (What do I think of it? What went well? What could be improved? How? What will I do differently? How does this
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  Dialectical Journal for ED 335 Teaching PracticumName: Nabin DuthrajDate: 12 January 2017 Observations/ Account !hat a##ene$%& Reflections & Critical Response !hat $o ' thin( of it% !hat )ent )ell% !hat coul$ be im#ro*e$% o)% !hat )ill ' $o $ifferently% o) $oe+ thi+connect to the theory ' ha*e rea$ from cla++%& ,ra$e +i-. /ath 0:3010:30 /& a+ically. in thi+ cla++ #erio$. the teacher )a+ ju+t intro$ucing angle +ha#e of the angle& an$ then the +tu$ent+ )ere ma(ing the angle by their o)n +uch a+  #arallelogram. tra#e4ium. tra#e4oi$. rhombu+. (ite. triangle. rectangle. +uare. circle. an$ 6*al 8tu$ent+ )ere $oing their )or( on their la#to# an$ the teacher )a+ hel#ing them by e-#laining the $ifficult *ocabulary an$ bi+ect )a+ one of them The teacher )a+ hel#ful an$ a*ailable )hen the +tu$ent+ nee$e$ 6ne acti*ity that ma$e me a+( a ue+tion to the teacher )a+ about )hy +tu$ent+ )ere li+tening to the mu+ic u+ing their o)n ear#hone The teacher an+)ere$ 9' allo) them to li+ten to the mu+ic )hile they )or(ing on their ta+( i+ becau+e to ma(e the cla++ comfortable an$ it hel#+ the +tu$ent+ to concentrate on their )or( 6ne +tu$ent /r  tol$ me that he i+ *ery #oor in learning mathematic+ an$ ' ju+t encourage$ him to a+( ue+tion+ to hi+ teacher There )a+ a +tu$ent that he ma$e fun by +aying 9$oe+ right angle mean+ the angle goe+ to right $irection% ' $i$ not un$er+tan$ that it )a+ goo$ jo(e or that +tu$ent )a+ really a+(ing that ue+tion ' thought it )a+ goo$ cla++ becau+e ' +a) that the teacher )a+ hel#ing +tu$ent+ ' li(e the +tu$ent+ )or(ing )ithin the grou# an$ ' +a) the +tu$ent+ ha$ a goo$ relation )ith each other !hen ' foun$ one +tu$ent /r  telling me that he ha+ $ifficultie+ to un$er+tan$ing about math #roblem+. then ' thought that the +tu$ent an$ teacher ha+ no goo$ interaction an$ reaction y ac(no)le$ge /r ; if ' )a+ a teacher. ' )oul$ $ifferentiate by ha*ing im#re++i*e interaction an$ relation )ith the +tu$ent+ an$ ' a+( each one of the +tu$ent+ that they ha*e learne$ an$ un$er+tan$ the +ubject or a math<+ #roblem+ The Teacher+tu$ent<+ relation+hi#+ i+ im#ortant becau+e it hel#+ both teacher an$ +tu$ent+ to gro) in teaching an$ learning +o that the +tu$ent+ )ill gra+# the thing that they +houl$ learn& 'n my future teaching. if ' lac( to get +tu$ent+ attention an$ fail to (no) that they un$er+tan$ or not. ' )ill not be goo$ teacher ' )ill ta(e +mall ui4 in my future teaching to (no) e*ery +tu$ent+< )ay of thin(ing an$ un$er+tan$ing of the +ubject ' thin( ' )ill al+o allo) my +tu$ent+ to li+ten to the mu+ic $uring math or cla++ in the future an$ it i+goo$ to let them li+ten to the mu+ic becau+e the +tu$ent+ may concentrate on their )or( an$ the +tu$ent+ )ill ha*e $ee#er un$er+tan$ing of the +ubject matter an$ it )oul$ be fruitful for all of u+ +tu$ent+ )ill learn right thing. teacher )oul$ be +ati+fie$. an$  #arent+ )ill be ha##y becau+e they +#ent huge money&  Dialectical Journal for ED 335 Teaching PracticumName: Nabin DuthrajDate: 1 January 2017 Observations/ Account !hat a##ene$%& Reflections & Critical Response !hat $o ' thin( of it% !hat )ent )ell% !hat coul$ be im#ro*e$% o)% !hat )ill ' $o $ifferently% o) $oe+ thi+connect to the theory ' ha*e rea$ from cla++%& Grade six, Elective (08:! 0#:! A$% in thi+ cla++. the +tu$ent+ )ere being taught $rama an$ +inging The teacher +tarte$ cla++ )ith cla##ing an$ +tu$ent+ ju+t re#eat )hat teacher ju+t $i$. it mean+. the +tu$ent+ follo)e$ teacher an$ cla##e$ ju+t li(e teacherfter a )hile. the teacher remin$+ an$ tol$ the +tu$ent+not to ma(e noi+e E*erything )ent )ell =ater on. the teacher +ung a +ong )ith ge+ture an$ the cla++ en$+ $at (0#:'0 0:0% 'n thi+ #erio$. the +tu$ent+ ha*e to ma(e 3D mo$el of angle ' a+(e$ to the teacher that )hy $o they ha*e to ma(e #hy+ical +ha#e+ of angle+ an$ triangle+ etc an$ the teacher re#ly 9+tu$ent+ are reuire$ to ma(e thi+ +othat they can *i+uali4e. touch. an$ +ee !hate*er angle+ that +tu$ent+ ha*e ma$e. +o they can remember for a long time 8tu$ent+ )or( in the grou# 8ome +tu$ent+ fini+h ma(ing their ta+(+ an$ +ome $i$ not fini+h The cla++ en$+ )cience (':! :*!% The cla++ +tarte$ )ith the ue+tion an$ an+)er becau+eteacher ha$ alrea$y a++igne$ it a+ a home)or( The teacher a+(e$ ue+tion+ an$ al+o a+(e$ +tu$ent+ to *olunteering to $ra) the chart of foo$ chain on the )hite boar$ 8tu$ent+ in*ol*ement in the cla++room )ere *ery im#re++i*e becau+e e*ery one of them )ante$ to an+)er an$ $o the thing+ that the teacher a+(e$ Teacher a+(e$ +tu$ent+ to ma(e foo$ chain by their o)n choice The cla++ en$+To ma(e the cla++ im#re++i*e. cla##ing in $ifferent +tyle i+ one of the goo$ )ay to catch +tu$ent+ attention+ ' +a) little bit of noi+e i+ common in e*ery cla++ an$ e-ce#t +ome noi+e. the cla++ )ent )ell  becau+e the teacher )a+ $emon+trating care an$ concern for the +tu$ent+ 8o. the teacher +ung a +ong in$ifferent a##ro#riate ge+ture+ 'f ' )ere a teacher for the+e +tu$ent+. ' )oul$ ha*e tol$ the funny +tory +o that the +tu$ent+ coul$ #ay their attention for the )hole cla++ The thing ' li(e about math cla++ in thi+ $ay )a+ +tu$ent+ )ere reuire$ to ma(e 3D +ha#e+ of angle+ Thi+ i+ #ractical becau+e bac( in Ne#al. the teacher only tell+ the theory an$ #icture+ of the angle+ )hich i+ not goo$ li(e 3D +ha#e+ of angle+ ' thin( ' )ill follo) thi+ i$ea in my future teaching +o that the teacher can ha*e clear #icture of )hat are the $ifferentangle+ an$ +ha#e+' thin(. the )ay teacher a++ign home)or( an$ a+(ing ue+tion in the beginning of the ne-t cla++ i+ really effecti*e becau+e through thi+ ue+tion+ an$ an+)er teacher can a++e++ the +tu$ent+ )hether the +tu$ent+ really un$er+tan$ or not ' thin(. teacher+tu$ent<+ relation i+ goo$ becau+e e*ery +tu$ent )ante$ to an+)er an$ they )ere *ery e-cite$ ' )ill al+o ha*e goo$ relation )ith the +tu$ent+ an$ ' )ill ma(e my cla++ comfortable by allo)ing +tu$ent+ to e-#re++ their feeling+. ' mean their concern+ to)ar$+ +tu$ie+  Dialectical Journal for ED 335 Teaching PracticumName: Nabin DuthrajDate: 30 th  January 2017 Observations/ Account !hat a##ene$%& Reflections & Critical Response !hat $o ' thin( of it% !hat )ent )ell% !hat coul$ be im#ro*e$% o)% !hat )ill ' $o $ifferently% o) $oe+ thi+connect to the theory ' ha*e rea$ from cla++%& Grade six, )cience + consuer The +tu$ent+ are a++igne$ to rea$ boo( ' +a) a boy )a+ laying $o)n on the floor an$ the teacher tol$ him to get u# an$ +it on the chair an$ the +tu$ent obey the teacher The cla++ room )a+ +ilent for a fe) minute+ Teacher a+(e$ )ho li(e+ )hat animal+% 8he a+(e$ to get in the grou# for tho+e )ho choo+e+ the +ame animal+ The teacher a+(e$ the +tu$ent+ to contra+t their an+)er+ )ithin the grou# The ue+tion+ that the +tu$ent+ +houl$ an+)er )a+ for e-am#le: )here $oe+ the rhino li*e+ an$ )hy +houl$ )e care about rhino% Teacher let +tu$ent+ to +hare in their grou# that )hat ha*e they (no) an$ learne$ about the animal+ that they ha*e cho+en 8tu$ent+ +hare+ )hate*er they ha*e learne$ about their fa*orite animal+ Teacher a+(+ the +tu$ent+ )hat #o)erful information they ha*e foun$ from their re+earch 8tu$ent+ )ere $oing re+earch about animal+ becau+e there )ill be e-hibition an$ they )ill ha*e to #re+ent it y +tu$ying about $ifferent animal. the goal of the cla++ an$ the re+earch i+ about to +a*e animal+'n another #erio$. +tu$ent+ ha$ grou# )or( for the full  #erio$ During the #erio$. the teacher )a+ chec(ing an$ hel#ing each grou# fter a )hile the +tu$ent+ )ere getting into another grou# an$ teacher tol$ them to get bac( to their o)n grou# The +tu$ent+ then got  bac( to their o)n grou# Teacher cla# an$ +tu$ent+ cla# >la++ en$ $at 8tu$ent+ ha+ to fin$ mean. me$ian. mo$e+. an$ range for the )hole #erio$ an$ once the +tu$ent+ fini+h their )or(. they +ubmitte$ their ta+( to their teacher an$ on  by one the teacher chec(e$ +tu$ent+ #a#er but the other +tu$ent+ are *ery noi+y an$ $i$ nothingE*ery time the teacher a++ign rea$ing for the ne-t cla++ an$ ' thin( it i+ goo$ )ay to ma(e +tu$ent+ influential in +ubject matter ' +a) +tu$ent+ are )or(ing in$i*i$ual an$ al+o )or(ing )ith the grou# The teacher i+ al+o hel#ing the +tu$ent+ Thi+ i+ uite im#re++i*e The +tu$ent+ are al+o rela-ing by laying $o)n on the floor an$ at the +ame time the +tu$ent+ re+#ect an$ obey the teacher ' thin( the teacher i+ ableto han$le the cla++room 8tu$ent+ are ju+t follo)ing the teacher<+ reue+t+ an$ the +tu$ent+ +hare+ )hate*er they foun$ a+ an+)er to the ue+tion+ ' thin( +tu$ent+ getting into their o)n grou# an$ +haring their o)n cho+en animal<+ +#ecial fact i+ )ent )ell Ju+t li(e the +tu$ent+ )ere #aying attention for their a++ignment. ' )ill al+o ha*e to ha*e goo$ #re#aration an$ (no)le$ge about all the material that ' )ill teach 8o. ' ha*e ma(e a min$ to learn an$ ' can from any teacher+ an$ by rea$ing boo(+ 'f ' )ere a teacher. ' )oul$ ha*e a++ign +omething to $o )hile ' am hel#ing the grou#+ one by one +o that the +tu$ent+ )oul$ not ha*e form the grou# that they are not +u##o+e$ to be in 't i+ *ery relate$ to the cla++room management becau+e in the lac( of managing cla++room. the cla++ )ill be me++e$ u# 'f ' )ere a teacher an$ ' a++igne$ +ome cla++)or( an$ +tu$ent+ come+ to me for chec(ing one by one. ' )oul$ ha*e gi*en another ta+( for tho+e +tu$ent+ )ho ha+ alrea$y a+( me about their #roblem+ Doing thi+ acti*ity in the cla++room. e*eryone can learn more  becau+e e*eryone )oul$ be bu+y on their ta+( an$ the cla++ )oul$ be +ilent an$ both teacher an$ +tu$ent+ can focu+ on their teaching an$ learning 't )oul$ be  beneficial for both of them 8o. in my future teaching. ' )ill $o thi+ acti*ity in my cla++  Dialectical Journal for ED 335 Teaching PracticumName: Nabin DuthrajDate: 31 January 2017 Observations/ Account !hat a##ene$%& Reflections & Critical Response !hat $o ' thin( of it% !hat )ent )ell% !hat coul$ be im#ro*e$% o)% !hat )ill ' $o $ifferently% o) $oe+ thi+connect to the theory ' ha*e rea$ from cla++%&
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