This reflection discusses a lesson on sexism that the teacher conducted with their secondary 3 enriched class. The original activity planned was confusing, even for the teacher, so they improvised. Students identified examples of sexism and shared them. They then took photos around the school of anything portraying sexism. Some students did not follow instructions well during this activity and disturbed other classes. In the future, activities requiring students to move around the school may not work with this class due to behavior issues. The teacher had to change their plans but felt the improvised activity was still a good learning experience.
This reflection discusses a lesson on sexism that the teacher conducted with their secondary 3 enriched class. The original activity planned was confusing, even for the teacher, so they improvised. Students identified examples of sexism and shared them. They then took photos around the school of anything portraying sexism. Some students did not follow instructions well during this activity and disturbed other classes. In the future, activities requiring students to move around the school may not work with this class due to behavior issues. The teacher had to change their plans but felt the improvised activity was still a good learning experience.
This reflection discusses a lesson on sexism that the teacher conducted with their secondary 3 enriched class. The original activity planned was confusing, even for the teacher, so they improvised. Students identified examples of sexism and shared them. They then took photos around the school of anything portraying sexism. Some students did not follow instructions well during this activity and disturbed other classes. In the future, activities requiring students to move around the school may not work with this class due to behavior issues. The teacher had to change their plans but felt the improvised activity was still a good learning experience.
This reflection discusses a lesson on sexism that the teacher conducted with their secondary 3 enriched class. The original activity planned was confusing, even for the teacher, so they improvised. Students identified examples of sexism and shared them. They then took photos around the school of anything portraying sexism. Some students did not follow instructions well during this activity and disturbed other classes. In the future, activities requiring students to move around the school may not work with this class due to behavior issues. The teacher had to change their plans but felt the improvised activity was still a good learning experience.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 2
Reflection: Lesson Sexism
Name: Dominique Roy
Date and Time of Lesson: March 10th, 2016 Grade and Level of Students: Sec. 3 Enriched Brief Description of Students: 30 public school students from a diverse background, some of whom French is their second language, and English their third As previously mentioned, this unit has been about oppression and engaging in social justice. Three weeks away form completing the unit, the students have begun activities on sexism. I found this particular activity on the internet and thought I would give it a try. However, multiple factors came into play throughout and a complete revamp of the days activity was needed. Since the students are only in Secondary 3 and are engaging with these topics, some for the first time, in their second language, it became very obvious that the second part of the Sexism activity was not going to work out. Even I found it confusing. Possibly, this activity could function with an older group and if I understood it better. So in the end a change in the rets fo the days activity was needed. After having the students work in groups filling out the first form where they had to think of and write down examples of sexism in individual beliefs, behaviours and use of language, I then had them share their answers orally with the class. At this point, I decided that there was enough time for the students to begin their in-class PhotoVoice activity instead fo waiting until the following class we had together. Together, the entire class spent about 30 minutes wondering the school looking for posters, pictures, signs and graffiti that could and might portray sexism in some way. They took pictures of those they found. By the time this activity was finished, there was only enough time for a few short videos portraying sexism, like catcalling and the objectification of women. The students were assigned these videos as inspiration for their weekly email journal entry. I felt quite underprepared once the activity was underway, since this was the first time I had had to do any major changes to a days planning. In the end, the change of plan was a good thing. My original plan was to only spend two classes on sexism This proved to definitely not be
enough and was extended to four. Even with this particular sexism activity cut short, an additional class was needed for the students to finish their in-class PhotoVoices and to present them. Before heading out into the halls of the school, I spoke to the group and tried ot be very clear about my expectations of their behaviour. I explained that once out in the halls, I could not get their attention in the same way I would in class (normally a clapping routine or by speaking louder) since this would disturb other classes in progress. I emphasized the importance of whispering, of keeping their eyes on me in order to know instructions and directions, and to keep together. Unfortunately, this group is notoriously more chatty than my two other Secondary 3 Enriched groups, and there were some complaints from teachers afterwards. Despite these complaints, I was fortunate enough to still be able to conduct this activity for the other two classes. Upon our return to the class, I asked the class to reflect on their behavior out in the halls by asking them if they had succeeded in following the guidelines established prior to leaving the classroom. I displayed my disappointment with them and urged them that this kind of activity would not be able to happen again if this kind of behavior were to happen again. I do not enjoy getting upset nor holding feelings of disappointment and had yet to experience this with any of the Enriched groups I have been teaching. Given the outcome of this activity, it would not be possible to conduct it with many groups. Reflecting upon the secondary 5 Regular class I teach, whom are more numerous and abide much less to instructions, especially those that have to do with behavior, I would not attempt this with them. This is mainly due to the rules of the school, and not my own need for silence. I find it too bad that noise can be so disruptive and that classes need to be confined to such a small space when there are some great learning opportunities that could be more suitable to the natural needs of teenagers whom have energy and a desire to move. I myself recall fooling around in class and being disruptive because my natural inclination is a need for movement. My brain functions best when my body is moving, so I can only understand this from many teenagers, as well. Overall, other than my having to change plans on the spot and having to reinforce possibly unnatural amounts of silence, the days activity ran smoothly. Having been prepared with lots of activities for the entire month, everything worked out for the best.
