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Reflection Title: Story (The Long Vowel U - Hue)

The document summarizes a lesson reflection by a student teacher. The lesson was intended to teach kindergarten students long vowel sounds using a story. However, the students were disruptive and unfocused. The teacher analyzes that the students were not used to learning in the resource room and needed more engagement. For future lessons, the teacher plans to be more energetic, act out the story, involve disruptive students, and move around the classroom to better engage the students.

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74 views3 pages

Reflection Title: Story (The Long Vowel U - Hue)

The document summarizes a lesson reflection by a student teacher. The lesson was intended to teach kindergarten students long vowel sounds using a story. However, the students were disruptive and unfocused. The teacher analyzes that the students were not used to learning in the resource room and needed more engagement. For future lessons, the teacher plans to be more energetic, act out the story, involve disruptive students, and move around the classroom to better engage the students.

Uploaded by

api-296835930
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection Title: Story [The Long Vowel U –

Hue]

Name: Jawaher Ahmed Alkaabi


Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Lesson English – Story [The Long Vowel U – Hue] Student
Jawaher Ahmed
unit/page teacher

MST Joy School AFPS

Class KG 2 Date March 8, 2018

Overall aim and context of the lesson

I taught a short part of the lesson today which is storytelling, I was aiming that the students will be able to
understand that print is a prerequisite to reading. However, the main aim was to let students recognize
sounds and be able to identify words with long vowel U.

SWC Lesson Reflection


Select (S):
The lesson was about the long vowel u, students identified few words from the story with long vowel u
such as Hue, Cue, cube, use, uke, tube, and pule. I was addressing the whole class at once the LA, MA and
HA students. HA students could read the story by themselves, MA students would connect the picture to
the sentence to understand, and LA students would listen to the teacher while reading the story and they
will be able to make the connection between the pictures and what they are listening to.

Describe (D):
The lesson takes place in Al Alfiah Filipino Private School [AFPS] on the 8 th of March on Thursday, MST
and I discussed the story three days before, and the lesson is for KG 2 students. I wanted students to
identify long vowel u words, and to read familiar words independently. Students were very active in the
morning that it was hard to manage them, during reading the story few students were actually listening
and the others were interested in playing around in the resource room. There was one student that I noticed
he was reading the story with me while I was reading. Furthermore , most of the students in this class know
how to read independently. There was a group of students in the class who kept on playing around, in front
there was 3 students talking together about other things, two boys at the back where playing together, not
sitting on their seats, and few students who sat next to their teacher Joy was interested more on the stuffed
toys and pillow there and had stories to tell their teacher. I told the students to stand up and sit down to
manage their behavior, they only enjoyed playing it and few only did behave. However, as I failed to
manage the behavior I tried to ask questions and focus on those students who misbehaved, and all of them
was able to answer my questions, which was good.

Analyze (A):
I think there are many different reasons for student’s behavior, when I came to the class this morning I
saw that MST was trying to manage student’s behavior, they were so energetic and one student walked
outside as well and he didn’t want to enter the cla ss, because he didn’t like the song. I believe that the
main reason was the place where I read the story, because during my observations I noticed that they
always stay in the classroom, they don’t use the resources room much, and as for 4 -6 years old students
they don’t have enough time to play, on my time being there I only saw them play on the playground three
times and one time I was the one taking them to play outside. However, when we moved to the resource
room to have our story, students wanted to pl ay around rather than listening to the story. Students were
able to understand the story easily since the words that are used in the story are easy for them as much as
I know, their level of understanding words is higher, so I think it will be more challen ging to read a story
with longer sentences and higher vocabulary. I don’t think I engaged the students enough to make them
interested in the story, but using different tone’s level was a way of getting their attention and engaging
them.

Appraise (A):
I believe that students think as long as they are not interested in the story or on the lesson, they can do
whatever things they want to do, because they know there are no consequences for their misbehaving
coming from the teachers, so as children they also believe that having fun is more important than doing
things they don’t want to do. Students were able to understand and learn words with long vowel u, yet it
wasn’t the good way of learning and not the best way to me achieving my teaching goals.

Transform (T):
In future, I should be more energetic while teaching especially teaching children, I need to imitate and
act the story out to grasp their attention. I might also involve those students who misbehave in the story,
for example, the story says “Hue has a uke” so instead of “Hue” I could use student’s name to let them
focus, or ask them to help me read the story. Moving around the classroom while telling the story is also
one way to make it fun.

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