Classroom Observation Reflective Essay.docx

Reflective Essay I used to ask one of my lecturer what the best criteria teachers should have in order to teach better in class and she emphasizing the detail that teacher need to be flexible in their teaching style, conform to the changes and varies the method according to students preference. Though I get the idea but seems cannot figure it out how up until I went for several classroom observations for this field experience course. I finally understand why flexible is very important mainly because every class that I observed was divergent from each other. Some class’s concealed students who comprehend the material better, some were ethnically diverse, some were so into pop culture and others are in between of motivated or simply uninterested. As I discussed the matters with my mentor, she shared with me some important aspects of teaching with flexibility by looking at a good lesson planning and effective classroom management. Like soldiers who bring weapon to the battlefield, teachers’ weapon and strategy are a good lesson planning. As mentioned by my mentor, Mrs. Linda (2017) “Lesson planning is a several creative process and central teaching aspects that teacher prepare before going to the class”. Preparing a lesson plan also has numbers of benefits such as enable teachers to consider their choices of objectives from the types of activities and the material needed based on students’ capabilities thus make them more flexible in teaching and the lesson become more meaningful and interesting. It also allows teacher to evaluate their own knowledge with regards to the content to be taught. (Reed & Michaud, 2010) thus ensure the teacher of giving correct and appropriate information. As teachers need to follow the timetable and syllabus, lesson plan will help make everything in order and the lesson will tend to flow smoothly. Besides that, lesson plans can serve as evidence for teacher’s professional performance either for administrator reference or even to be include in the resume. Hence, a teacher with plan, is a more confident teacher (Jensen, 2001).

Another aspect to consider for teachers to be flexible and proficient in teaching are by having an effective classroom management. Doyle (1993) mentioned that “classroom management is necessary condition for teaching” especially related to physical environment, discipline, and teaching styles. Mrs Linda (2017) said that “seating arrangements is important as students can be more focus in the lesson if they are feeling comfortable with people besides them”. Hence the teacher does not need to bother rearrange the seating pattern unless there are some trouble in it which lead to the next point, discipline. In my observations, there are not clear case of disruptive behavior as students seems to act properly however, teacher still need to implement rules or ‘code of conduct’ to manage the class properly. As Brown (2007) suggests that teacher can be firm but warm in dealing with variances issues or expectations. Teaching style is another affective consideration in the development of teachers’ flexibility. Following on the level proficiency of a class, teacher can apply the technique of mix and match, suggested by Mrs. Linda (2017), if its beginner level class, put more hands-on-activities while for intermediate level, varies it between meaningful context and new knowledge. In short, I have learnt a lot of useful tips from the observations and discussion with my mentor. Nevertheless, teacher should not focus only on good lesson planning and classroom management as there are whole other criteria to be include to complete the package of becoming a flexible and efficient educator in the future. I personally believed that establishing rapport with the students by showing interest, give feedback or even laughing and working together with them also important in creating a classroom that is positive, motivating and revitalizing. And by understanding what the students need, teachers will manifestly bring the right preparation, knowledge and confidence into the classroom.

Bibliography Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: Pearson Education. Doyle, C. (1993). Raising Curtains on Education. Westport, CT: Bergin & Garvey. Jensen, L. (2001). Planning Lesson. Teaching English as a Second or Foreign Language, 403413. Reed, M. & Michaud, C. (2010). Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages. United States: The University of Michigan Press.