Extended Reflection on Teaching

Name:
Think about the lesson you taught. Look over the notes you got from your trainer
and peers. Then answer the following questions.
PART 1. THE CLASS AS A WHOLE
1. What were some of your stronger feelings throughout the lesson?
(both positive and puzzling!)
2. What are some of your (brief) initial thoughts after teaching the
whole lesson?
During all the stages of my lesson the feeling of self confiedent was
with me all the time and that helped me of taking control of the class
management. Moreover, at the end of my lesson I was relived and felt
happy because most of the activates have worked out and the Ss were
so active with me.
On the other hand I was worried especially at the post stage that Ss
might communicate with each other in their mother tongue. Also I was
depressed during doing task 1 with the Ss in the skimming part
because I noticed that all of them didn't answer some of the Qs
correctly. At last I was frustrated while monitoring them in reading for
more details because I saw them got the right answers but they don't
want to participate!
My inatial thoughts after the lesson is some questions I asked myself that ..
How do I know if all the ss achived my objective or not?
Does the lesson difficult for them ?
How can I encourage all the ss to participate?
How to deal with the shy ss ? how I can help them ? how I encourage ss to speak
in English in the post or flouncy stage and not to use their mother tongue?
3. What was your (SMART) student-learning objective for this lesson?
By the end of the lesson student will be able read the text for detail
understanding and answer Qs about reading on sleep will.

4. ASSESS: How well did your students achieve the objective?

Completely? Partially? Or not at all? Describe specific detailed
examples of your students behavior to support your answer.
At the end of my lesson my Ss achieved my objective completely. In reading for
more detail understanding while I was monitoring them answering the WH Qs I
noticed that most of them got the right answers and one or two of the Ss have

some mistakes despite of the difficult new words they faced on the passage they
understood the text and found the answers
In addition of ss

PART 2. SIGNIFICANT MOMENTS: WHAT WORKED WELL

5. NAME: Identify one significant moment that went well. Write a few
words to identify it, such as the vocabulary review, or the pair
work practice.
"Prediction for scanning the text "
6. DESCRIBE: Provide a detailed description of what happened in the
part of the lesson you named in Question 5 above. Describe what
you did and what the students did. Try to describe the group as a
whole, and individual students.
At the bigining I introduced the topic in a jigsaw activity of a picture of sleeping
boy. The ss where enthusiastic to got rearrange the pesease and see the whole
picture after that put the picture on the bored and asked them to describe the
picture in one word, ss were so motivated and gave me an amazing answers
which one of them is the topic.
Then I started to ask different questions about their sleeping habits, ss were
active and interested sharing thire answers with the group and that was terrific
because I succeded in helping then speak in English. Then I wrote some
questions on the bored related to the text and I asked them to guess the answers
without having the text , ss tried to guess , they shared their answers together
and they were egar to see the passage to found the right answers and that was
obious when I gave them the text to read .

7. INTERPRET: Read through the description you wrote for Question 6.

Considering what you know about teaching and learning and what
you observed in the lesson, what (specifically) helped learning in
this moment?
8.
Making prediction activates student prior knowledge about the text and helps
them make connections between new information and that they already know.
By making prediction about the text in before, during, and after reading.
Students use what they already know as well as what they suppose might
happen- to make connection to the text.
And that what happen when they stated to answer my questions about there
sleeping happits abd what they expect to read when they tried to guss the
answers of the question before getting it from the text

9. GENERALIZE: In general, based on what you wrote in questions 1 to 7

above, what do you believe helps language learning.
*stimulating ss to think before giving them the information , ss can expect the
meaning through the context that will help them to learn the language so it is
not nessessary sometimes to explain each word.
*give them the task before text to make them bay attention to your instructions.
*using the pair work after answering qs individually that will help ss to check
thire answers with each other and that might motivate them to participate .
*students should have the motivation to learn the new language to sucssed .
* drilling the new words and revise them before starting the new lesson Is very
helpful for the English language learners .
*using the language in a real life situation when the teacher give the ss a reason
to use the language according to things that happen with them in life that
encourages ss to use it to share there idias and thoughts between each other.
* using the new vocabulary in anew context made by themselves is very
important to not forget the new words and to practice the writing which is an
important skill in learning the language.
10.
PLAN SMART ACTION: Think about everything you wrote above.
Write an action plan for what you will do in future lessons
(remember your action should be Specific, Measurable, Achievable,
Relevant and Time Bound).
* Students will verbally demonstrate their English speaking abilities in classroom
work.(there are many ways to provide apportunities to practice English in the
classroom)
* I will identify, teach, and post key academic vocabulary and structure for one
content lesson each day.
*I will elicit background knowledge from students in one content area through a
variety of what activities, including questioning and graphic organizer
*ss will engage in a weekly writing activity that will focous on developing a
certion skill such as a creative vocabulary use.

PART 3. SIGNIFICANT MOMENTS: SOMETHING THAT DIDNT GO WELL/A

PUZZLE
11.
NAME: Looking back at the lesson again, identify one significant
part of the lesson that didnt seem to go well, or that puzzled you.
Write a few words to identify it.
" the scimming stage for specific details "
12.
DESCRIBE: Provide a detailed description of what happened in the
part of the lesson you named in Question 10 above. Describe what
you did and what the students did. Try to describe the group as a
whole, and individual studat
At this part of the lesson I gave ss a HO for a (t)and (f) QS and I asked them to
answer it after reading the text in details and to give me the correction if the
answer was( false), then I told them that they have four miuts to do it . when ss
started to answer the questions I found that some of them have difficulties in
reading the text and some of them got the right answer but ddidn't know how to
correct it . when I asked them to exchange and check their answers togen ther
they seemed to be relived and egar to know what is the answer from their peer.
After that I told them that we are going to answer the questions together at that
moment I felt depressd because they were afried to participate thus I asked a girl
to answer the first question she gave me the right anwer but she couldn't correct
it ,then I found that just one ore two student had the correct answers and not for
all the questions.

13.
INTERPRET: Read through the description you wrote in Question
11 above. Considering what you know about teaching and learning
and what you observed in the lesson, what may have hindered
learning in this moment?
Things that might hindered the learning that maybe some of the questions
wasn't very clear enough for the students. Moreover there were a lot of new
words for the in the text I should of explained it for them before making them
started answering the questions. The task of correcting mistakes was new for
them to do that might make them afried or lost. At last maybe the time that I
gave them to read the text and do the task wasn't enough

14.
GENERALIZE: In general, based on what you wrote in questions 10
to 12 above, what do you believe helps language learning.
* giving a sutable time for the students in all levels is very important to do the
task correctly without any problems .
* give students an opertunity to share their answers together before answering it
in front of the class is very helpful for the shay and uncertain ss which can raise
class participation.
* covaing the meaning of the difficult and new words before rading the text will
help ss to understand the text and answer Qs correctly.

15.
PLAN SMART ACTION: Think about everything you wrote in
questions 10-13 above. Write an action plan for what you will do in
future lessons (remember your action should be Specific, Measurable,
Achievable, Relevant and Time Bound.)
* I will consider time management in all my activites
*student will be able to do all the tasks in the classroom in a sutable time for
each activity by planning the time mangment before.
*I will identify , teach know vocabulary before giving the text for the ss
*I will read and discuss the qs with the ss before making them start doing the
activity .,
PART 4. REFLECTION SUMMARY
16.
SUMMARY STATEMENT: What did you learn by doing this
reflection? What is most important to you from this
teaching/reflecting experience?
I have learned a lot by doing this reflection by recalling the good and bad things
that happened with me during my lesson. Learning through my experience and
sitting objective or action plane for myself for my future lessons . by describing
the things happened with me and my students I can tell now what can help there
learning and what to avoide that might hindered them .