Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante

Date: 12/01/17

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 connect to the theory I have read from
class?)
Observation 1

They seem quiet and uninterested I think that the teacher was good at capturing
Prayer requests were asked after devotion students attention. She was clear on what the goals
Goals for class and reminders already presented were and what she wanted her students to prepare.
The teacher announced what is primarily She created an interactive climate since she made
needed for the whole period sure that she walked around and interacted with
The teacher reviewed by first asking questions, everyone either by discussing with the whole class or
then summarizing responses the previous lesson individuals. She also invited the less talkative
Seats arranged in a way where students can students to answer her questions, so that also
speak to each other easily contributed to creating an interactive environment.
The teacher does not stay in front of the class Although she did not mind staying off track, she
and moves a lot to check peoples work and see made sure that everyone paid attention whenever she
everyone effectively delivered her lesson. Since she respected her
The questions asked involve God and the Bible students, they in turn respected her as well as their
Activities involve moving around so they would peers.
not be bored
Questions are constructivist and involve
cooperative learning
The teacher let the quiet students to lead the
discussion
Homework should be written on their agenda
Class management:
R: respect everyone
O: observe safety
C: choose responsibility
K: keep focus
The teacher does not mind talking about things
not according to the lesson plan (it is okay to
stay on discussion longer than needed)

Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante

Date: 19/01/17

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 connect to the
theory I have read from class?)
 SPH class management: students
when late or forgot to take something
from their lockers must sign out on a
class list and after 3 sign-outs, they
get detention
The teacher asked students to put their
thumbs up if they understand the instructions
she just assigned
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
I think that the class management by SPH
lessens the possibility of students forgetting
what to bring to class, and it lets them be
more aware of what is expected of them,
which is good. The teachers way of
checking everyones understanding is also
good since everyone has a chance to
honestly show whether they are on the right
track or not.
Name: Honey Morante
Date: 30/01/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
Day 1 of teaching (Byzantine Empire)
Gave the students KWL charts each so they could
fill out what they already know, what they want to
know, and what they learned.
I gave them 2 minutes to write down what they
already know and then asked for some answers
Before presenting, I told them to fill the new
information to the L section and fill their questions
in the W section so they can ask their questions
later
Throughout my powerpoint presentation, I showed
some videos and commented on how cool they are
afterwards
It was too late to tell them about a Kahoot quiz
every three lessons and there was also no time to
announce the upcoming poster presentation
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
My instructional mode for this lesson is Presentation
and I used KWL charts and videos to deliver my
lesson. I think that the KWL chart was both helpful for
me and my students. I had the advantage of finding
out what they already knew before and I had their full
attention since they were required to write down the
new things they learned and questions they wanted to
ask at the end of the lesson. However, I could have
asked them if they understood my instructions about
the KWL chart since some of them were confused on
what to do. For showing videos, I found that students
got to learn because of what they wrote on the L
section. However, I should have been clear about the
significance of the videos since some people were
confused on what was expected of them.
Using the Presentation Instructional Mode was helpful
for delivering my first lesson as an introduction to the
Byzantine Empire. It helped me made sure that my
lesson appealed to auditory and visual learners.
Unfortunately, since my powerpoint combined with
the videos took too much of our class time, I could not
announce the upcoming assessments and I cancelled
one of the assessments. Next time, I will only show
the important parts of the videos so that it saves time.
Name: Honey Morante
Date: 31/01/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
Day 2 of teaching (Constantinople)
Presented answers to questions that the students
wrote on the W section on the KWL charts that
were unanswered on the previous lesson
Showed youtube song (funny song that states that
Istanbul is not called Constantinople anymore)
Gave handouts of a text about Constantinople (it is
more like a narrative than mere facts)
Asked who would want to volunteer to read one
paragraph
Let students read the paragraphs one by one while
I showed a powerpoint that showed pictures
relating to the narrative
After reading the text together, I told them the
main point of the text.
I then talked a little bit about the emperor of
Constantinople as a brief introduction to the next
lesson.
I showed a short youtube video of the walls of
Constantinople to show them how it would have
looked like.
Asked students what they learned in either one of
three ways:
1. Writing down a sentence of two about what they
learned
2. Verbally saying it in class
3. Draw about it on a piece of paper
I gave them about 5 minutes to finish
answering
I walked around to see if they were doing one
of the three options (those who opted for
verbally answering were getting ready for what
they want to say after 5 mins)
After 5 mins, I asked answers from the
students who chose to verbally answer
I had no time left to tell them what to bring the
next day as well as about the poster-making
details.
For this lesson, I used the Differentiated
Instructional Mode. I first used the KWL charts that
my students filled from yesterdays class so that I
could review what we learned and so that I could
answer some of their questions. I showed them videos
for intrinsic motivation. I also gave them handouts of
a text that explained how Constantinople would look
like in the perspective of a tourist and I let students
volunteer to read one paragraph.
Asking students to volunteer was helpful for students
to be more confident to read.
While they read, I showed pictures that appealed to
visual learners. For auditory learners, they could learn
better from listening to their friends read the text out
loud. I think it went well because they showed interest
throughout the lesson and understanding through the
activity.
I designed the activity in a way where the students can
choose their mode of answering so that it could be far
for various learners. I asked what they learned and let
them choose between writing down a sentence or two
about what they learned, verbally saying it in class,
and drawing about it on a piece of paper.
I think that using the instructional mode went well but
I did not manage my time well. I did not have the
chance to explain what my upcoming assessment for
them will be.
Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante
Date: 01/02/17

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 connect to the theory I have read from
class?)
Day 3 of teaching (Justinian)
Presented a question that a student wrote on his
KWL chart from the other day: Why is
Justinian the most well known emperor?
I asked pairs to discuss then asked who had
answers.
For this lesson, I used the discussion instructional
mode.
Using the same KWL chart helped students recall
what they learned and asking a question that one of
the students wrote by himself encouraged everyone
else to ask any question.

Since students sat around 5 tables, I let each

group choose either 1 of 3 questions in 5-6
mins:
1. If you were a Byzantine, would you support
Justinians reforms (changes)? Why or why
not?
2. If you were Justinian, what would do differently
from him?
3. What would you include to Justinians reforms
(changes) if you were him?
After 5-6 mins, I asked each group their
answers
I first presented through PowerPoint the questions I
wanted my students to think through while I
delivered the lesson so we could discuss about their
answers later.
I let them write down the questions on their
notebooks so that they could look back anytime
throughout the lesson. Doing these helped me and
my students because after my lesson, they were
readier to answer and discuss with their group tables.
After discussing, I showed them one of the questions
from the KWL chart yesterday and let my students
discuss with each other as a brief review of what we
just learned.

For closing the lesson, I announced that we will

learn about Theodora the next lesson and I also
gave them details about the poster presentation.
I informed them their groups and their topics
My time management improved since I ended class
earlier than usual. I also had the chance to tell them
what I expected from them for the upcoming
assessment.

I told them that the minimum time for them to

present is 3 mins while the maximum is 5 mins.
I told them 2 rules:
1. Everyone has to speak! Everyone has to
contribute (please indicate who did what)
2. Include everything we talked about (and you
This created a learning environment where everyone
can research further)
felt important and needed.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
Day 4 of teaching (Theodora)
I presented the days agenda:
1. Individual Work
2. Presentation details
3. Research
Some people had to take their laptops from their
lockers because I forgot to remind them
Name: Honey Morante
Date: 02/02/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently?
How does this connect to the theory I have read from
class?)
I used the individual instructional mode for this
lesson. Instead of using PowerPoint to deliver my
lesson, I instead let the students do individual work.
The advantage on my part was that I did not have to
prepare too much. The advantage on my students
part was that they had the freedom of learning at
their own pace, even though they had a time limit. I
gave them handouts that contained information
which I wanted them to read through by themselves
 yesterday.
I asked the students to bring out their notebooks
and write down the following questions:
1. What are some interesting facts and information
about Theodora?
2. How was her impact on Justinian and the
empire?
I gave 15 mins for the students to read the
articles given to them individually as well as to
answer the questions on their notebooks.
I played music while they were doing individual
work.
to be able to answer the questions I gave them. I
played music while they were working and it helped
them focus and keep quiet. After working for 15
minutes by themselves, I let them share answers with
a partner and I let one person discuss in class. I think
I could have let them think more critically if I asked
further questions through their answers, or maybe
even connect their answers with someone elses so
they would wonder why their answers were different.
I gave them the rest of class time to research and
discuss with their groups as preparation for the final
assessment: group poster presentation. Giving this
opportunity released their stress since I could see
them laugh more and just enjoy their time. I also had
the chance to get to know them a little bit better
which I think was one of the best moments I had in
the practicum.

After 15 mins, I paired students up to share their

answers for 5 mins and then let one from pairs
discuss in class.

Announced that we will be learning about

Roman laws on Monday.

I told them that I want them to draw instead of

just printing out pictures. And that I wont grade
them for creativity. I also told them the
materials I want them to bring on Monday so
they could work on their posters.

I gave the rest of the class time to research and

discuss with their groups.

I walked around to see if they were really

working together and I also got to talk a little bit
about their interests (such as whether they are
the type of people who love to draw).
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
The teacher made a grammatical mistake and a
group of students kept mocking her
Name: Honey Morante
Date: 03/02/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
He may not have realized since he did not react. In a
way, I think that not reacting is good so that it would
not become a serious problem, but if it were me, I
would address the mistake as a normal incidence so
that those students would be warier of what they make
fun of.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
Day 5 of teaching (Roman Laws)
I asked everyone what they remember about
what Justinian was famous for
Besides their answers, I reminded them that he
was famous for his laws
I presented the questions I wanted them to think
about
1. What are Roman laws?
2. Who made the Roman laws?
Name: Honey Morante
Date: 06/02/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
I used cooperative learning as my instructional mode
for this lesson.
I reviewed by asking what they remembered from the
other days lesson. I got a few answers but the answer
I wanted from them was not brought up, but I thought
it was good since at least I found that they still
remembered a few facts.
I presented a PowerPoint that contained information
but I told them that they did not need to write them
on their notebooks and this relieved the students.
I think I did well at asking deeper questions in this
class because I asked them to evaluate some of the
3. Which laws are fair? Why?
4. Can the laws reflect Gods commandments?
Before presenting some of the laws from the
Justinian Code, I presented them a slide that
said:
1. Thumbs up if the law is fair to you
2. Thumbs down if the law is unfair to you
BE READY TO TELL US WHY
I presented a passage from the Bible (Matthew
22:36-40) and I asked them to discuss with their
seatmates if the laws they just saw reflected
love that God would want us to have.
Since they all looked so exhausted, I asked if
they just had their exams and we just looked at
one of the laws and discussed whether it
reflects love.
I let them discuss with their groups and start
making their posters together until the bell rang.
Roman laws. However, I could have connected some
of their answers with their peers instead just receive
their answers.
I showed them a Bible verse as an attempt to connect
the lesson to a biblical worldview but I was not that
successful because I wanted them to evaluate
whether some of the laws reflected love. They all
looked exhausted and I found out that they just had
their exams and so we looked at one law instead and
I asked whether it reflected love and I asked why.
Even if I was not explicit at applying the biblical
worldview, I think that it was okay since there were
students that were not Christians and I think they
might feel offended or brain-washed if I did.
Giving them time to prepare for the formative
assessment was good for the students since they
could feel less stressed
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
Day 6 of teaching (Overview of Byzantine Empire)
I let them prepare for 20 mins
I walked around and talked to the students to
find out how ready they were
After 20 mins, I called for everyones attention
and told them to respect their friends when
they are presenting.
Name: Honey Morante
Date: 07/02/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
For my last day of teaching, I used cooperative
learning as my instructional mode. I think it went well
since I could see that every group had their group-
mates contribute for the presentation. They researched
further for their topics besides mentioning what they
all learned from our previous lessons. I could see that
they really learned. Since it was the day where I let 5
groups present, I gavea 20 mins of the 50 min class
time to prepare. This let them readier and more
confident in speaking in front of everyone.
Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante
Date: 08/02/17

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 connect to the theory I have read from
class?)
Substitution for Ibu Nendra (Bahasa B Class)
There was a student who had a learning
disability so I let him sit far away from the
other students and use his laptop to work on
other subjects.
After some people were done with their work, I
let them talk to each other but I asked them to
sit away from the other students who were still
working.
Two boys were talking too loudly across other
students who were still working so I walked in
the middle of them so they could not see each
other.
There were 10 mins left before class ended and
two students were stressing out
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
I substituted for a Bahasa teacher for this lesson. I just
followed the instructions that the teacher left for me.
It let him feel calm and the other students respected
him, which was great.
At times, some students would still talk too loud and I
had to keep their voices softer a few times. Next time,
I should be stricter since I mostly joked around with
the students that were done working, and it probably
distracted the ones that were still working.
This did not work. Everyone, including me, laughed.
I encouraged them by saying that their grades do not
define them and that doing their best is enough,
which I think worked since they turned out to be
calmer at the end.
Name: Honey Morante
Date: 09/02/17
Reflections & Critical Response
(What do I think of it? What went well? What could
be improved? How? What will I do differently? How
does this connect to the theory I have read from
class?)
Substitution for Ibu Marcia (Food Tech Class) For this lesson, I substituted for a food technology
teacher.
I helped one of the students choose his best
pancake design with a little bit of humor It helped him feel confident about his drawings.

Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante

Date: 10/02/17

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 connect to the theory I have read from
class?)
Substituting for Mr. Joel (Art HL) I substituted for an art teacher for this class.

There were students who were loud and there I should have told them to keep their voices down
were a few who were concentrating on their since they might be disturbing some people, but I just
work. walked around because I thought to myself that they
were old enough to make wise decisions.

Dialectical Journal for ED 335 Teaching Practicum Name: Honey Morante

Date: 23/02/17

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 connect to the theory I have read from
class?)
 Homeroom: Before officially starting, she asked
students individually how they are
Grade 8 (section 4)
She showed pictures of people in Somalia
suffering (as an introduction)
2 people asked for the same question and she
answered the same way.
A student answered, bride when the teacher
asked for examples of goods.
Took all their answers into account (wrote them
on the board)
This created an environment where everyone could
be open with each other
Helped students understand and place themselves in
the feet of those people who suffered/may still be
suffering
What I would have done differently is that I would
have clarified it for the whole class so that everyone
else who were confused would not have to be told
one by one. However, maybe the teacher did not
want to disturb the other students who were still
reading.
The teacher tells him that we must be sensitive for
the people that face it. Furthermore, she explains
how horrible it is, which I think was honorable in
front of the students.
I think that this made the students feel more
confident to answer since whatever they said were
valued by the teacher.