The lesson conducted for year 5 Bestari is based on Unit 5, ‘Moving Forward’.

The focused
skills is writing where the pupils need to write a text message in full form and create a bubble map
based on the short forms learnt in text messaging.

Strength

The strength of my lesson is I was able to give clear instructions to the pupils during the
activities where they were able to comprehend my words. I have done this by repeating the
instruction for twice and I speak slowly, stressing one word by one word. Moreover, I provide them
with examples before asking them to complete the given task. For example, for the ‘i-think’ activity
where the pupils in groups need to construct a bubble map, I provide them with an example of
bubble-map. This is to make sure the pupils keep up with the activities planned for them.
Furthermore, I was able to control the class during group activity where I gave time-out to those who
are not working in groups and playing around the classroom. For evidence, I asked the pupil to stand
up on chair at the corner of the classroom for about 5 minutes. By doing so, the rest of the pupils
realise the consequence of not working in groups to complete the given task which is called as
‘ripple effect’ introduced by Lee and Marlene Canter in ‘Instructional Management’ theory.

Weakness

The weakness that I can highlight in my lesson is I started the lesson without asking the pupils
to settle down. This makes the pupils to fool around in the classroom and did not gave attention to
what I am saying. Thus, I reminded the pupils of my ‘Give me 5’ rules to attract their attention to my
set-induction. In addition, the number of pupils in each group is not up to the level of the activity
which makes it difficult for all the members in a group to participate in the activity. I divided about 4-
5 pupils in a group for creating a bubble map in a mobile phone template given and they may
decorate the template according to their preference. For this type of activity I should have make it
as a pair work activity. This is to make sure the class is under control and to encourage all the pupils’
participation.

Opportunity

This lesson gives me an opportunity to integrate ‘i-think’ in my English lesson. I asked the
pupils to create a bubble map for short forms used in text messaging in order to examine their
understanding on the lesson of the day. Other than that, I was able to apply the negative
consequence that I outlined if the pupils disobey my classroom rules that were established at the
first day of the lesson. For example, I applied time-out consequence where the disruptive pupil need
to stand up on chair at the corner of the classroom for 5minutes. There were about 5 pupils who
faced the consequence today. As a result, I observed that the time-out worked out very well where
the particular pupils were able to focus on their task in order to avoid the punishment.

Threat

The threat that I faced is in giving away rewards to the winner for group activity. I decided to
give chocolates to the winner group who completes the task at first and correctly. This makes all the
group to feel motivated and showed some interest in the task given. Unfortunately, when the reward
is given to the winner group, the other groups started to show their unhappy faces and demand for
the reward too for their group. This reward system makes me to feel bad of the other group and I
feel uncertain of it because I’m scared whether the other pupils will feel demotivated. However, I
stated the reason for giving reward to the winner group such as “I gave these chocolates to Group
2 because they finish their task early and correctly. They also focus on the work and their handwriting
is very neat. Next time, you also need to do your best so that I will give you chocolates too.”

Overall, the lesson objectives are achieved successfully by being assertive in classroom.