Standard 1~8

Lesson Plan

https://docs.google.com/document/d/1icsEN5y2rSApIWQIO6sxzdkiUg_xs9fRcAw2cIl5idI/edit?usp=sharing

Reflection

For this Standard 1-8 video, I spent three class sessions editing the videos. My goal was to present the entire student learning process and to apply more teaching strategies to present all of the Standards.

I noticed that in my previous four videos, there was less student interaction. The students were still getting to know each other and were not familiar with each other yet. After two to three months of classes, they started to become more familiar with each other, and then I was able to more smoothly design interactive teaching activities for them. However, I also felt that the students were experiencing two shocks. The first shock was being taught in English for the whole class. In fact, English classes in our school are not taught in English, so for many students this was very unfamiliar and stressful. In addition, they had to get up out of their seats and interact with their classmates, which they were also getting used to. In fact, in our school, 90% of the time students sit in their seats and listen passively to the lesson, so asking them to stand up and interact with the teacher to learn is indeed quite difficult.

Prior to my discussion with my mentor, I believed that my performance on Standard 8 would be Outstanding (4 points). I implemented a variety of strategies and techniques to encourage continuous student interaction and designed new activities to complement the previous four videos, addressing aspects not covered in those videos.

However, during my mentor meeting, she awarded me a Proficient (3 points) rating and provided valuable feedback that highlighted areas for improvement. I realized that my performance on Standard 8 was not yet outstanding. This was partly due to the fact that many of the activities were new to me and were conducted in English. I also identified my poor vocabulary and usage as a personal area that requires significant improvement.

Furthermore, my interaction with parents was the least developed aspect of the entire assessment criteria. In our school's culture, teachers typically do not engage in learning-related interactions with parents unless there are specific issues to address. As a result, I did not devote much time or effort to this aspect, given the limitations imposed by our educational culture (and I had already exhausted all my energy and time).

Additionally, my classroom management was not up to par. As my mentor pointed out, two students were chatting continuously without my notice. This is an area that requires my immediate attention. Teaching students to listen attentively to others is a fundamental act of respect and courtesy. I am grateful to my mentor for bringing this to my attention.

In addition to the above, I would like to express my gratitude to Ashley for your guidance during Standard 6-8. You advised me to clearly explain and elaborate on the assessment criteria beforehand to provide students with a clear framework. I overlooked this aspect in my lesson design this time, and I will strive to improve in the future.

Overall, the followings are the summary on each standard:

Standard 1: I can effectively utilize various strategies to engage students in group activities, moving away from passive learning in their seats. I am also proficient in incorporating technology to design learning experiences tailored to students' levels.

Standard 2: I have mastered differentiated instruction, designing learning content with varying levels of difficulty and incorporating group activities. I allow students to choose their own learning tasks and employ multimodal approaches to achieve differentiated instruction.

Standard 3: I have fostered a classroom environment where students feel comfortable interacting with me and have invited foreign speakers to assist me in using English as the classroom language, providing students with more opportunities to engage with English. Classroom management is an area that requires further refinement.

Standard 4: I have a strong grasp of the taught content and am adept at using digital tools to provide students with opportunities to explore knowledge. I also design opportunities for review and clarification of misconceptions.

Standard 5: The integration of cross-disciplinary knowledge and curriculum design is in its initial stages. This requires long-term planning and practice. I am committed to taking students into the real world to experience and apply knowledge, explore the differences in various cultures and languages, and enhance opportunities for higher-order thinking practice.

Standard 6: I have learned to employ a variety of activities for formative assessment of learning outcomes. Additionally, I recognize that self-reflection among students, peer evaluation, and the establishment and explanation of assessment criteria are areas that require further development.

Standard 7: I have learned the importance of conducting pre-lesson surveys with students to help them set goals and guide them towards achieving those goals. I also understand the need for flexibility and adaptability in lesson plans, avoiding rigid adherence to a lesson plan.

Standard 8: I have come to understand that to effectively switch roles and utilize diverse learning activities to foster students' various abilities, I need to continuously absorb and implement various teaching strategies to engage students in my lessons. This requires me to further enhance my language skills and refine teaching strategies that I have previously employed but with less-than-ideal outcomes.

Standard 9: I am eager to participate in various certifications and workshops, such as PBL, Inquiry-based learning, digital teaching, and English teacher empowerment workshops, to gradually accumulate my skill set. I recognize that there is a vast array of knowledge and skills to acquire, and I am committed to investing the time and effort necessary. Participating in the challenging TEACH-NOW program has already been a significant step in my professional development.

Standard 10: I have established a small teacher community, which is still in its early stages. I am unsure whether it will flourish and bear fruit, but I have indeed transcended the limitations of my role and responsibilities within this educational environment, becoming a small leader who can influence those around me.