TABLE OF CONTENTS INTRODUCTION1 QUESTIONS (3)1 (4)1 (6)2 (7)2 (8)2 (9)2 (13)2 (14)2 (15)3 (17)3 (18)3 (19)3 (20)3 BIBILIOGRAPHY 5 ? 1 INTRODUCTION Each time we teach a lesson, it is essentially a new ball game. The content changes over time, our students change and we change. The complex dynamics involved in the process of teaching and learning take on new layers of meaning when we stop to consider the ways in which we are similar as well as different from one another. Teachers need to be able to understand the dynamics of the classroom environment with learners from diverse cultural backgrounds. 3) In this particular lesson, I started off with a quiz as a recap session. This quiz was a little competition between students in the classroom. The purpose of this quiz was to get the students excited about recalling facts learnt previously. Clues were given when students got stuck, refreshing their memories. Questions ranged from which town Jack the Ripper was from to what the class thought his motives for murder were. The children responded well and were able to recall much information from the previous lesson. This I found allowed smooth integration into the next lesson.
Obviously a quiz can not be done every lesson but it is a good idea to do recall sessions at the beginning of lessons to refresh student’s memories. (4) The following are the questions asked during the lesson: oWHICH TOWN DID JACK THE RIPPER CONDUCT HIS MURDERS? This question deals with comprehension as they would have to recall from the book, or look it up in there notes. The aim of this question was put simply to ease students into the process. oHOW MANY VICTIMS WERE INVOLVED? This question deals with comprehension again, as it is just testing the level of knowledge that was obtained in the previous lesson.
Finding out if students could remember and recall which were victims etc. This question could also be taken to a level of application where I would ask the students to identify the victims by name or by there incidents. oWHY WAS JACK THE RIPPER SO FAMOUS? This particular question is based on analysis as students now have to break up all the information they have learnt and decide which aspects allowed Jack the Ripper to become famous. Using this level of knowledge allows students to be active in the lesson, making them recall and search their memories. WHAT ELSE WAS OCCURING IN LONDON AT THIS SPECIFIC TIME PERIOD? Now this question involved comprehension but it was also to assess how much students knew about that period of time and if they could associate different aspects with the killers motives. Basically assessing how the students could think rationally and logically. Allowing me to see which students as they are from all different backgrounds, which knew of world happenings and which would struggle with looking for this information. oWHAT DO YOU THINK JACK THE RIPPERS MOTIVES WERE?
This question is more intense as it as it involves synthesis and analysis as well as evaluation. These levels of knowledge involve breaking up information, putting information together and evaluating their thoughts on what they know. 2 (6) Students who answered questions only half correctly, the question was then repeated and they were given a further chance to try an answer the other half correctly. Repeating may jog the memory. If students got the questions completely wrong, positive praise was still given as to not discourage the student from answering again and getting it wrong again.
Those students that answered correctly the first time were given praise however there can not be too much praise I don’t want to allow those students who didn’t answer to feel incapable however I want to empower them to achieve the same praise as those that got the answer correct. (7) I feel satisfied with the out come of the lesson, although I would have added more detailed questions in the recall process as the students were more than capable to answer difficult questions. Regarding content and context, the lesson fitted in perfect as all learners were English first language speakers who were capable of reading the set book aloud in class.
The class is of 32 pupils, which was more then enough to cover the chapters involved in the lesson allowing the majority of the class to have a turn to participate. The atmosphere of this particular lesson was relaxed with great enthusiasm from the students as we related the 18 century life in the UK to modern day life, discussing all aspects of life. Next lesson however pupils may have to be encouraged for a more disciplined lesson as it involves an essay topic which will need a more structured lesson.
Group work could be an option to control smaller groups and create more focus as well as encouraging ideas from different opinions. (8) The class that was attending this particular lesson are all fairly in the same levels of development. The difference in ethnicity however was taken into account when discussing the role of Jack the Ripper as one of the topics discussed was prostitution, and not all cultural backgrounds would be able to identify fully with this. Firstly a discussion on prostitution was given to identity where there could be possible problems.
This was also given consideration between genders between males and females in the class. (9) Teaching strategies were adapted through out the lesson; learning involves attention, information, process, conclusions, understanding and applying. All learners need to go through these steps to be involved in the learning process. In this lesson students were asked to get involved in discussions and reading out aloud in class therefore allowing students to be apart of the lesson helping them in the learning process. (13) I would describe the learning environment as fun and active, over all there was a positive atmosphere.
Learners were involved in the discussions, they were enthusiastic about reading out loud, and they were comfortable about using expression when reading in front of other learners. I created this atmosphere by having a warm positive attitude towards learners allowing them to feel comfortable and therefore allowing themselves to be open during the lesson. (14) To promote the learners critical and creative thinking, I had to allow students to voice there own opinions when addressing problems or facts of life regarding social issues etc. n one particular discussion we discussed as a class prostitution, this topic arose as Jack the Ripper was involved in murdering prostitutes. The students discussed this matter in an adult fashion explaining to me all their different views on prostitution, the positives and negatives of having this type of job. It was interesting to see how the different views on this came up regarding the different cultures in the 3 class. Allowing the students to express them self in this way allows the students to creatively think. 15) There wasn’t any conflict involved in the lesson however when topics were discussed freely at stages the students would get overly excited and were all wanting to express their opinions at once to resolve this we decided as a class that we would go from group to group to discuss the topic in turns that way keeping order in the class. The students responded to this well, as they are all in their teens I think it was important that they were not “babied” and they were allowed a say in the way things were to be run! I find a democratic but controlled teaching style works best for me. 16) Media used in the lesson included the set work book of Jack the Ripper and the in the previous lesson the students were shown the movie of Jack the Ripper which was then used as a reference in this lesson. The movie was used to show visual images to students allowing it to stick in their memories better. I do believe the media increased the learning process for the students as many students are visual learners; therefore a video increases this way of learning for them. (17) Positive speech was used a lot encouraging students when they seemed distant from the lesson, making small jokes when the atmosphere seemed to be dull.
Ways in which you can motivate students which was used in this lesson involve: Balance the challenge; here Students perform best when the level of difficulty is slightly above their current ability level. If the task is too easy, it promotes boredom and may communicate a message of low expectations. Therefore the questions which I asked had the students using thinking skills, helping them to be more motivated to answer questions. Another way to motivate is to provide choices, here students have increased motivation when they feel a sense of autonomy in the learning process as they feel as though they have a say in the class proceedings.
Also to create motivation it important to adopt a supportive style of teaching this allows for student autonomy and can increase student interest, enjoyment, engagement and performance. Supportive teacher behaviours include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students. (18) Yes, I do feel that my learning outcomes were achieved. The lesson was a fun yet educational inactive hour with the students which involved testing their knowledge, making them aware of the previous lesson where they had attended.
As well as addressing current and past worldly involvements and reaching the desired point in set work book that was needed to be reached by that period. (19) If I was to present this lesson again, the only aspect that I could see could do with some change is the recap quiz I did in the beginning. I think in future it could be a good idea to actually get the class into groups and for each group to come up with three questions which they would ask the class to answer that way I could assess which question they came up with and to what level of difficulty their questions are. 20) Yes I have enjoyed this assignment as it allows one to reflect on the lesson you prepared and conducted, therefore critically examining my flaws and strong points. It allows you to see where you can improve and what strong points are present. From this assignment I have learnt that I am 4 capable of keeping the attention of a class and have the ability to be creative in coming up with different ways of conducting teaching. 5 BIBILIOGRAPHY Nieman, MM & Monyai, RB. 2006. The educator as mediator of learning. Pretoria: van Schaik. The educator as mediator of learning. Only study guide for EDMHODR.