Hello everyone,
These are some reflections which I came up with related to today's observation session:
As is the case in the previous week, I noticed that the students automatically divided themselves into two groups. On one rectangular table, there were the "hard-working" students while the "uninterested" pupils sat around the other table near the door. Ms. X placed her things on the table where the hardworking students were sitting rather than on her own desk. Eventually, this led to her giving more attention and most of the time addressing the hard-working students rather than the indifferent ones as well. This observation has led me to decide that during my TP, it's best to put my things on the teacher's desk so as to reduce the risk of making eye contact with only one group of students.
Furthermore, during the lesson, Ms. X, touched upon 3 different topics on purpose (she explained to me the reasons behind this). Firstly, to try and direct their focus, she summoned them to work a Logic question. After the correction of this question, she posed questions about last week's topic (5 Generation Languages) and she revised the key concepts briefly. Then, she switched to the new topic, Inputting and validating data. Ms. X later explained to me that she did this on purpose in order to keep them on their toes. Personally, though I agree with this reason, however I don't think that this is an effective strategy since the students in 1 and a half hours had to switch their train of thought thrice. If I were a teacher, I would have revised last week's topic in the form of a game in which the class is divided into 3 groups of 5, give them small slips of paper with i) definitions of each generation language, ii) examples such as 100111111001, MOV A, 32 , int i = 0 and iii) the name of the generation language (such as first generation language, Assembly...) In this way, collaboration and sharing of knowledge between students would have manifested themselves.
However, Ms. X performed several seemingly insignificant actions which illustrate the meaning of passion for education. I admire Ms. X when she collected the homework - a question from a SEC paper - one by one so as to make sure that everyone had handed it in; she acknowledged those whose work was neat and complete. Even the way, she corrects disruptive students, rather than shouting and trying to show off authority, she reasons out and explains the consequences of their actions such as wasting the time of their classmates, growing into disrespectful and irresponsible adults etc. Another good pedagogical skill that Ms. X employs is that she explains using real life situations. As a case in point, when she was discussing data safeguarding, she mentioned the case of the American hacker who stole 1 cent from every bank account and the hacking of traffic lights in a film.
Since I visited another double Computing lesson, this time a Form 3 class of 11 students, I was able to make a comparison between the strategies employed by the two teachers. In these two distinct classes there were 2 students who had unacceptable hairstyles. The school's diary states that hairstyles should be according to the school's dress code. Now, Ms. X sent her student to the headmaster however, Mr. Y didn't do so. He satirically told him, "Qisek ghandek farrett f'rasek"; the student smiled back. In this case, I prefer to replicate Ms. X's approach - although undoubtedly, she wasn't well received by this student - because I agree that this student needs to work upon abiding by the school rules; this serves as a preparation for his working career in the future. Above all, by taking a disciplinary action, I will be setting an example in front of the students that I too respect my workplace's rules which are there to safeguard a harmonius environment.
In an ICT lesson with Form 1 students, Ms. X told the students who hadn't brought their pen drives to work alongside those who had brought it. On the other hand, Mr. Y didn't allow a student to work ona PC station as he was without his flash disk. Instead, he presented him with a crossword puzzle which he silently worked out. I'm still in two minds, which manouvre is the best since one encourages sharing and collaboration while the other is more punitive although it was effective indeed. Having said that, I do have my preferred method; I think that I would rather imitate Mr. Y's approach because I would be getting the message through that it's unacceptable to leave the material at home and at the same time the pupil is still cognitively active.
Another significant factor that I've reflected upon is the use of language. Mr. Y, unlike Ms. X, with colloquial expressions like "Aghmel wahda tajba, man", "Hemm xi problema halli jekk dak nieqaf inredden?" and "Istja, prosit!" created a very casual atmosphere and the students on their part seemed to enjoy his lesson. However, I firmly believe, that such language shouldn't be used in class even though the students seemed to relate to it. On my part, I will definately not use such language because I think it's the teacher's duty to act professionally.
