Name of Student Teacher: Mr Timothy Joshua Ong

CS1: English Language

Subject: English Language

(1128)

Class: 106
Secondary 1 (Express)

Date: 13th April 2016

Wednesday (Odd Week)

Time: 11.40am 12.40pm

(60 minutes) 3 periods

Class Size:
40 (23 F, 17 M)

Learners Characteristics:
Mixed ability (Average to high ability learners)

Unit: Writing and representing skills

Topic: Feedback on English Mock Test

Reflections (Choose 1 aspect of the lesson to reflect on- positive or negative

one. It can be written in point form not more than 1 page)
1) What happened? (What did my students do? What did I do?)
In providing feedback for students English Mock test, students were slightly passive
in taking down the answers and appear a tad lacklustre in waiting for the answer to
be shown before copying down the suggested solutions. Hence, I took it to the
whiteboard and went through the questions section by section eliciting responses
from students for each question and subpart. This steered the lesson away from
merely being a one-way feedback session. I also noted that the summary question
was done rather poorly with a polarising range of marks.
2) Why? (Why did I think things happened this way? Why did I choose to act the
way I did?)
Perhaps in the earlier timed practise on comprehension, students were able to
handle the cognitive demands of one summary question done in isolation. However,
the true test came when students had to attempt an entire section of comprehension
along with the summary question. This is a plausible reason for the above
phenomena.
3) So what? (What have I learnt from this?)
I have learnt that whilst going through the corrections for comprehension passages,
it helps to incorporate some board work instead of merely relying on the visualizer.
This engages student better and helps to draw focus to certain more important
language features being tested. I have also learnt that especially for summary writing
skills, practice makes perfect.
4) Now what? (What do I want to remember to think about in a similar situation?
How do I want to act in future?)
I plan to provide students with ample practice for summary writing as this is an
important skill to hone during lower secondary years. The benefits will reap in due
course even though the current situation seems less than ideal. I may even buddy up
certain stronger students with weaker ones during such feedback sessions on
summary writing in future. This undoubtedly helps students learn from one another.