Dialectical Journal for ED 335 Teaching Practicum
Date : 31 January 2017
Observations/ Account
(What Happened?)
I started the lesson today by asking two
hypothetical questions to prepare
students to read the novel. My first
question was the same question I asked
on the previous day. The question was to
have students think if they are in a
sorrowful situation. I asked the same
question because I was not satisfied with
their answer on the previous day. Their
answer was not deep enough.
In the development of the lesson, I had
students read chapter one to four quietly.
I also had them be ready to summary
each chapter. After having students
present their summary, I got them into
groups of three for discussion. I gave
each group questions about the chapters
what they have read.
There were two questions for six groups.
It means that three groups should answer
the same question. After the group
discussion, I had students share their
answer with the class, and then we
discussed their answer as a class
I feel bad about myself leading a
discussion because sometimes I had a
difficulty in responding to students
answer. Sometimes, two or three students
talked among themselves when one
student was sharing.
In the closing of the lesson, I showed
them some pictures and I related the
picture to the next lesson. Finally, I said,
Thats all for today. Tomorrow we will
read chapter five to six. Then everybody
clapped.
Name : Jeremia Alexander
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
I asked the question because I wanted to show them
that it is easy to think and we are willing to imagine
ourselves being in a beneficial situation, but we do
not want to imagine the opposite. This is why
students did not respond with thoughtful ideas on the
previous day.
To have students feel the unfortunate situation of
other people is a valuable lesson because I learned in
Instructional Alignment class that teachers should
also teach the affective domain, not only the
cognitive domain.
I did not plan to spend more than five minutes to
have students share their summary, but I felt that I
needed to talk more about each chapter. As a result, I
spent about ten minutes on talking about the
summary. It forced me to take more than 35 minutes
to deliver the lesson. If I were to deliver a similar
lesson next time, I would only have students share
the summary because I just want to make sure that
students understand what they are reading.
Before having students share their answer, I planned
to show the questions using a PowerPoint slide, but I
forgot to do that. Fortunately, all students understood
what was being talked about in the class. Apparently,
while they were discussing, they asked the question
that the other group had. That is why everyone knew
the two questions I gave them.
My cooperating said that I should not feel bad about
it because I did not lose control of the class. There
was only a small talk, not chaos. Next time I should
be more aware of some students talking among
themselves at the other side of the class.
This is an effective closing because I left the students
thinking about the next lesson. Moreover, the
students applaud, which gives a sense of
completeness of the lesson.