Dialectical Journal for ED 335 Teaching Practicum
Date: January 12
Observations/ Account
(What Happened?)
The day started with a devotion. When
the teacher was telling the story, she
used various volumes of her voice.
Between the classes and after the lunch
time, the teacher made students to stand
up and dance with a song. And the
teachers danced with them too.
There are two teachers in this class. In
Math class, the teachers divided the
students into two groups. In first period,
there will be two sessions at the same
time in the classroom at different area. In
second period, the teachers will change
the students group. And give the same
lesson that they gave in first period. But
with the different methods.
Name: Yerang Cho
Reflections & Critical Response
- The students were paying
attention to her voice and also
answering her questions very
actively.
- The students are still at their
young age so they need to move
their body in order to
concentrate. It helped them to
concentrate more during the
lesson. Also dancing with them
and engaging with the students
shows that teachers enthusiasm.
I think this is a very helpful
classroom management method.
- It is easier to manage the
students. In one group, there
were seven students. The
teachers can give each student
more attention and time to
explain clearly. Also teaching
same content with various
methods is helpful for the
students because they are all
different. Using differentiated
lesson is something that is
essential for the teachers.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
In Math class, the teacher was
frequently asking students for the
answers. The teacher was asking what
step is next ex) What is our next step?
The students were raising their hands,
and came up to the board and answered
the question step by step. In every step
the teacher asked different student to
come up.
In Math class, there was a girl who was
not raising her hands. The teacher asked
her to come up and said ____ do you
think you can come up and do arry?
Come on up here if you need help, we
will help you out! and the girl solved the
problem.
After the teacher goes over the methods,
she gave the students a worksheet.
Some of the students finished it faster
than other students. The teacher was
checking the students one by one. She
gave the students who finished early
markers, and had them to chose few
questions on the board. The students
were excited to solve the problems with
the markers.
Name: Yerang Cho
Date: January 19
Reflections & Critical Response
- This is most common method for
formative assessment during the
class. Especially for Math class,
the students need to follow the
process of problem solving, so it
is very helpful.
- Not leaving anyone back. The
teacher tries to make everyone to
understand. The teacher gives
everyone a chance to
demonstrate their understanding.
The teacher made students to
feel comfortable and safe to get a
wrong answer. She encouraged
the students to confident and
understand.
- The teacher knew what to do with
the students who are advanced
than others. It helps them to learn
more. Also by having them to do
something, the teacher can
spend more time with the
students who needs extra
explanation and time.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
When the students were sitting on the
carpet(each student has a square on the
carpet), one student was melting down
on the floor. The teacher was telling a
story. After she finished the story, she
said to the student can you sit up? but
the student did not change his position.
The teacher said I need you to stay in
your box so you dont disturb other
friends who are next you
The teacher continually reminds the
students to put their hand up if they want
to talk.
During the English lesson, the teacher
and students were creating a poem
together. The teacher was asking
students ideas. Couple of students were
telling their ideas to the teacher. The
teacher saw a student who were not
paying attention,and asked him to pick
whose sentence they should use.
Name: Yerang Cho
Date: January 30
Reflections & Critical Response
- When the teacher need to deal
with students behaviors, the
instruction should be specific and
direct. Let the students know that
what the teachers expectations
are. It is very important especially
when the students age is young.
- For the classroom management,
the teacher should be consistent.
And I was able to learn to be
more patient from the teacher.
Also teachers need to wait for
students to react on what the
teacher want them to do.
- The teacher helped the student
to pay attention by giving him a
role in the class. The student felt
his responsibility and he was
engaged with the lesson. This is
a positive way to solve a problem
in class. Also by giving the
student the choice, teacher was
fair to everyone. If the teacher
choose the idea, other students
who did not get picked, might feel
disappointed and discouraged.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
During the Biblical Study lesson, the
teacher and students were reviewing
what they learned so far. The topic was
about Jesus disciples. When the teacher
asked what the word was that they
learned yesterday. The students could
not answer. Teacher said It starts with a
d. The students could not answer.
Teacher said Deeeee. Finally one
student answered Disciples!
In the beginning of every lesson, the
teacher reviewed last class.
Name: Yerang Cho
Date: January 31
Reflections & Critical Response
- This is an example of simple
scaffolding. When the students
could not answer the question,
the teacher did not give the
answer right away, but gave
them a hint so they can think by
themself. This way the students
can remember longer and they
will take initiative in learning. In
order for the scaffolding to
happen, the teacher needs to
understand her students well.
She needs to know what the
students already know and what
they dont.
- This shows me how important it
is to review in every class. And
make connections with what the
students already know. I learned
in the class and when we make
lesson plans. We learned to
review in the beginning of the
lesson. It was impressive to see it
in a real class setting. Also I was
able to see how helpful that is for
the students.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
When the teacher was having a lesson
at the carpet area, she asked students to
bring the clipboard and a pencil. When
she said Go and counted up to five 1,
2, 3, 4, 5 the students quickly went to
their desk and grabbed clipboard and a
pencil, sat back on the carpet.
In Math class, the students were learning
about comparing fractions.The teacher
used square white bread to compare
different equal parts. For example,
one-half, one-third,
one-quarter,one-fifth,etc. She gave each
student a bread and a fraction, told them
to cut the bread into the number of equal
parts that was given. Students cut the
bread. The teacher compared the bread
pieces on the middle of the table.
Students understood that one-half is
bigger than one-fifth. After the
comparison, the students were allowed
to eat the bread with cinnamon butter.
Name: Yerang Cho
Date: February 2
Reflections & Critical Response
- Telling the students what the
teacher expects from them
clearly is very important. Also the
teacher gave them the
measurable time so the students
were on task. It was an effective
way.
- The teacher provided the
students a real life object. It
makes the lesson more relevant
for the students. Also many of
students who are in this age
group are still concrete thinkers.
It is very helpful that the teacher
provided real object. And they cut
the bread by themselves. Which
help them to take initiative in
learning. Also this activity fosters
students intrinsic motivation by
allowing them to eat the bread at
the end of the lesson. The
teacher asked Did someone eat
more than others? the students
answered No we had equal
whole bread. I found this lesson
as a great example of teaching
Math in a fun way.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
In English class, the teacher separated
students into three different groups
according to their spelling level. And
separately did the spelling test with the
words that has specific sound.
Name: Yerang Cho
Date: February 3
Reflections & Critical Response
- The teacher was assessing the
students ability of spelling by
differentiating the levels of the
words for the spelling test. If I
were the teacher, I would do the
spelling test all together with
different levels of the words. The
students might lose confidence in
spelling if they find out the words
they are being tested are way
easier than other groups. If we
give everyone the same words in
the test with the mixed levels of
words, the advanced level
students can build more
confidence by getting easy words
right, the students who needs
more support can be challenged
by the difficult words. If we use
this method, it can expose the
students to the dynamic
vocabularies.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
In UOI (Unit of integrity) class, the
students were working on a report
worksheet. It was individual working time
for everyone. One student M was
struggling to sit still and answer the
questions on the worksheet. M started to
distract other students because he did
not understand the questions. The
teacher gave him two warnings to work
quietly. But M still could not concentrate
on his work and asked questions to other
students who were working on their own
paper quietly. The teacher told him to
work at the separated table that was
higher than other tables. It did not have a
chair.
Name: Yerang Cho
Date: February 6
Reflections & Critical Response
- The teacher did not scold M right
away and gave him chances to
fix his behavior. Even though the
warnings did not work, she was
merciful and trying to help M to
be able to work by having him to
stand. Because he could not sit
still. I think it helped M but the
Ms struggles main point was not
sitting. I think M was not
concentrating because he did not
know what to answer on the
worksheet. I do not know why he
did not ask the teacher. It would
been better if the teacher asked
M what did he not understand
from the worksheet. And giving
him the directions for the
worksheet to help him to answer
by himself without asking other
students. Sometimes in the
classroom the teacher will not be
able to understand what is going
on. Still need to try our best to
figure out the needs of the
students.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
The students are observing their own
plants for the science project. Each
student have their own plant to water.
They can chose from salt water, sugar
water, or plain water. But it has to be the
same kind of water everyday. In a plastic
cup, there are green bean seed but did
not start to grow yet. On first day of the
observation, the class went out to the
garden area of the school. And they
were given a dropper and need to
measure 6ml to water the plants.
The students did not know how much is
6ml. And the dropper did not work
properly. It was hard for the students to
water the plants 6ml. The teachers had
to help every students to water the
plants.
Name: Yerang Cho
Date: February 7
Reflections & Critical Response
- First, the purpose of this
experiment is to see how the
plant will react and grow
differently by different kinds of
water in one week of time which
is not enough time for the plants
to grow significantly. The
teachers did not have enough
time for this experiment but they
had to teach students because it
was part of the curriculum.
Second, there was not enough
time for teachers to prepare and
explain, the students were
confused even though they were
happy to go outside from the
classroom. I think this experiment
could be done better if the
curriculum(from the school) gave
the teachers more time.
- Also the measuring the water 6ml
was too confusing for 2nd
graders. If I were the teacher, I
would use a measuring spoon or
something that can simply
measured without confusion.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
During the Math class, the teacher asked
few students to come up and change
fractions into decimals. One boy C, was
asked by the teacher. But he said I dont
know, I cant do it, I dont understand.
Then the teacher showed the process of
converting fraction to decimal one more
time and asked C again. C was still
refusing to try it. The teacher asked
Would you like to see few more times
and try? and C said Yes. The teacher
asked few more students to try on the
board. Asked C again. And C was able
to do it. She asked the whole class if he
did it right and everyone said yes.
Name: Yerang Cho
Date: February 8
Reflections & Critical Response
- The teacher did not just let C give
up and not try. At first, she
showed one more example.
When C still did not want to try,
she gave C some time to
process the content by himself
while watching other students. C
could been discouraged yet the
teacher did not say anything that
will make C embarassed. After
giving C some time, the teacher
consistently encouraged C to try.
When C was able to do it, the
teacher engaged the whole class
to the lesson by asking them to
check Cs work.
- This is a great example of
teachers patience and classroom
management. The teacher
created a safe learning
environment by not making C
ashamed or embarrassed
because he could not solve the
problem. Instead, she taught the
students it is okay to not know
but need to try until they
understand.
- I believe safety in classroom
physically and psychologically is
very important for the students.
Effective learning and teaching
can happen when the students
feel safe in their own classroom.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
During the Math class, everyone was
marking their own homework with the
teacher. Teacher used projector and
went over the questions one by one. The
students were responding to the teacher
and marking their own homework. One
boy was marking his homework all
correct when the teacher did not even go
over that question. The boy just marked
every question correct by himself. When
I looked at his homework paper, there
were few questions that he got it wrong.
Name: Yerang Cho
Date: February 9
Reflections & Critical Response
- The teacher was using the
projector and the students were
sitting on their seats. So it was
hard for the teacher to know what
is going on with the students. If
the teacher wanted students to
listen the solving process of the
questions, she could had
students to sit on the carpet area.
And write the questions out on
the whiteboard. That way the
teacher can have students
attention. Also many of the
questions, no one got it wrong.
But the teacher still explained the
process. If I were the teacher, I
would check the homework
questions by myself and mark the
ones that students got wrong
answers. And talk only the
problems that the students got it
wrong. This way, we can save
class time and marking
homework time will not be
meaningless for other students
who can easily solve the
homework problems.
- But I also know that it is
important repeat the problem
solving process for young
students. It can help them to
remember better.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
In the Biblical Study class, the students
were learning about Jesus disciples.
Philip who was one of the Jesus
disciples. He was not Jewish but
foreigner. As a whole class, the students
discussed about how the Gospel is for
every people and nations. Also the
teacher taught that no matter where the
person is from God loves everyone.
And asked the students When you hear
the Gospel is for everyone and nation,
what can you think about? One boy
said, We can tell other people the
teacher said Can you think of two
people that you can tell Jesus about?
Many students said they can tell the
Gospel to their workers and drivers.
When the students were practicing their
memory verse for the week, the teacher
showed the students the Bible verse.
They read it together few times. After
that, the teacher separated the students
into three groups. And gave different
parts of the verse to different groups.
When the teacher pointed one group,
they stood up and memorized the part
and next group memorized next part of
the verse. After few times, the teacher
gave the different parts to different
group.
Name: Yerang Cho
Date: February 10
Reflections & Critical Response
- In this class, the teacher is
practicing Head, Heart, and
Hands method that Dr.Kim taught
us in the Bible classes. In this
way, the students can apply and
practice what the Bible tells us to
do. The teacher made the lesson
to be more relevant to students
lives. This kind of learning will
remain students memory longer.
It can be a life long lesson.
- The teacher used this strategy to
help visual learners, auditory
learners, and kinesthetic learners
at the same time. It is very helpful
for young students. This is a
great example of differentiated
teaching method. Also while the
students are memorizing, also
they were having fun. After this
activity, everyone was able to
memorize the Memory verse of
this week.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
Today was swimming day for our class.
The students went to the swimming pool
area and the PE teachers made the
students who were going swimming to sit
under the shade. There were six sick
students who could not go for swimming.
The teacher told them to sit by the other
side of the pool and read a book that
they brought. The students who could
not swim, the read the book for a while.
Not long after, the students who were not
swimming started to jumping and running
around the area. The teachers were
having a hard time to keep them calm.
During the recess time, the students
were playing at the playground area and
also in the hallway. Few teachers were
outside with the students and
supervising. One teacher played tag with
the students. The other teacher was
kicking the ball with the students.
Name: Yerang Cho
Date: February 23
Reflections & Critical Response
- First, the students who were not
swimming could have stayed in
the classroom with the other
teacher. Second, they could
brought some paper and pencil
so they can draw. Third, the
swimming time 40mins were too
long for the students to stay
calm. The students who were not
swimming did nothing but reading
the book and arguing with the
teachers.
- One thing that I noticed in this
school, the teachers know most
of the students names. Even the
students who are not from their
class. I find that is this schools
one of the many strengths.
Overall atmosphere of the school
is warm. I think students have a
strong relationship with the
teachers. It makes the students
to feel comfortable and safe in
the school. Which can leads to
the students effective learning.
Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
Field Trip: Ragunan Zoo
The students went on a field trip to
Ragunan Zoo. Because they were
studying about endangered animals.
The teachers gave students a booklet
that has What do you see?, Habitat,
Question sections. Also it had sketch
the animal section. We saw many
endangered animals like Komodo
dragons.
When we were in Gorillas area, there
were many different looking monkeys.
When we were passing by monkeys one
of the boys said They look so ugly! Why
are they so ugly?. And he pointed the
monkeys. The teacher said For them we
might look ugly. God made all of us
differently. That is not a nice thing to
say.
When we were observing pelicans, the
students were sketching the pelicans.
One girl said Why is their beak so big?
The teacher said What do you think?
What do you think they do with their
beak? the girl said Eat?. Teacher said
Right, what do you think they eat? The
girl said Fish? Oh they want to eat a lot
of fish
Name: Yerang Cho
Date: March 2
Reflections & Critical Response
- Field trip is one of the many
effective ways to teach children.
It brings learning into students
life by experiencing and
observing by themselves.
- The teacher had a teaching
moment. She is telling the boy to
think about in a different
perspective. Also teaching that
monkeys are also Gods creation
just like us.
- When the student asked a
question, the teacher did not just
give the answer. And scaffolded
students to think deeper and find
the answer by herself.