ELE 403 Practicum Teaching I_ Reflection on Teaching_Evaluation Criteria

Student Teacher Name: Buse AYVAZ Date: 22.11.2019

Write a very brief reflection on your first official teaching considering your lesson plan process and your teaching setting
(classroom size, students, topic you teach etc.). Critically reflect on your teaching by finding answers to the following questions:
-Short description of your teaching (teaching setting, topic you taught, class size and grade etc.)
-What was good and bad about the experience? What did you feel went well or not in your teaching? How do you know it went well?
-What sense could you make of the situation overall? What else could you have done?
I taught about Legendary Figures to 10th grade students, which were 35, in Kocatepe Mimar Kemal
Anatolian High School. I could not complete what I had planned because I had some problems before the
lesson had started. But, the students were so interested in the lesson. They were listening carefully, asking
questions and answering properly.

Written content Excellent Good Satisfactory Poor Unsatisfactory

Lesson plan organization/design:
 Main points are clear and well developed;
used time well
 Content of activities is well developed
considering assigned topic and language
focus
 Coherence and unity across objectives,
activities, activity purpose, assessment, and
materials
 Lessons are planned that incorporate a
variety of appropriate activities
20 16 12 8 4
While planning, I was attentive to make all the activities
coherent by using the state course book. The unit in the
book starts with Nasreddin Hodja, then moves with
Köroğlu, and then goes back Nasreddin Hodja again. Also
the lexical choices are irrelevant. That’s why I put them
into an applicable and coherent order.

Creativity: 5 4 3 2 1
 Shows personalization, resourcefulness and I couldn’t show much creativity. I took the listening audios from the
originality course book given by state. I just could create a role-play activity to add
a production part and also to make students differentiate –t, -ıd, and –d
sounds at the end of the past verb, which I especially got them from the
listening text, I ask a Canadian friend of mine to pronounce them. For
the post activity, I would plan a speaking activity. I would dress up the
students like Nasreddin Hodja and make them tell the story we had
studied in their own words. And to make it more comprehensible, I
would give them some words and verbs from the text. They would tell
the story by using them.
Purpose: 5 4 3 2 1
 Rationale for each activity was well- Comments: I tried to make the lesson communicative as much as
developed (purpose) possible, however the state book and practicum teacher didn’t give me
much opportunities.
For the warm-up, they listened an audio and decided the given
statements true or false. It told about who is Nareddin Hodja because
the lesson would be about a story of him.
Before starting the main activity, I presented the possible unknown
words for the students, by giving examples, showing describing
pictures. It was kind of a stand-up show to make them learn the
vocabularies. Then for the main listening activity, the students listened
the audio and matched the picture on page of the state book with the
given vocabularies, which are the ones that I had showed just before.
Also I prepared a worksheet for the main listening. There included
putting-into-correct-order activity, as Communicative approach
suggested, and differentiating the final sounds of the past form verbs,
which was the objective in the curriculum. I made just a little bit
change. In the state book, the given verbs was not related with the ones
 we used during the lesson and I took the ones I used and asked a
Canadian friend to pronounce them.
And for the post part of the lesson, I would prepared a controlled role-
play activity because the students weren’t used to any production
activity like that. I would give some words from the story of the Hodja
and dressed them up like him. I made a beard, a hat of him and a fancy
coat. They would pretend like and tell the story in the Hodja’s words.
But I couldn’t because my practicum teacher came to school very late
and I had to start the lesson 20 late.

Delivery (Teaching) Excellent Good Satisfactory Poor Unsatisfactory

1. I lead the class with well-prepared
activities, effectively and
appropriately present planned
activities.
10 8 6 4 2
Comments: even though I couldn’t use the smart board. I used my own laptop and
made the students listen the audios by walking around the classroom with the laptop
in my hands to help them hear clearly.

2. The objectives of the lesson is Excellent Good Satisfactory Poor Unsatisfactory

clear to the students. 5 4 3 2 1
Comments: My activity were really specific to my abjectives.

3. I have an open and approachable Excellent Good Satisfactory Poor Unsatisfactory

relationship with students (engage 10 8 6 4 2
with students/ responses to
questions/create interaction Comments: whenever they asked something, when they couldn’t finish the activity or
between Sts and Sts). understand the instruction, I gave it over and over again by showing. However, the
lessons was based on individual work because I couldn’t risk applying group or pair
works. They were so noisy and annoying while the main teacher of the class giving
the lessons. That’s why I wanted to make everything under my control.
4. The language I have used in the Excellent Good Satisfactory Poor Unsatisfactory
class is fluent, accurate, and
understandable for the students and 10 8 6 4 2
their language level (Clear, steady Comments: The students who listened to me while I was giving instructions, I
voice with good pace). understood me since they could complete the activities without a problem. But the
ones who were talking to each other always asked me what they were going to do.
That’s why I can say my instruction were basic, clear and slow.
5. I effectively and appropriately give Excellent Good Satisfactory Poor Unsatisfactory
class instructions. 5 4 3 2 1
Comments:

6. I show resourcefulness, Excellent Good Satisfactory Poor Unsatisfactory

personalization, flexibility, 5 4 3 2 1
originality while teaching. Comments: While teaching the vocabularies, for example, I tried to get their
attention with my voice, examples, the pictures and my body language.
7. I check students’ understanding Excellent Good Satisfactory Poor Unsatisfactory
using informal assessment
5 4 3 2 1
techniques (asking questions or
Comments: I consistently tried to hear the answers from them. And asked if there
observing student work).
was anyone answered different.
 8. I provide regular, clear and Excellent Good Satisfactory Poor Unsatisfactory
accurate feedback to students on
5 4 3 2 1
their performance in the class.
Comments: I think I am a friendly teacher. Based on my experiences when they like
their teachers they learn more. Because of the, I tried to be extra kind. The students’
pronunciation was really bad. When they answered to me, I repeated their sentences
with correct pronunciation by smiling, by saying “Yes, you’re right……..”

9. I use appropriate materials and Excellent Good Satisfactory Poor Unsatisfactory

technology including the effective 10 8 6 4 2
use of classroom materials (when
necessary and appropriate). Comments: The only technology I used was my PowerPoint presentation. It was the
only thing I could use.

10. I use the time effectively. Excellent Good Satisfactory Poor Unsatisfactory
5 4 3 2 1
Comments: If I had not started the lesson 20 minustes left, I could have finished my
lesson right on time. But I couldn’t. For the warm-up and main activities, I can say “
right I used the time effectively. When I heard the ring, I disappointed because
during the whole class I waited for the role play. But when Melike Teacher started to
clapping and the student joined her. I relaxed a little bit.

Total Grade ……89…/100

Overall comments: