Peer Observation

 

Anupama Welikandage's teaching demonstration, centered on teaching the "Present Continuous tense" for her grade six students, showcased a masterful blend of strategies. She demonstrated the post-task stage of the lesson using strategies such as questioning, giving instructions, and giving feedback. It was identified that classroom management techniques were well demonstrated. Clear instructions were provided in order to make her students understand the nature of the task that she was going to do. 

In the realm of pedagogical theory, she artfully wove the threads of Behaviorism and the Game-Based Approach into her teaching tapestry. She incorporated paper balls to teach present continuous tense and evidently, this game was a good approach to the lesson since this encouraged her to maintain active engagement throughout the lesson. Students appeared to be actively engaged with the lesson. Indeed, the classroom seemed to pulse with energy as students enthusiastically dove into the activities, mirroring the motions scripted on those paper spheres. This fusion played a pivotal role in making her demonstration a success.

However, amidst the triumphs, it is noteworthy to mention that she confronted a few challenges when demonstrating her teaching. When she strived to make the teaching demonstration engaging, it was noted that the demonstration could have been more compelling. Another challenge was the audibility. Since audibility is affected when asserting authority, it is good if she improves audibility.

In conclusion, my peer’s teaching demonstration successfully applied the chosen classroom techniques fostering a positive classroom environment. Her fusion of pedagogical theories, creative teaching tools, and unwavering commitment to her students' engagement underscored her dedication to the art of teaching.

Reflective Summary

 

I have successfully completed my teaching demonstration which was one of the assignments related to the Classroom Management course and it was a good experience for me since this was my first onsite teaching experience. For the teaching demonstration, I demonstrated a grammar lesson “passive voice” for grade ten students and it was the post-task. Positive reinforcement, immediate feedback, and giving instructions are the strategies that I used during my teaching demonstration. Overall, I believe I did fairly well in implementing these strategies. Incorporating gamification in the lesson immensely contributed to promoting student-centered learning for the sake of maintaining the interaction within the classroom. Malamed (2012) has stated that “gamification is the process of engaging people, motivating action, promoting learning, and solving issues utilizing game-based mechanics, aesthetics, and game thinking”. In a nutshell, it is noteworthy to mention that social constructivism and behaviorism were employed in my teaching demonstration.

The feedback received from the lecturer in charge indicates that the structure of the lesson was deemed good, and it was further noted that the task employed in the lesson demanded a high level of mental activation, which is considered beneficial for the chosen target language. Active participation from most of the students was observed as a result. These aspects can be regarded as the positive aspects of the teaching demonstration.

However, a challenge was encountered in the form of time management, leading to the last part being rushed due to insufficient time. It has been identified that it would be preferable for techniques to engage the audience more effectively to be utilized, as there was a slight disconnection between me and the students.

Various means were employed to engage the audience. Group activities were encouraged, leading to the enhancement of collaborative and cooperative learning modes, as well as the galvanization of their comprehension of the material. To increase engagement, a primary focus was placed on the seating arrangement. Students were asked to arrange their seats according to their preferences leading them to do the assigned task. The lesson was initiated with a game to teach, and this resulted in the creation of interaction among the students. The use of visual aids, marks given tasks, and positive reinforcement (pebbles for the winners) were found in my teaching demonstration and it immensely contributed to the creation of engagement within the classroom. Learning with authentic materials was identified as a method to reduce the monotony of traditional learning and transform the learning context into a happening place for the students. It was understood that improvements must be made in the instructional time and the management of students' engagement with the lessons.

Delivering this teaching demonstration provided me with valuable insights. I realized the importance of flexibility in teaching and also recognized that building a positive classroom culture takes time and consistent effort, and I intend to continue fostering a supportive learning environment in future teaching endeavors.

In conclusion, this teaching demonstration allowed me to assess my classroom management techniques, identify strengths and areas for improvement, and gain valuable insights into effective teaching practices. I am committed to applying these lessons in my future teaching endeavors to create a more engaging and supportive learning environment for my students.

 

 

 

 

 

My Teaching Philosophy 👩‍🏫

I believe that education is not about passive reception but active engagement, not about extinguishing curiosity but igniting a lifelong thirst for knowledge. 

                                        

In my opinion, a teacher is typically considered a facilitator of learning, responsible for imparting knowledge and fostering critical thinking and creativity through incorporating collaborative works within the classroom. My ESL teaching experience has always fostered me to see myself as a wizard, and my classroom as a place where extraordinary things happen through the interaction of the students. Combining the magic with sound pedagogy can create a truly transformative ESL learning experience for my students. I believe that each student is unique and has different interests, abilities, and paces of learning. Through magical power, it is my responsibility to shed light in order to increase their academic performances and give rewards when they reach the outcomes.

My teaching style is mainly focused on student-centered learning and I provide the best methods and strategies necessary to promote the interaction within the classroom. All children have enormous God-given potential and as a teacher, I should assist each child in developing their own learning styles fostering flexibility in the classroom neglecting their social conditions. 

Incorporating active learning strategies namely, hands-on activities, discussions, and group work helps me to create and maintain a positive learning environment. I leverage visual aids and technology to create an organized, inviting classroom that caters to diverse learning styles. Also, I firmly believe that cooperative learning increases the interaction of the students, and this paves the way for enhancing the learning process.

Moreover, I believe amalgamating theories like Social Constructivism and Behaviorism into my teaching is immensely attributed to uplifting my teaching philosophy and increasing academic performance.

My teaching philosophy,

In a nutshell,

Get to know about me

 

Hello!😊

I’m Lakshani Rathnaweera, an undergraduate currently pursuing a special degree in Teaching English as a Second Language (TESL) at the University of Kelaniya, Sri Lanka. This teaching portfolio is a comprehensive documentation of my experiences, skills, and achievements in ESL education. Within these pages, you will discover my teaching philosophy, a reflective summary of my teaching, classroom management strategies and techniques, and my peer observation.

I invite you to explore this portfolio and gain insight into my commitment to excellence in ESL teaching.