Narrative Report #3

At the time of our arrival, the class appeared disorganized but some of the reporters had their visual aids ready. When the report started, it was clear that the first reporter wasn't ready for it and that her voice wasn't loud enough to be heard in the back. Additionally, the student continues to read his copy of the report. Randy, one of the reporters, is well-prepared with his report and a competent group leader, which helped his groupmate improve his report. While reporting is ongoing, the teacher expands on the topics covered by the reporter. To help students grasp the lecture better, the teacher engaged them in a dialectical discussion and used analogies from everyday life. Additionally, she made the classroom quiet so that the children could listen to the reporters while they discussed how to solve the inflation rate. Given that the reporters didn't include any visual aids in their report, they utilized the module and the book as references. Additional examples were provided before the brief quiz. While some students are responding to the quiz, others are waiting for their classmates' answers at the back. Only 3 students managed to complete the exercise within the allotted time when the teacher ordered all of the students to stand up after the quiz was finished. The teacher first allowed the students to answer in front of the class before guiding and correcting their responses. The teacher assigned a homework assignment for the students to do after class. When she taught her second class, students provided her visual aids with photographs to support their reports, but they only placed them when the teacher arrived, taking up class time. Due to their excessive talking and behavior as if there is no teacher in front of them, students are obviously not prepared for the class. Since the setting is already noisy and interferes with their ability to learn, it is impossible to hold students responsible for their actions. No matter how loud the reporter's voice is, they are unable to hear him or her. The second class used books as a source of information and followed the same reporting format. It so happened that their behavior during the short activity, they are the same with the previous class who’s not taking the activity serious and just relying to their classmates’ answer.

Prior to our first-class observation, the instructor had successfully managed the classroom by allowing students to participate in the activity and pay attention to what the reporters were talking about. Activities that involve solving problems require the teacher's efficient management. She was able to break down the discussion into steps and clearly define the concepts so that the students could understand how to proceed with their task. She even allowed them to complete a brief task to see how well they had understood the lecture. However, as the activity is ongoing, some of the students are not being very cooperative. But compared to the prior meeting, students seem to have learned something from this lecture. Additionally, it is preferable to have activities like these in a more engaging atmosphere so that the students can acquire the lesson more effectively. They could play a game or interact with their classmates while learning. The students will be able to retain the problem-solving process and the lesson more effectively as a result. Since they are going to interact with their peers and feel more motivated to learn as a result, this will be an effective way of learning. Additionally, the teacher should make the back row of students feel involved from the start of class because it is obvious that some of them are not engaging. Even though some of the students in the back were not paying attention to the lesson, the teacher only paid attention to the students in the front. In a setting like theirs, where noises are constant and easily distracting, it is better to recognize one another and use some interactive teaching methods. Students will study effectively as a result, and their motivation will also increase.

Reporting, discussing, and solving problems may at times become boring. The student's desire to learn and pay attention to the discussion is, in fact, declining. It makes sense that some of the students weren't paying attention and were instead chatting with others in their class. Effective classroom management is crucial for the effective performance of the students. I might act in a similar manner if I were one of the students. Therefore, a more effective approach should be used in this situation to facilitate successful teaching and learning. It is crucial to take into account and ensure that every student participates in the discussion and activity and learns something. Games, peer interactions, and groupwork activities can all be used to keep grade 9 students engaged in the classroom. This is especially true given the way their classroom is set up. It is preferable to have an exercise rather than simply having a discussion with students, especially in the shared classroom set-up they have. It would be recommended to innovate the teaching approach for improved learning given the potential for distraction during the lecture. As a result, this week's observation helped me to understand how crucial good teaching strategies are to maintaining students' meaningful and successful learning inside the classroom.