Part B: Reflective report
In your report you should reflect on your overall experience of evaluating the programme and your own practice as a teacher. Among your reflections on this stage of the teaching and learning cycle and your Diploma project, you should include the following themes:
- The critical issues you have encountered in carrying out on-going evaluation of learning, and how these have affected your thinking for future planning.
- The critical issues you have encountered in evaluating your own practice, and how these have affected your thinking for future planning.
- Looking back on your experience in the Diploma, which professional issues stood out for you, and which would you like to develop further?
(approximately 1000 words)
|By evaluating the programme of my own practice as a teacher, I have come to realise several important factors.
The critical issues that I have encountered in carrying out an on-going evaluation of learning is that making sure the sources that I use to evaluate the learning is valid and reliable. The sources are of course not perfect and certainly have its flaws. The QAT not only focuses on planning and preparation, but also delivery, classroom management, competence in language and student learning monitoring. The QAT is more of general content and is not specific in each area. It is not detailed enough for programme planning as it is an evaluation towards the overall performance of the teacher. The QAT states for planning:
Demonstrates competence in planning and preparing for instruction. The teacher:
a. Sets and communicates high expectations for social, behavioural, and academic success of all students.
b. Uses student developmental needs, background, and interests in planning for instruction.
c. Selects strategies to engage all students in learning.
d. Uses available resources, including technologies, in the development and sequencing of instruction.
These criteria only provide a guide. The management can provide an explanation guide for each strand for the QAT so that the teachers can be more aware of the requirements needed. Each individual has a different understanding and interpretation of different information. If no guidance is provided then individuals might not be able to meet the requirements.
It is always good to get different ideas and suggestion from colleagues; however, some of them are new and are not familiar with the programme plan and the school’s programme. So any ideas and suggestion that was given might not be suitable for the Unit of Inquiry.
Collaborating and discussing with the programme coordinator is effective, but the coordinator is more focus on the programme of the school, which is the Unit of Inquiry, hence the objective of the subject and the skills learnt might be sidetracked for the sake of the Unit of Inquiry. As Mandarin is a language, sometimes it has to be a standalone subject in the Foundation stage as certain skills has to be acquired by the students before applying it in the Unit Of Inquiry.
It has made me more determined to take the initiative and reconfirm certain issues and also to ask for help when I am uncertain. Colleagues are there to help me but I must also learn to be confident of my skills and my methods.
The critical issue that I faced when evaluating my practice is that time plays an important role in ensuring I improve myself to meet the requirements of the school. The QAT is done on a termly basis, meaning a performance evaluation is given during one lesson and expected to be corrected for the entire term. I feel it would be better to have an evaluation more often so that any weaknesses towards teaching can be corrected immediately. If it is not corrected, soon it will become a habit and will often be repeated in class even though it has already been pointed out.
It is important to be reminded of it and to be advised on what to do more often.
It is always good to get different ideas and suggestion from colleagues; however, some of them are new and to the field and might not have the confidence or experience to voice out their opinions. The programme coordinator is helpful in giving suggestions for areas of improvement. It would be helpful to have continuous constructive criticism for continuous development of my professional practice. I will take up their advice for my future planning and ensure that a continuous evaluation of my professional practice is done to make sure I am on the right track in creating a suitable learning environment for the students.
By reflecting on my past and current practices, the professional issues that occur to me are realised when discussing with my colleagues. Based on the advice given by my colleagues and programme coordinator, the most significant areas for improvement are:
a. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
b. Uses available resources, including technologies, in the development and sequencing of instruction.
c. Encourages student reflection and self-analysis.
d. Provides substantive, timely, and constructive feedback to students and parents.
e. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
These are the significant areas which I would like to improve upon and developed further.
It is important for me to develop my skills accordingly and to follow my action plan to further improve myself so that my students are able to learn and grow academically in the language. This module has been much help in determining my strengths and weaknesses. I would have to further developed myself to guarantee that my students get the best out of my teachings.