TEACHING PRACTICUM III

REFLECTIVE JOURNAL
21 Februrary - 20 April 2007
Chong Zheng Primary School

Presenting... the CZ Idol Finalists from Primary 5 Aspiration of Chong Zheng Primary School!


Happy Birthday to the following 5 Aspiration students who are turning 11 this month of March!
3 CHEONG JING YU JESLYN 08/03/1996
31 QUEENIE LEE JIA JING 15/03/1996
4 CHNG SHUN QUAN 16/03/1996
38 WIRDA IZZATI BTE HAMZAN 18/03/1996
20 MUHAMMAD ALI B SYED AHMED K 22/03/1996
32 SIM JUN HENG, JOEL 26/03/1996


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Week1: Trainee Teacher Orientation
Wednesday, 21 February
First Encounters

Tagging along as Ms Lee (SCM) went about her day was indeed an eye-opener for me. We were with SCM’s form class, Primary 5 Graciousness for their Maths lesson.

I had a student throw up all over the table in the first hour, as he was completing his Maths class test. I was truly impressed by how well-behaved class Primary 5 Graciousness was. They weren’t as loud and fidgety as I expected 10-11 year old children to be. Little did I know, they were the crème de la crème of the P5 cohort.

After the Maths test, we left classroom 5G and proceeded to the Music Room, where I observed Ms Lee’s Primary 3 music students play Mary Had a Little Lamb on their recorders.

Ms Lee exploited several classroom intervention methods that were worthy of note:
11-Slaps… oops! I meant 11-“Claps”
To gain student attention:
i. Teacher claps 11 times
ii. Students clap in unison on the last two claps
iii. Students yell “music” on the last two claps
iv. Teacher repeats claps until all students respond

Discipline Song
I did not hear students singing the song, but Ms Lee did elaborate
When students have to wait for the teacher to give further instructions, or when students are walking as a class to their lesson venue:
1. Teacher gets students to sing their “class song”
2. Students continue singing until they arrive at destination, effectively reducing noise level, by replacing incessant chatter with music to the teacher’s ears… aah…

I wonder if the P6 students would be as responsive and sign along in unison, as that would be the age they might be embarrassed about pubertal changes in voice pitch.

In the afternoon, I attended contact time and was introduced to the teaching staff by the Principal, Mrs Gill. Mrs Gill stressed the need for teachers to submit their class attendance to the general office staff on time, and reiterated that serious consequences awaited teachers who didn’t comply.

I was seated beside an affable Cikgu Salim, during contact time. Oddly, he reminded me of the 10 Commandments—the movie. Might be because of this palpable prophet-like calmness and inner peace that such people appear to radiate—a certain aura that can’t quite be described… it isn’t something one can see, touch or hear, but it’s simply something once can sense. Hmm… could I pull that off and get students to see me in the same way? That'll be the day!

I wonder why certain teachers have this X-factor, this charm, this likable demeanour that students often and readily respond to (and acquiesce with). How could I be a “student’s pet”? Best I examine how such teachers win over their young charges, for they probably require vastly different cognitive approaches to classroom management and discipline, as my students are unlike those I taught at Greenview and Changkat Changi Secondary Schools, who were largely at Level 2: Conventional Ethics, the ethics of others.

I believe that the Lower Primary students may still be at Level 1 of Kohlberg’s stages of moral reasoning—Preconventional Ethics, the ethics of geocentricism. Typical of students up to age 10, who don’t quite understand rules set down by teachers. Evidently, there are Upper Primary students who have progressed to Level 2, conventional ethics, where they exhibit a semblance of conformity to rules and conventions set down for them.

It’d be best to determine which stage of moral reasoning my students are at, to determine which set of intervention measures would be most efficient during my teaching practicum.

Here’s to being a “student’s pet”—preconventionally and ethically?

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Thursday, 22 February

Facing The Firing Squad

I was introduced to my one of my nine CTs today, Ms Rosabel Teo. I tagged along as she taught her form class, Primary 5 Aspiration.

I was introduced to the students, who wasted no time in firing questions at me. Are you married? Do you have a girlfriend? Are you sexy? Are you handsome? Are you sarcastic?

What I found most difficult was not the questioning, but in getting the “firing squad” to raise their hands and wait for their turn, to ask. Instead, I got a chorus of questions coming at me, one after another, even before I could complete my answers.

I found that intervention continuum somewhat effective at getting them to listen to me.

Recalling the 5-step intervention continuum:

Step 1: praise desired behaviour. “I really like the way Isaac’s group is quietly waiting for my answer. Fantastic, what respectful students—thank you!”

Step 2: ignore inappropriate behaviour

Step 3: use indirect cues (proximity, methods of redirecting attention back to teacher/lesson, vicarious reinforcers which make students observe the consequences of another student’s behaviour, and adjust their own behaviour accordingly)

Step 4: use desists

Step 5: apply consequences

The 5 Aspiration students were audibly and visibly more responsive to teacher questioning than the 5 Graciousness students during the Science, Maths and English lessons. God they were deafeningly and excruciatingly loud! Jeremy, Shun Quan and several of the boys had an especially ear-piercing pitch which aggravated my hyperacusis as they shrieked and yelled their answers to Ms Teo.

Leroy enjoyed drumming his table and making strange animal noises—hmm… he could be the class “sound effect specialist” during outdoor lessons perhaps?

I heard Ali singing aloud but he sang rather well—ahaa… a potential class music director during Art lessons!

Luqman eagerly raised his hands to answer the teacher’s questions, enthusiastically shouting the answer aloud when he wasn’t called. Bing Yuan and De Xuan were just as raring to show everyone what they knew, but were more aggressive than Luqman, in how they incessantly made noises to get the teacher’s attention. How could I exploit their inexhaustible verve, zest, spontaneity… this explosive energy which these 11 year olds seem to have in abundance? Outdoor cheering? Competitive activities? I see the potential for several exciting (and ear-splittingly loud) possibilities for outdoor Art lessons!

Ms Lee forwarded my tentative timetable to me at 7pm in the evening, asking if I could insert my personal details into the attachment, before forwarding it to all 9 of my CTs and NSC. Good thing I managed to do so before leaving for home. There teacher still in the staff room right up till 7:38PM, when the school attendant makcik came to lock the doors.

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Friday, 23 February
Behavioural and Social Cognitive Theory in Action

Aaah, I love Fridays. I was back with Primary 5 Aspiration, where I observed them during their Maths and English Language lessons. I’ve managed to remember about a sixth of the students’ names.

I’m amused by how the ultra taciturn students are able to peacefully sit alongside their ultra vocal students, who appear adamant to be the cynosure of the entire classroom. Wouldn’t Isaac, Andrie and Viknesh want to hog the limelight one day out of their entire lives? For the moment, these ultra taciturns seem contented with staying far away from the glare of everyone’s attention.

How could I get more out of the ultra taciturns, without letting the ultra vocals steal the show? Round Robin? Think-pair-share? Conscience Alley? But would the taciturns want to be in the spotlight? Or would they freeze and fear speaking up in front of everyone?

I noticed that Joel and Bryan were at each other’s throats several times during Science, disagreeing, arguing and pointing their fingers at each other. An opportunity to infuse conflict management and cooperative learning skills during Social Studies lessons perhaps?

Eggen and Kauchak (2001, pp. 234-240) advocate the use of behavioural and social cognitive theory to regulate student behaviour. Social cognitive examines the processes involved as people learn from observing others and gradually acquire control over their own behaviour (Bandura, 1986, 1997, cited in Eggen & Kauchak, 2001, pp. 234-235) .

Experts have identified three similarities that I find relevant to my teaching:

1. experience is an important cause of learning (as indicated by cognitive researchers Piaget and Vygotsky)

2. reinforcement and punishment are pivotal in regulating behaviour

3. feedback is important in promoting learning (and in refining teaching proficiency)

I therefore ought to correspondingly:

1. design lessons which allow learners to experience, infer and construct knowledge, possibly via kinaesthetic or hands-on experiments (action painting perhaps?), differentiated instruction (Tomlinson, 2005; Tomlinson & Eidson, 2003a, 2003b) and cooperative learning (Jacobs, Gan & Ball 1995; Johnson & Johnson, 1992; Vermette & Foote, 2001)

2. employ modelling and vicarious reinforcement during lessons to minimise infractions

3. provide immediate comment on student behaviour and ask for their feedback on my lesson

I had this idea of grouping the 5 Aspiration students according to their birthdays, but Ms Teo mentioned that they were already grouped—several according to ability while others took their “group dynamics” into account.

Best I continue to observe their behaviour during lessons, to evaluate which intervention strategies I could use to deal with their infractions.

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Week 2: Classroom Observation (School CA2 Week 27 Feb - 2 Mar)

Monday, 26 February

Last but Not Least

Back from the weekend and raring to meet the rest of my new students. Ms Lee officially introduced me (last in line) to the school together with the rest of the trainee teachers for whom today was their first day at Chong Zheng Primary. I’m amazed how virtually every student who greeted me remembered my surname. May I assume that they will be able to recall terms in Social Studies and Art as quickly? Perhaps only if these terms are concrete. For abstract terms, I may have to actively involve students in relating abstract ideas to their personal lives, for this helps to increase learning and create more meaningful lessons (Flavell, Miller & Miller, 1993).

Lower readiness learners may still be in the concrete operational stage where their thinking is still tied to available experiences (Eggen & Kauchak, 2001, p. 43). It is imperative that I bring in concrete experiences to increase understanding and lay the foundation for more advanced thinking (Nuthall, 1999). Graphic organizers may help facilitate recall and encoding abstract information into memory (Tomlinson & Eidson, 2003). Thus, learners are better able to synthesize, organize, and arrange abstract information (Parry & Gregory, 2003, p. 100).

There was a change in my timetable halfway through the day, and I ended up observing only the last 3 minutes of Primary 3 Excellence completing their English Language worksheet on adjectives. I didn’t expect the P3 students to be so tiny (and cheek-pinchingly adorable). They stole glances at me and were interested in getting to know me. Could I use this curiosity to my advantage during my Social Studies lessons with them?

Anyway, I’ve finally edited the photographs of the P5 Aspirers and added backgrounds which were in line with the 5 Aspiration classroom décor’s ocean theme, to their photographs. I’ve included their birthdays as well, as there are several pairs of students who share the same birthdays. Could that be something for the kids to be excited about?

Hmm… I could use those photos as a trigger to get them excited about creating portraits through the graphic design software installed in Computer Lab 1 during Art lessons.

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Tuesday, 27 February
Those New Shoes

This is the CA1 week, where most of my lesson observations are affected by the afternoon CA papers. I understand that teachers ofen use the morning before the CA papers to revise and clear any doubts students may still have. Lesson observations with Primary 5 Confidence and 5 Excellence were therefore cancelled. I was able to observe P5 Aspiration for four periods of English Language and Mathematics though, before the first CA paper of the week commenced.

The 4 periods with the 5 Aspirers really helped, as I’ve finally managed to remember all 38 names of the 5 Aspirers! I’ve made it a point to make an effort to remember students’ names ever since my supervisor highlighted how important it was during my first teaching practicum at Changkat Changi (where I was often fumbling over their names).

While observing P5 Aspiration during their Maths and English Language lessons, Luqman as sheepishly asked, “where you buy your shoes?” This caught me entirely by surprise. I wore my new pair of shoes today and I amazed that Luqman noticed. “Nice! Very shiny” Luqman added. So Luqman has an eagle eye for detail. I don’t believe I’ve ever noticed what others wear on their feet.

It’s amazing how children pick up these things, so effortlessly. How could I exploit his alertness and attention to detail? Perhaps a lesson on tessellations and mosaic design? Or batik design? Hmm… I see several possibilities.

Oh, and it appears that Luqman has been spreading the word that he saw me at the Mosque in Tampines last Friday during congregational prayers, because students have been asking about my religion all day. Perhaps I could exploit the students’ interest in my background for Social Studies lessons on race relations.

Through the questions that the students have been asking me, it is evident that the vast majority are unable to form questions with the wh-interrogatives. Donovan wanted to know where I studied and asked, “You last time study which school?” Numerous other accounts indicate a transfer of Chinese grammar into spoken the students’ spoken English. Donovan was evidently thinking in Chinese—你以前读哪一间学校？Directly translated, it reads, “You in the past study which school?”

Similarly, I surmise that Luqman was thinking in Malay, "Di mana awak membeli sepasang sepatu itu?".

It’d be good if I could integrate grammar teaching on wh-interrogatives into my SS lessons. Students could practice constructing grammatically sound questions during interviews or pair work. I’ll be thinking about it over the next few days.

I found a good chapter on modelling in my Educational Psychology text (Eggen & Kauchak, 2001) which I would be good to keep in mind. It states three powerful forms of cognitive modelling to help my students and myself handle problems which we encounter:
(A) Direct modelling (Ogbu, 1987, 1999b, cited in Eggen & Kauchak, 2001, p. 237)
(B) Symbolic modelling (Bandura, 1986, cited in Eggen & Kauchak, 2001, p. 236)
(C) Synthesized modelling (Bandura, 1986, cited in Eggen & Kauchak, 2001, p. 237)

If I were to employ cognitive modelling, my lessons would have to involve modelled demonstrations, accompanied by verbal descriptions of the demonstrator’s thoughts and actions (Pintrich & Schunk, 1996, cited in Eggen & Kauchak, 2001, p. 237).

In fact, I already see cognitive modelling in action. Symbolic modelling is apparent when students imitate behaviours displayed by characters in books, plays, movies or television. I’ve observed that even teachers ourselves are affected by symbolic modelling. For instance, when my CT advised me be firm with the students and not get too friendly with them, I observe her actions (and the actions of other teachers) and try (but fail miserably) to imitate their stern or garang façade when I am teaching.

Synthesized modelling is said to have occurred when I noticed students developing behaviours by combining portions of observed acts. For instance, when Donovan raised his hand to ask me a question in standard grammatical English (well, he did try his hardest) after seeing that Luqman raised his hand to ask me questions, and heard that I Bryan rephrasing his question into grammatically sound interrogatives.

The challenge therefore is in how I can effectively exploit the power of modelling in my lessons.

Gosh, the school attendant makcik is here again to lock up the staff room doors. That’ll be all for the day… signing off.

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Wednesday, 28 February
Decentralization

My Art lesson observation with Primary 3 Confidence was cancelled due to CA revision. That left me time to think about the Art lesson Plan for P5 Aspiration. I worked on the three suggestions from Ms Teo and Mdm Tan:
(1) a class mural for P5 Aspiration
(2) Sony Creative Science Competition
(3) Designing and constructing costumes for P5 Excellence participants of the Around the World in 8 Minutes national competition
(4) Sculpture to greet visitors at the foyer

I see opportunities to use the modelling techniques and behavioural and social cognitive theory discussed in this journal thus far.

With the help of my CTs, I intend to identify the higher readiness learners and get them to be “experts” whom group members can consult whenever they encounter problems. Mrs Teo has already highlighted that Ali had displayed a high level of visual/spatial intelligence.

I could decentralize my authority to these “experts” or group leaders to micro-manage the group, so that I only have to deal directly with the few leaders, who will in turn disseminate the instructions to their group members. Thus I need not attend to each and every student.

I intend to conduct a regular “prize giving ceremony” to recognize the best group. This will “incentivise” students who work well with one another. With the help of a point reward system, I hope to spur group members into urging and prodding their group members to behave well. When students do not submit work, I hope that I need not speak to the students individually, but need only to speak to their group leader, who will then compel these stubborn group members to comply. When a group member misbehaves, I hope the other members will remind him that he is jeopardising the group’s chances of winning the best group prize, and therefore be motivated to check on the other group members.

However, evaluating and rewarding good behaviour and work, requires considerable interaction with students in their groups. I fear that seeing the classes for only 30 minutes or 1 hour a week, may not give me sufficient time with the students, to decide which team has worked well enough together, to award the prize for the best group. Perhaps I could observe them outside Art lessons. I could also name the best group at the end of the month, instead of every week. In Changkat Changi Secondary, this was easier to implement, as I saw Class 1T1 5 hours a week for English Language, and was therefore able to conduct the prize giving ceremony every Friday.

Hmm… I’ll be thinking of ways to get around the problem of seeing my students for only 30 minutes or an hour a week.

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Thursday, 1 March

Lesson observations cancelled due to CA1.

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R E F E R E N C E S

Eggen, P. D., & Kauchak, D. P. (2001). Educational Psychology: Windows on Classrooms (5th ed.). Upper Saddle River, N.J.: Merrill Prentice Hall.

Flavell, J., Miller, P., & Miller, S. (1993). Cognitive development (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Jacobs, G. M., Gan, S. L., & Ball, J. (1995). Learning cooperative learning via cooperative learning : a sourcebook of lesson plans for teacher education on cooperative learning. Singapore: SEAMEO Regional Language Centre.

Johnson, D. W., & Johnson, R. T. (1992). Encouraging thinking through constructive controversy. In N. Davidson & T. Worsham (Eds.), Enhancing Thinking Through Cooperative Learning (pp. 120-137). New York: Teachers College Press.

Nuthall, G. (1999). The way students learn: Acquiring knowledge from an integrated science and social studies unit. Elementary School Journal, 99(4), 303-342.

Parry, T., & Gregory, G. (2003). Designing brain-compatible learning (2nd ed.). Glenview: SkyLight Professional Development.

Tomlinson, C. A. (2005). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Tomlinson, C. A., & Eidson, C. C. (2003a). Differentiation in practice : a resource guide for differentiating curriculum, grades 5-9. Alexandria, Va.: Association for Supervision and Curriculum Development.

Tomlinson, C. A., & Eidson, C. C. (2003b). Differentiation in practice : a resource guide for differentiating curriculum, grades K-5. Alexandria, Va.: Association for Supervision and Curriculum Development.

Vermette, P., & Foote, C. (2001). Constructivist philosophy and the cooperative learning practice: toward integration and reconciliation in classrooms. American Secondary Education, 30(1), 26-37.