Reflection on Reading Teaching

As a whole, our presentation was not good in terms of some drawbacks. To begin with, we made a wonderful opening as a warm-up: background knowledge of General MacArthur and key vocabulary. Students in this part behaved actively and made us feel encouraged. Then, we asked students to read the entire prayer to get general idea; yet, it didn’t work so much since we saw many bewildered faces. Instead, we should give students work sheets to construct mind maps of the prayer. Next, the class went to main part which I thought there was a lot of room to improve. We originally envisaged that the content is quite easy for students, so we decided to use questioning skills to go through. However, it fell into teacher-led class for students couldn’t respond to questions right away. We also attempted to relate the content to students’ experiences. As Alice suggested, we ought to make work sheets including questions we’re going to ask and some activities like pattern practice. Moreover, we needed to cut down the main part because students may not concentrate for such a long time. Last, “4R game” was used to review the lesson. During the game, we played a song with faster tempo to initiate students’ interests and make them feel excited. Most students seemed to be involved; however, it was a sort of time-consuming. Alice later provided her opinions about playing this game which I regarded as a better and efficient method. In the end of the class, we required students an assignment and gave them tips and guidelines for implementing a theory of reading. According to this teaching, we found that it was really tough and challenging while standing on the stage. Although we made a lesson plan, managing the class is another big problem. This experience revealed a crucial issue: more classroom observations and teaching practices are significantly required. What’s more, it is essential to keep ourselves open-mined, creative, and knowledgeable during our teaching career.