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Best Practice

This page will contain an evidences of achieving some of my best in the

teaching practice. It will conation the professionalism and understanding,
also I will include in the section about planning for learning and one
example from my lesson plan.

Professionalism and Understanding

Description: I help my MST and other teachers to organize the students

standing through every morning assembly.
Justification: as this picture shows every day in my teaching practice I
helped the teachers to organize the students every morning assembly.
clarifies school activities and programs and focuses on co-curricular life

(Gabriel, 2005). I walked around them and asked them to stand on the line
to look organize, also I make sure that each students in the class are doing
the morning exercise. And listing to other students who are doing the
morning assembly.

Description: I organized an activity class for grade fives students for since
subject, and that through took responsibility of cutting the materials and help
them in using scissors and glues. And that in year 3 semester 5.
Justification: As it shown in the picture, the lesson about the Parts of the
flower. I prepared different activity for students, the first activity is bring
real flowers and describe the part of it by cutting the flower and write what
they see. And that to apply learning by doing strategy which help the
students to understand the concept of the lesson.
The second activity is about stick the flower parts to make a complete
flower and that through saying the name of each part before stick it. Those
two activities were group work because using group work in class will help
students to improve their learning skills by using collaborative learning

strategy. Collaborative learning is an instructional method in which students

team together on an assignment (Dillenbourg, 1999).

Description: I create an activity for grade 1 students to make shapes by

using colorful stones and I am being responsible for using the glue to stick
the stones on the paper. This lesson was in year 2 semester 3.
Justification: In this lesson and as picture shows that students have to work
as group to make different shapes, for example: heart and circle shapes. I
used working together center (Interpersonal Intelligence),because this
strategy help students to develop their connection skills, build their
knowledge through sharing ideas and teach them how to be cooperative with
each other (Dohler, 2010).

Description: In real I designed a weathers theme for grade 3 students that

is includes new vocabulary and related pictures, and it located on the back
of the classroom. This picture is taken in year3 semester 1.
Justification: using information bulletin board in the classroom is a good
method to help the students to get the knowledge through seeing the
information on the board. And it is a way that teacher can use to put all the
new vocabularies of one unite with linking picture and display it in the class
to make students remember and save the information that they learnt through
the class time (Skaggs, 1993).

Description: I created a display for my students in grade 1 that to present

couple of students work on the back of the classroom . these two pictures
are taken in year 1semester 2 and year 4 semester 7.
Justification: as these two pictures present, using bulletin board method to
display the students work, which generated from lesson, unit or projects
from core curriculum (Skaggs, 1993). Bulletin board helps to reinforce a
classroom culture and it help the students to have self-confidence and it is
affect positively for success.

Planning for Learning

English Lesson- Days of the week Using Differentiation for the students in
the classroom.
Description: This picture shows the using of differentiation strategy during
the class lesson. I used activity for whole classs students, pairs work, group
work and individual work.
Justification: Using differentiation is very important for the students to
improve their self-steam and being confidant in the class (Tomlinson, 1999).
For example, group work activity aimed to apply the collaborative learning,
help the shy students to participate with more confidently and mixed ability
skills can help the lower student to increase in his learning skills. while as

using individual activity work help the student to progress his learning skills
through her own environment.

Lesson Plan
English Lesson Plan
Year 2/semester 4

Unit 11: What are you wearing?


Lesson 2: Grammar


Context of the lesson (Give information about the lesson, and where it fits. Or, this lesson is a review of .. covered
in previous lessons
This lesson is the second lesson in unit 11: What are you wearing?
Teaching goal (State clearly what it is you plan to teach in this lesson)

The main goal of this lesson is to teach students how ask questions and answer questions about what people
are wearing.

Using what are you wearing. & what is he/she wearing? For asking questions and use: Im/ he is/ she is
wearingetc. to answering the question

Review the vocabulary; shirt, scarf, gloves, jeans, boots and skirt.

Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson.
Students will be able to:

To ask and answer question about what people are wearing. For example: What shes wearing/ she is
wearing red shirt.

Assumptions about prior learning (Mention what the ss know from previous lessons or their experience eg The
learners will have encountered or be familiar with or aware of...)

-Students are familiar with the vocabulary shirt, scarf, gloves, jeans, boots and skirt.
Anticipated problems and possible solutions (Mention problems and solutions related to management, tasks or

Students may have problem with saying complete sentence.

Students may have problem with teachers instructions. As a teacher I will give students clear instruction
about what did they have to do.

Target language (list language being taught eg. vocabulary, structures, functions)

What are you wearing? / I am wearing a blue skirt. What is she wearing? She is wearing red boots.
Vocabulary: shirt, scarf, gloves, jeans, boots and skirt.

Main tasks or activities (list the tasks in sequence eg flashcard

Resources and teaching aids and

recognition, worksheet, drawing posters etc)

Materials (list the aids eg. realia, poster,

WB, flashcards etc) Power point

1. Asking students to pick clothes, that teacher named.

2. Explain the lesson on board by using PPt

Real clothes

3. Answering the class book

class book

4. Answering the work book

work book

5. Activity review, give each group one cloth and they

cloth clip


have to write a complete sentence about it.

Consider these grouping strategies:

Group work

Whole class

Consider where the children are working:


At their desk

Planning Stages within the 5-E Inquiry Model

Engage (learning center)

To grab the students prior knowledge by answering the work book ad class book

To gain the students attention by answering the work sheet and matching the ice


To engage their interest.

Teacher (What will the teacher do/say

Student (What will the student do/say



T. will ask a student to pick a cloth

S.s will try to pike the correct cloths,

that she named and put it on the

and put it on the rope by using

rope by using cloths clips

cloths clip
Explain (learning center)

Teacher (What will the teacher do/say

Student (What will the student do/say



T. will explain the activity by

following her instruction

S.s will respond to the teachers


Elaborate (learning center)

Teacher (What will the teacher do/say

Student (What will the student do/say


T. will ask students to answer task 1 on the class

book and work book

S.s will try to answer the class book and work


Evaluate (learning center)

Teacher (What will the teacher do/say

Student (What will the student do/say


T. will check students answer

S.s will try to finish answering class book and

work book

Description: This lesson plan shows the using of the 5Es models and that to
support the lesson.
Justification: The 5 models or the 5Es models are designed to be an
Inquiry Based Learning model. These models help the students to improve

their prior knowledge and understanding and it makes the lesson interesting.
Furthermore using the 5Es models in lesson plan will help the teacher to
organize the lesson and it will help her also to evaluate students
understanding about what he learned and what he need to learn.


Description: This picture show my MST report of my teaching practice

after I finish training in the school. She reflect on my teaching and wrote
note about what she see through observing me.
Justification: writing reflection or feedback is very important, for the each
beginner teacher because from that she will now her weakness and try to
improve it. The effective teaching is to using reflection as a method to assist
Your works and others work (McCann, 2005).

Implementing and managing learning

Description: This picture display grade one students work. In this lesson I
taught student how to write and read a short word, for example: pip, sip, etc.
and that by giving them a white board. This board has a word written on it,
student have to read it, write it and build it by using clay.
Justification: using different learning strategy in the class will help the
students to improve in his learning and make the lesson interesting. In this
lesson I used individual work to let student depend on himself on reading
and writing and I use a method for writing and reading short word which is
using the white board and the clay to build the letters and make the word and
that will help students to read and write letter by letter (McCann, 2005).

Description: This picture show grade one students making a circle shape by
using colorful stone. This lesson is about shapes and students have to learn
the name of shape and how to draw it.
Justification: using different learning strategy in the class will help the
students to improve their learning. In this lesson I use group work strategy.
This strategy will help students to learn the importance of sharing materials
and cooperative working (Engleberg, 2013).

Monitoring and Assessment

Description: This picture display a work sheet for one of my students in

grade four. The lesson about writing and I give them a topic to write about
then I correct it for them.

Justification: using monitoring method for assessment is very important,

because from that teacher can correct for students their answers and give
them a feedback about their working (Gabriel, 2005).
From that the students will know his mistake or weakness and try to
improve it by the time. This method is very helpful for the student to
develop his learning and for the teacher in the same time to know her
students level.

Dillenbourg, P. (1999). Collaborative learning: Cognitive and
computational approaches. Amsterdam ; New York, N.Y.: Pergamon
Dohler, M. (2010). Cooperative communications: Hardware, channel &
PHY. Chichester, West Sussex, U.K.: Wiley.
Engleberg, I. (2013). Working in groups: Communication principles and
strategies (6th ed.). Boston: Pearson.
Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA:
Association for Supervision and Curriculum Development.
McCann, T. M. (2005). Reflective teaching, reflective learning: How to
develop critically engaged readers, writers, and speakers. Portsmouth, NH:
Skaggs, G. (1993). Bulletin boards and displays: Good ideas for librarians
and teachers. Jefferson, N.C.: McFarland.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the
needs of all learners. Alexandria, Va.: Association for Supervision and
Curriculum Development.