Journal 4

After couple of classes, J had some reflection on my teaching.
First reflection is that sometimes because of traffic jam, I almost go to the cram school late. When I arrive, I begin to teach a lesson without warm-up. Under this circumstance, students are not ready to be in class so they are easy to be distracted. Therefore, next time I should start off earlier because as a teacher, I should set an example of being punctual. Then I should prepare warm-up, for example, ask students the scheduled progress in school, which will raise their interest and is also related to the class.
Second reflection is that it is a little hard for me to control the timing of the quiz. My boss asks me to have a period of time for students to memorize the vocabulary or reading context I have taught just now (in the assumption that they will not study after the class.) However, because of the heterogeneity of the classroom, the proficiency range is broad. The higher-leveled students just spend little time to achieve; however, the lower-leveled students have to spend a lot of time in order to achieve, and sometimes they resist the quiz and even don’t want to try, which frustrates me a lot. I can not give up any student, but the dilemma is that in order to wait for the lower-leveled students, the higher-leveled students will be ignored and feel bored. After the reflection, I decide to make some change – give the same quiz paper to all the students at first. When the higher-leveled students finish the quiz, give them more difficult and challenging tasks while they are waiting for the other students. By this way, the higher-level students can enhance other knowledge and review what they have learned again; the lower-leveled students can also have sufficient time to complete their quiz.