Example of Reflection for the Practicum of B.Ed. Teacher ( Appendix Included)

 Reflection 1:

A reflection about a significant experience from practicum. You could reflect about something you found challenging or did not anticipate happening, or something that went especially well. The aim of the reflection is to demonstrate critical awareness of your own thinking and responses, making links to Our Code, Our Standards.  

For reflection 1: You must demonstrate critical awareness of your own thinking and response as a teacher making links to our codes our standard you should be able to find it I shared it as pdf. reference in text the book Our codes, our standards.

You must also closely reflect on that lesson in detail; how challenging it was ? this classroom behaviour you did not anticipate happening since you have taught them 6 lessons previously and it went fine! I will attach the previous lessons AT feedback.

Reflection 1

While teaching the seventh lesson to the English class of grade 10, a situation arises and checked my wisdom of the professional code of the conduct while attaining the desired goals. During this practicum, I accept the challenge of conducting a one and half-hour-long class.

To abide by the standard protocols of classroom management for effective learning, I divided this class into three segments, each segment was catering to a single concept of the close viewing and deciphering technical aspects. During this lesson, I was required to show them a clip from the movie “Stand by Me” and tell them about the terminology of cinema, like “shots” and “camera angles.”

 I agree with the findings of the summative report, where it has been said that this lecture failed in meeting with the desired outcomes to the fullest. I owe this failure to my poor class management skills (Appendix 1).   A deeper retrospection of the events that took place during that period also gives me an idea that the intervention of the technology in the form of gizmos, clubbed together with the entertaining content spoiled the environment of the class and I failed in taking control of certain events that took place. My previous experience with the same class gave me an idea that apart from some hyperactive students, the rest of the students will listen to me with full attention. However, I failed in drawing the attention because my lesson plan was weak; I consider it as a failure in dispensing the duties declared by subheading “commitment to learners” under “The code of Professional Responsibility  (Matatika,p,8)

I failed in filling up the gap of information, ideally, in a situation like this technique of “answer first question later” can be adopted to ensure the best interest of the learners. The code of commitment to the learner” can be further deciphered as a commitment where a teacher is duty-bound to come up with some means to fill the information gaps. I can also attribute my failure to the fact that I failed in establishing the right objective behind the lesson.

The AT report specified about the failure in demonstrating the analysis of the content in sequential order.  However, I somehow feel that the selection of an entertaining film like “Stand by Me” can be attributed to this failure. The entertainment value of the film forced the purpose of the lesson to take a back seat. It was an unexpected development when I realized that students are not interested in the technicalities of the content, instead, they were reacting to the entertainment value associated with the clips. During my last six stints, I countered some subject matters that were particularly designed for academic purposes. However, dealing with an overpowering tale narrated by celebrated author “Stephen King” came out as an altogether different experience for me. The students in the class became overboard with messages associated, I never anticipated this reaction. I can further explain this failure while connecting it to the duties declared by subheading “commitment to learners” under “The code of Professional Responsibility.” Under the clause of commitment to the learner, I should have come up with some informed choices. Instead of picking up an overpower video, I should have come up with simpler movies or clips.

During my next classes, I will select the content more carefully or try to tone down the elements that can bring an overwhelming reaction among the kids. This decision also reflects my adherence to the “code of responsibility,” and “commitment to the learners ” (Matatika,p,10). I define it as an attempt to develop “some inclusive practices for all the students”. The set of these inclusive practices will ensure strong objectivity in the mind of the learners and make sure that they are not diverting from the main issue or the topic (Appendix 3).

 Feedback given by AT acted as a “check and balance” exercise for me. I admit that some students left the class without my approval which shows that a fraction of the classroom was now acknowledging my strong presence in the classroom. I somehow feel that it happened because I failed in showing personal professional qualities of “enthusiasm” and “effective classroom presence.” During my next lectures, I will try to come up with some means that can establish and omnipresence for me in the classroom.  


Reflection 2 instructions:

A reflection that identifies your progress towards the goals you set for Practicum 2. The aim is to show awareness of your professional development. Include evidence from a range of sources that supports your progress and/or development. For example, you could refer to informal feedback you have received from your ATs, feedback from students as appropriate, or the results of informal or semi-formal formative assessment data.


Note: For reflection 2 the aim is to show awareness of your professional development. Include evidence from a range of sources that supports your progress and/or development.

Refer to the following as evidence for reflection two :

( Associated Teacher overall formative report)(Appendix 2) and (Evaluative Lecturer visit Feedback)(Appendix 3)


Reflection 2

The feedback received during the Practicum one prompted me to set a few goals for the next classes. I took note of the outstanding areas of the “Secondary Associated Teacher Report form.” I identified that my seniors appreciated me for the fact that students can connect my lessons with their future learning prospects and I have this quality to accommodate a variety of teaching methods in a single class following the need of the students. The cardinal principles of “the first impression is the lasting impression” and “leaving the lecture on a high note” were missing from my teaching style during this lecture.  I can also define it as the “absence of an orderly entry.” As a teaching professional, I realized that students are watching you constantly, a teacher needs to have a commanding yet amicable presence during the first few minutes of the class. I realized that to become amicable, I somehow lost the command over the proceedings. The same thing holds for my exit, one of the cardinal principles of the teaching methodology suggests that students retain the first and last part of any lecture. This is why an impactful entry and orderly exit can play a crucial role.  (Appendix 2).


To check and balance these shortcomings and capitalizing on my strengths, I decided to set the goals of enhancing my classroom management skills and the development of strong assessment criteria to increase the effectiveness of the learning process. “Standards for the teaching profession” demands “design for learning” at various stages (Matatika,p,12). My seventh class during this session forced me to think in the terms of designing a curriculum. As a teaching professional, now I am more concerned about the outputs of my teaching stints. It will be pertinent to mention the words of Abraham Lincoln when he said that “if you wish to cut a tree in six hours, spend the first four hours in sharpening the edges of the ax. I am employing a set of practices to sharpen my edges by adopting some practices that promote the standard of “learning design.”  


During practicum two, I utilized the power of sound with the help of a classroom bell. This bell helped me a lot in bringing back the attention of the students when I attended the next classroom for 10th grade. Apart from it, to mitigate the impacts of the diversions, I came up with a basket where I collected the mobile phones that were interrupting the class. The feedback was given by the AT also mentioned the fact that I failed in maintaining the attention of the students. To remove this obstacle, I introduced a unique seating plan in the class, I instructed them to sit on the floors while forming circles (Appendix 3). This circle formation created a unique space for them where they were confined to a small group.


The introduction of these three techniques helped me in catering to the listening skills of the students. The circular formations set up a small universe for them canceled the external noises to enhance their focus. Appendix 2 describes the success of this new arrangement where I completed an entire unit of syllabus effectively with the help of the above-mentioned techniques.




Matatika, T. (n.d.). Our Code our Standards . Education Council NewZeland , 8-9.


Matatika, T. (n.d.). Our Code our Standards . Education Council NewZeland , 10.


Matatika, T. (n.d.). Our Code our Standards . Education Council NewZeland , 12.








Appendix 1 : lesson plan


Year 10 level 5


Study visual language techniques


Learning outcome:

Study different visual language techniques through close viewing


Success Criteria:

Student will be able to identify film techniques used in the film.

Student will be able to explain the director purpose in using visual language techniques.

Student will be able to define range of visual language techniques such as: diegetic and non-diegetic sounds, camera angles and camera shots.


Do Now:5-10min

Quiz; 25 questions, on the Film studied.



Today we will study the visual language techniques.

By the end of the lesson we will be able to

- define them

- explain the purpose of them

- identify them through close viewing


Input: 10-15min

1-      Using powerpoint, I will teach them the visual language techniques

2-      Show examples

3-      Close view a 4min scene and identify the film techniques used and explain it’s purpose.



Any Questions?

Let’s test your knowledge…

Each group will have a clip to look at.

Watch the scene then write down your answers.

You have 25-30 minutes to complete the task.


Activity: 25-30min

Group Activity- close viewing a scene and noting down visual language techniques used.


Check Progress:25min

Group presentation


Ending: 15min

Siting on the floor creating circle-

Who can match the following visual language techniques with it’s definition?

The purpose is to check on their overall understanding.


AT Feedback of the lesson

Observation of Fatimah Mutaer by Isabel Michell

10AA English, Fri 4 September, P1 (1.5 hours)


Film study: Stand by Me

1.      Reviews

2.      Quiz

3.      Close viewing scenes from film


This wasn’t a great lesson, partly because of the technological problems but also because it was a bit unclear what the students were meant to do at different points in the lesson.

e.g .Explain what is meant by a “shot” as they may not know what this means….If you want them to analysis a “shot”, better to pause the film and analyse the shot by naming the camera angle, colours, costume, mis en scene and then explaining how these are used to develop the idea (and specify that).

Remember we are teaching them to analyse film, so need to scaffold and support them to analyse. Eg give them the vocab for analysis (film techniques) and clearly instruct them to notice certain techniques in order to explain how they are used to develop specified ideas…


Next lesson: keep developing the analysis skills; provide them with the vocab and specific tasks; also build in extension tasks for those who get it and work fast.

Don’t worry! We all have lessons that don’t go well… It’s opportunity to reflect and learn and improve.. Kia Kaha!


I told Mel and Ben (the Heads of House for Atea, including 10AA) about the boys' behaviour today and Mel will talk to them tomorrow.


 I let them known specifically about Louie, Flynn and Elliot leaving class without asking; Louie throwing paper darts repeatedly and Will and Reni rudely questioning instructions throughout the lesson. 


Anything else you would like to add for Mel to address?


Post a Comment

Previous Post Next Post