Reflection for microteaching

Overall, our lesson plan was went well. The students' interests were up to their level. They were enjoying the learniong. The hook for the lesson was well organised. Active participation was there through the variety of teaching methods. However, we ran out of time, i think we should have handed our lesson plan to the students so that they should know how it was planned. Clarity to the topic should be more specifical. We should include more visual aids for learning and to relate them with their daily activities. What i learned tis that for participation there shold be an explanation for activties which we are going to implement in the class. This happened because of the time. There should be more teacher and student interaction through the participation. I think i will be more prepared for the next lesson. But the good things which i 've seen i will apply them in my teaching practice, and things i need to improve i will improve them.

Citizenship Education through Math Teaching

Summary and reflection for citizenship in math classroom
This Elaine Simmt's article towards democracy education through the teachings of math. This paper is suggesting that math has a role in citizenship education. In matha teaching answer towards a question is wrong or right. the citizenship teachings also depict an individual's ethics. There is a great relationship between mathematics and society. The art of posing problems in math which relates all the learners towards society is an education of creating citizens. So all the concepts for math such as number systems, quantitave math all encourage to go for attaining the goal of citizenship. So S also writes that
Knowing math is to get satisfaction and empowering an individual.
Mathematics is also the biggest accomplishment of cultural and cognitive goals.
Mathematics has a pivotal role for our daily workplace, daily activities.
It also promotes the experimental and technical research through community.
The other part of this paper also tells about the stratgies which reflect the teachings of mathematics.
So for my math classroom, the idea of "set of facts" will lead students to improve their skills.
The important concept is that mathematics is right or wrong, which can develop the morality of students.
The teacher can also put students in groups for solving a problem and expects an explanation from them.
The mathematical conversations also develop the idea of sharing the ideology of social skills.
These all skills will guide students to integrate in the society.
Today's world 's education structure is widely matematical and it is important to teach our citizens mathematically. A teacher can promote this learning in an educational environmaent.

Micro Teaching 2

Micro-Teaching Number 2
Lesson Plan:
Learning Outcomes: Be confident in making estimations, understand error in estimation, problem solving.Hook: Fermi brief introduction and story about estimating TNT in atomic bomb. Talk about in everyday life when we use estimation: tipping, tax, time, distances (driving). Pretest: How many 10-dollar bills would it take to cover the surface of Canada? Answer: 950 trillion!Canada: 9 984 670 km^210Dollar bill: 1.05*10^-8 km^2950 trillion.
Lesson Part 1: Understand the problem -> Think of a plan -> Carry out the planGo through the example and how we would solve it using those three steps.Activity: In groups of 3-4, hand out one problem to be solved by the group in the same way we have just shown. Each group will have basically the same problem, but one group has access to computers, one has access to calculators only, one has no computer/calculator, and one has limited information from the problem.
Question: How many songs does a radio station play per week? Groups 1-3 will be told it is a classical station.After 5 mins, have groups share their answer and how they got it. After they've all shared talk about error and which group they think was closest in their estimation.Post-Test: Assign a few problems for homework.
Summary/Conclusion: Scientists often look for Fermi estimates of the answer to a problem before turning to more sophisticated methods to calculate a precise answer. This provides a useful check on the results: where the complexity of a precise calculation might obscure a large error, the simplicity of Fermi calculations makes them far less susceptible to such mistakes. (Performing the Fermi calculation first is preferable because the intermediate estimates might otherwise be biased by knowledge of the calculated answer.)

Summary for "What-If-Not"

This strategy of WIN provides us an abilty to create a diversity of problems to involve students in learning. It also provokes our prior knowledge and brings the new information regarding the questions which we ask to students. It does have the steps or a procedure which follows the pin points of the strategy. It has its own starting point, and procedure follows through the attributes of the problem. It analyses the hypothesis of that what could happen if it is not like that. It provides us an idea to think about the other possibilty of the question. So students will apply the other aspect of the problem or theorem and understand that why it is not like that how it suppose to be. a teacher can enhance learning through asking questions and providing them problems to solve. In the end, the analysation of problem will be done.
So for our lesson plan for estimation I don't think deeply about that how can we pose or apply this strategy? But as the topic of estimation is very practical for our daily life activities, it can be easily understood through this strategy. It is assumed that our groceryy will cost around $150.00, but when we are on the counter we noticed that it way more than our estimation. Then we can retrospect and think What-If-Not. That retrospection can give you more clear picture of where your mistake is. And for each starting point you will think agian "What-If-not" again for your grocerry list. This estimation will work well with this strategy.
The best thing in this strategy is that it provides a deeper undestanding of the concept. It prospects all the horizons of an answer which are very deep and there is logic behind those answers.
The weakness of this strategy is that it is time consuming, and some time for some students it is hard to think the other side of the coin.
Overall it is informative, reasonable and logical strategy to apply for understanding and students' interaction.

Ten Questions for Problem Posing

Ten Problem Posing Questions:
Q1. While solving problems the relation between unknown data and given data somtime is hard to understand. So can problem posing questions make it easier?
Q2. How can a teacher keep students to be focused while posing these questions?
Q3. What ideas develop a "nonsensical" questions? Or the questions which don't provide any clue for a solution?
Q4. Is this technique of posing problamatic questions is beneficial to students or not?Or to students of different level of understanding ?
Q5. Does it provide an extensive understanding to students or not? Or there level of understanding stays same?
Q6. At what level do we able to understand students? Or assess their acquirement?
Q7. Does this technique of asking too many questions overwhelm the studens or not?
Q8. What is the best way to ask these "general questions" which can lead students to best understanding?
Q9. Can we construct questions for problems with the cooperation of students or only by the teachers? And how this construction can be helpful to frame the knowledge?
Q10. How and when observations are useful to create questions?
Q11. Is there any relationship between past experience and posing questions for problems?

Reflection from Students' Letters

Letters from my students reflecting my teaching

Reflection from the perspective of students’ responses

I am a teacher of math and i have already taught around 2000 students. I prepared a survey for my teaching experiences. I got different kinds of responses which can reflect my methods of teachings. I am going to analyze my perspective towards teaching.
Some students said that
Miss Smith
You are a wonderful teacher for our class. You are well organized and a best teacher for my subject. You explained the every concept through different techniques which led us to provoke our interests. You always wear a happy face mask when you entered in to our class room. The whole class was used to enjoy in your classroom. Your test preparation in classroom through groups was informative. I taught in those groups and that learning in spire me to learn math more and more. Our whole class was well focused in your teaching time. Assigning home work but with the instructions was you wonderful idea. You are my favorite teacher.
Thanks Lazy

On the other hand there are some negative points about me also.
Miss Smith
You are too sophisticated towards teaching. However I am an individual learner and your group work always irritates me. Your tests were too hard. I barely able to get pass marks. This is because of you I was not able to learn problem solving techniques because you were teaching through a hard way. You barely gave us notes. So I think you were the worst teacher for me.

Thanks David

Reflection from my students’ evaluation
I think I should not stop my learning and I have to think about my teaching techniques. Are they really too deep from the subject matter? Or they are always needed to evaluate. It is always good to take the considerations from the criticism we have from our students. Some students said that I am putting too many techniques for teaching. Some are saying that I am teaching subject matter very deeply which lead my students to learn comprehensively. I will try to be at teacher as my first student said.

Reflection on Movie

The movie shows a great interaction between teacher and students.Students were well focused on the topic . They were involved with teacher and topic and moreover attention to the peer's work. Teacher has shown his creativity through simple idea to complex idea. Teacher was well orchestrated and grabed the attention of students perfectly. Students were able to check their work. Teacher taught through auditory and imagination technique. Many topics were introduced such as problem-solving, linear equations and problem solving. Teacher was well informative through associative learning. Answering and questioning technique was used. The reflection which i got from the movie is that this technique is well working one for classroom management. Even though teacher did not introduced students to take notes, but the topic was very well. After instructions, students were able to solve and understand the topic very well. After instruction, students were able to solve the problems with cooperation and technique was well creative and informative to teach. In this movie, ther is a great interaction between teacher and students. Students were well involved in learning. They were able to solve the problems orally. They were able to find the value of an indeterminate number. Teacher was providing enouhg time to think for an answer.