Construed from mentor feedback, an area of strength, evidenced from my lesson on introducing Commedia dell’Arte historical context and theatrical conventions through student-led learning, is my one-on-one teacher-student interactions. My mentor’s feedback consistently commends me for my strength in one-on-one teacher-student interactions, as my exchanges are always positive and reinforcing. Conferencing with a student one-on-one allows me to interact with students on a more personal level, allowing me to very directly address their individual learning needs as required. Teachers confident with one-on-one teaching, in turn, seem to engender motivation and confidence in their students (McMahon 2000, 422). Despite McMahon’s contention focusing
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I cannot analyse my teaching practice in solidarity and adjust accordingly without specifically receiving feedback from students on how they assess their own knowledge development. The feedback I infer from reading students’ self-reflections is invaluable as it offers me intrapersonal data from students about how they honestly perceive their ZPD to have been challenged. Furthermore, the most effective way to encourage self-improvement involves students receiving information, feedback, and suggestions on how to undertake a particular task more effectively in the future (Hattie and Timperley 2007, 84). This deconstruction of what makes constructive feedback can be applied to my own practice for when I provide students with feedback on work and behaviour. Additionally, feedback should operate on three levels, addressing three key questions: (i) Where am I going? (What are the goals?), (ii) How am I going? (What progress is being made toward the goal?), and (iii) Where to next? (What activities need to be undertaken to make better progress?) (Hattie and Timperley 2007, 86). Therefore, reflecting upon my teaching practice with my own reflection, my mentor’s feedback, and comments from my students on their level of pre-lesson and post-lesson understanding, is essential to developing my pedagogical practice as it identifies my next level of progression as a pre-service teacher. It allows me to
I cannot analyse my teaching practice in solidarity and adjust accordingly without specifically receiving feedback from students on how they assess their own knowledge development. The feedback I infer from reading students’ self-reflections is invaluable as it offers me intrapersonal data from students about how they honestly perceive their ZPD to have been challenged. Furthermore, the most effective way to encourage self-improvement involves students receiving information, feedback, and suggestions on how to undertake a particular task more effectively in the future (Hattie and Timperley 2007, 84). This deconstruction of what makes constructive feedback can be applied to my own practice for when I provide students with feedback on work and behaviour. Additionally, feedback should operate on three levels, addressing three key questions: (i) Where am I going? (What are the goals?), (ii) How am I going? (What progress is being made toward the goal?), and (iii) Where to next? (What activities need to be undertaken to make better progress?) (Hattie and Timperley 2007, 86). Therefore, reflecting upon my teaching practice with my own reflection, my mentor’s feedback, and comments from my students on their level of pre-lesson and post-lesson understanding, is essential to developing my pedagogical practice as it identifies my next level of progression as a pre-service teacher. It allows me to