Reflection video 3
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School
CUNY New York City College of Technology *
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Course
1011
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by milankoirala
Reflection video 3
Initially, the teacher drew the students' attention by giving them different directions and bringing them to the common area to discuss the course materials. She also counted backward from ten to provide them with enough time and tell them to hurry so they could be gathered in front of the class. This strategy aided students in understanding what they needed to do, and they became more engaged and interested in the subject matter. She also called students to the front and asked them to hand her pamphlets as she read the definition after discussing and determining
the correct answers. She allowed students to whisper amongst themselves at a set time to find solutions; this created a genuine connection with the students because they were interacting more
with the instructor, allowing them to understand the course material better.
The primary goal of this lesson was to assist the student in understanding and determining the meanings of various vocabularies. This method was accomplished by the instructor showing them how to describe the words she provided, such as pointing under for underground, making a sun symbol with their hand for the word sun, and zip-tying their lips for silence. These actions helped students understand the lesson better. She uses various materials such as flashcards, pictures, and different words to pick in the relay run to help students learn better.
The teacher explained different words to the students using various strategies such as hand signals and actions, and then they were sent to their assigned location and asked to repeat the same word multiple times. This increased teacher-student engagement, and the students were clear in the words they learned. The struggling students were helped in groups, and she began explaining different words because they were unable to match the words with their meanings on 1
the table, and she also helped the challenging students individually. We know this because the students who didn't need her help finished the project without her help, but she was explaining and correcting the mistakes made by the struggling students.
Students demonstrated a high level of critical and creative thinking in the classroom, as evidenced by their ability to match the pictures with the words and definitions. The teacher aided
their comprehension by presenting them with different words and instructing them to find the word with a similar meaning or the word's definition in the relay, which also required a high level of critical thinking. I believe the teacher's methods were appropriate and straightforward to understand because she was telling students the words and their meanings, but she was also doing action with students. This allowed students to interact with the teacher and learn the materials more easily because, as they say, doing is better than listening.
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