Lesson 4: Reflection 4

My fourth and last lesson in this teaching experience was about network risk on computer. The learning objects are to define the terms Botnet, Malware, AntiVirus Software, Spam and Zombie and understand how viruses affect computer, and to know about solutions to treat it. My mentor told me before I teach the class that they are having exams this week and sometime their mind will not be with the teacher. Thus, I thought t I should have something to make them relax before teaching them. Therefore, I played with them a game, it contains 5 envelop each one have question, gift or punishment. The students enjoyed playing this game and the game had a question which enhances critical thinking. Making the students conformable is one of teachers roles (Kyriacou, 2007), because if students were relaxed in classroom his stimulation of learning will go smoothly. Moreover, the teacher will not have trouble managing the students behavior if they dont want to study. After that the teacher will divide the class in to three groups. Then the teacher will give each group a point of the topic provided, she will asks them to discuss in group and choose one student from the group to explain to the rest of the class. In this activity students have got the opportunity to communicate and collaborate which is one of 21st century. They are also working together toward a common aim, which what makes them more motivated to finish the task. Burner suggested that letting students to work together, and having one aim will raise their will to learn (Bruner, 2006). In next stage, teacher will asks students to search for a picture that shows or present virus risks on computers. Students will be working in pairs, which will enhance what Vygotsky in his theory of social development (Boettcher & Conrad, 2010). One of the pair will have more knowledge than the other, which leads his to guide his peer through the activity. Another benefit from this stage is that the

students will develop their researching which is one of 21st century skills (Framework for 21st Century Learning, 2011); searching in Arabic requires perfect choice of vocabulary. After that students will present their picture, and will explain to other peers why they choose the picture, and what the effect of the virus on computer is. This stage will give students the opportunity to improve their presenting skills. As the activity is students centered, I asked the other students to evaluate and assess their peers, therefore, I could also will have a clue who did understand the lesson and who is not. This kind of assessment could formative, because the teacher is giving feedback in the same time of the assessment. Moreover, students will not have the kind of pressure they have when they take an exam (Formative and Summative Assessment, n.d). That is why formative assessment is the best way to encourage students and motivated them to work hard next time. As my last lesson I was glad that it turn well, and students where happy and understood the lesson. This was my goal of the day. My mentor praised me a lot, and she said her students were glad that I taught them and they suddenly forgot about exams and everything. I have learnt that not each engagement should have to be related to the lesson, what important is the students mood. If students are ready to learn then the teacher will have no trouble applying the lesson . Im really glad that I practiced in this school, and I want to repeat the experience if I have the chance to.

References:
Boettcher, J. V. & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. (1st ed.). San Francisco : Jossey-Bass Bruner, J. S. (2006). The will to learn. In Search of Pedagogy: Volume 1. 1st ed. New York: Routledge Formative and Summative Assessment. (n.d.). Retrieved May 29, 2013, from http://www.azwestern.edu/learning_services/learning_support_services/assessment_progr am_review/resources/downloads/formative%20and_summative_assessment.pdf Framework for 21st Century Learning. (2011). Partnership for 21st Century Skills, 202(3), 12-6429. Retrieved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf
Kyriacou, C. (2009). Effective Teaching in Schools (3rd ed.). Cheltenham: Nelson Thornes