Critical Incident S.T.A.R.
S- Situation
I found it difficult to remember the student’s names on the first two days of school, and so it was hard to build a rapport with them. For early finishers, either explain to everyone at the beginning what to do next so no one is interrupted during the lesson while they are working and focusing on the task that is set. I also need to do more over the shoulder individual instruction for those students who found it difficult to comprehend the task set to the class.
T-Task
My role in this learning experience was the teacher, the lesson was a mathematical based on introduction lesson on number lines.
A- Actions
My mentor did mention that I had a good beginning activity for the students and it was good that I showed a lot of examples to the students before moving on to the activity set, this was to be sure that the students understood the concept before doing the work set for them. She also mentioned that it was good that I stopped all the students and tried to explain to the students that did not quite get the concept of number lines and that I had a good finishing off activity.
R- result
The result of the lesson was good; however, I need to think of a variety of activities for the fast finisher in the classroom e.g. let them draw the number lines in their maths books to save paper. Also, I need to do more over the shoulder with individual students who need more help and attention and constantly move around the classroom more frequently.
I found it difficult to remember the student’s names on the first two days of school, and so it was hard to build a rapport with them. For early finishers, either explain to everyone at the beginning what to do next so no one is interrupted during the lesson while they are working and focusing on the task that is set. I also need to do more over the shoulder individual instruction for those students who found it difficult to comprehend the task set to the class.
T-Task
My role in this learning experience was the teacher, the lesson was a mathematical based on introduction lesson on number lines.
A- Actions
My mentor did mention that I had a good beginning activity for the students and it was good that I showed a lot of examples to the students before moving on to the activity set, this was to be sure that the students understood the concept before doing the work set for them. She also mentioned that it was good that I stopped all the students and tried to explain to the students that did not quite get the concept of number lines and that I had a good finishing off activity.
R- result
The result of the lesson was good; however, I need to think of a variety of activities for the fast finisher in the classroom e.g. let them draw the number lines in their maths books to save paper. Also, I need to do more over the shoulder with individual students who need more help and attention and constantly move around the classroom more frequently.