I am Prathibha Aeshwarya Gunawardhane, currently in my final year at University of Kelaniya. I am working towards completing my bachelor's degree in Teaching English as a Second Language (TESL) within the esteemed Department of English Language Teaching (DELT). Fostering the dreams of the next generation is not just a duty; it is my heartfelt privilege, a journey filled with hope and possibility.
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The teacher holds a central position in any educational system, being the cornerstone of its success or failure. In my perspective, being an effective teacher necessitates a genuine passion for the profession, complemented by knowledge and intelligence. Conversely, if educators lack proper training and dedication to their craft, it inevitably leads to a downfall in the system. Henry Von Dyke has pointed out that teaching is frequently regarded as one of the professions that may not offer high financial rewards but is exceptionally fulfilling(Singh, 2009).
In my philosophy of teaching, education transcends mere dissemination of subject content. It is about nurturing critical thinking and empowering students to be active contributors to society. I envision a collaborative, student-centered approach, where the teacher serves as a guide and facilitator because just pouring the subject content into their brains without engaging them in the learning process is ineffective. Core values revolve around fostering an optimal learning environment, aligning with constructivist and behaviorist learning theories. Adaptability to diverse learning styles, flexible teaching methods, and personalized reinforcement strategies are vital for effective outcomes. Upholding inclusivity, behaviorist strategies ensure every student is recognized and encouraged, promoting a sense of belonging. Active learning takes precedence, valuing every student's input, and encouraging the construction of knowledge through experiences and social interaction. Ultimately, education ought to motivate students to think on their own and articulate their thoughts with confidence, enabling them to influence the world.
Grant, C., & Singh, H. (2009). Passing the buck: This is not teacher leadership. Perspectives in Education, 27(3), 289-301.
Conducting a real-life classroom demonstration as a student teacher was an enriching and heartwarming experience, revealing to me the joy inherent in teaching English to young children. I chose to demonstrate to primary grade learners, specifically grade 5, anticipating their high levels of engagement and activity during classroom activities and the learning process. Teachers to become effective need to know their students well and be able to adapt their teaching styles to a particular classroom and to individual students (Elliot, Kratochwill, Cool and Travers, 2000). The lesson I designed focused on prepositions, aiming to help the students understand how these linguistic elements convey relationships between objects. The objective was to engage them through playful and interactive activities, ensuring a positive and enjoyable learning experience.
Commencing the lesson with an energetic action rhyme as a warm-up was instrumental in creating an enthusiastic and participatory atmosphere. This activity proved to be highly effective in activating their minds and breaking the monotony of the classroom environment. To acquaint the students with prepositions and illustrate the relationship between objects, I utilized eye-catching objects (e.g.- Animal toys, Drawings), capitalizing on the young learners' enthusiasm for visual aids. Employing audiovisual aids as instructional tools evaluating the efficacy of the materials and activities in catering to diverse learning styles and fostering creativity was a key aspect of the demonstration. As for classroom management, I primarily employed questioning, eliciting, and giving clear instructions. The incorporation of Concept Checking Questions, employing simple yes/no and WH questions, to gauge their understanding of the target language was notably successful.
To deepen their familiarity with prepositions, I integrated the Total Physical Response theory, a technique well-suited to their proficiency level. This approach effectively engaged the students by employing a background rhythm and practicing the prepositions 'In front of,' 'Behind,' and 'Between' using their hands practically and interactively. The interaction during this activity significantly reinforced their understanding of the prepositions in a dynamic setting. Much to my delight, this activity surpassed my expectations as every student actively contributed, thoroughly enjoying the process of learning the target language effectively. I tailored my language appropriately to suit the student's level and employed endearing terms (e.g. - 'my little dancers', 'darling') to foster a sense of belonging within the class.
In terms of teaching strategies, the behaviorist approach was incorporated, utilizing positive reinforcement to praise students for providing accurate answers during concept checking. The 10-minute time constraint emerged as a notable challenge during this brief demonstration. It was imperative to ensure active participation and understanding of prepositions for each student within this limited timeframe. As this demonstration marked my first teaching experience as a student teacher, nervousness was an expected factor. However, the enthusiastic nature of the students remarkably alleviated my apprehensions, enabling me to manage the session with confidence.
Reflecting on this teaching demonstration, it is evident that it significantly contributed to my skill development. It provided a valuable opportunity to practically apply the theories I had learned throughout my academic journey. Furthermore, this experience laid the foundation for shaping my future professional career as an educator, reinforcing my passion for teaching, and emphasizing the immense impact it can have on shaping young minds.
I had the opportunity to observe a teaching demonstration conducted by Nethini Hettiarrachchi during my peer observation session. The demonstration specifically aimed at teaching body parts to grade 4 learners. Within this teaching demonstration, two primary classroom management strategies were clearly and effectively utilized, namely active learning and peer collaboration. At the outset of the lesson, Nethini adopted a multi-sensory approach, integrating kinesthetic and auditory elements by incorporating a song about body parts, and the use of teddy bears to illustrate and label different body parts. The teddy bear activity, was highly interactive and enjoyable for the students, reflecting a successful application of active learning. The learners enthusiastically participated, demonstrating a clear engagement with the activity. The group activity showcased effective peer collaboration, successfully fostering a sense of unity within the classroom.
Nethini's powerful tone of voice was impactful in capturing and maintaining the audience's attention. Furthermore, she ensured that instructions throughout the session were clear and comprehensible, enhancing overall understanding and participation. The language she used was well-graded catering to the age group, she utilized endearing terms like “little prince and princesses,” establishing a warm and engaging classroom atmosphere. The strategic use of code-switching emerged as an effective pedagogical strategy, aiding in learners’ comprehension and engagement.
While the demonstration exhibited several strengths, one area for improvement could be structuring activities to maintain a continuous focus on the target language throughout the lesson, avoiding abrupt transitions. Crafting activities to cyclically reinforce the target language might enhance the learning experience.
In summary, Nethini displayed strong teaching skills through her demonstration, presenting a well-balanced mix of engaging methodologies and proficient classroom management. Her ability to sustain active student engagement throughout the session underscored the effectiveness of her teaching approach, ultimately creating an enriching learning experience for the students.
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