Fr



Fr. Juvenalis Ndaula

EDAD.610

IRLF RELATED TO MY EXPERIENCE WITH CLINICAL EVALUATION CYCLE

Investigation

Mrs. Jane Luton, an English teacher at Assumption High School welcomed me in her classroom during pre-observation conference, when observing her teaching and during post-observation conference. In all of the meetings she had been cooperative. During our meetings she always made sure that the door is shut to prevent noises and interruption. In the middle of her desk there was a note book ready to take down anything as to our conference. We all greeted each other and got seated. I always started our conferences trying to remind her of what we need to talk and discuss. During our post-observation conference I asked her of what she thought about the preparation of the lesson and how would students respond. Mrs. Luton admitted of having a good preparation and that the day she taught her lesson students were in a different mood, a mood to start their Easter Vacation the next day. Therefore, she expected anything would happen as to student behavior, not concentrating to the lesson (out of task), and any other emotions during her teaching. She said the lesson was about Poetry and that her senior class needed to learn more about literature according to the school curriculum which is in comply with the district curriculum. However, Mrs. Luton said that the lesson went on well and student answered all the questions she expected to ask during her teaching. The positive things she did include: assigning students to read lines of poem, calling them by names, remain poised and in control, ask students open-ended questions, make movements when teaching and prepare a good environment for student learning. Her negatives include: no use of lesson plan, no use of technology, few class activities, not managing instructional time and few movements; she agreed on what was said. She always took down everything that was said on her and students so that she may review and come out with her future goals. Ultimately, she was thankful and promised to use a lesson plan, use technology, give more class activity especially writing, expose students on more different kinds of literature (poems), make more movements in the classroom to track those who are out of task and use effectively her instructional time.

Reflection

Mrs. Luton seems to be comfortable and cooperative. She is straight-forward and transparent in communication. She knows very well her students and she is proud of them. I have feelings that she must be a great and effective teacher who seek to make changes into the lives of students. Admitting her weaknesses proves her to be exceptional in building relationships. I have feelings that her principal must be in good terms with her. Moreover, her colleagues (faculty) must be happy with her. I feel that students too will enjoy her future classes after she had adjusted some of the teaching strategies.

Leveraging

There are great potentials in Mrs. Luton. Her character of admitting her weaknesses and ready to change her teaching means a lot. Her creativeness to add more class activities seems to be powerful to her teaching. I believe very much in the principal who is a great help to Mrs. Luton, providing her with all resources (more books on literature) will make a change in her teaching. I believe in the power of technology to change the learning of students. However, well behaved students will become a great potential in her classroom. Other literature teachers in the building will be of great help if they work collaboratively as a team.

Framing

Mrs. Luton is a great teacher with much potential. She is approachable and welcome to any body; she is cooperative. Mrs. Luton remains poised and in control, the characteristics to be learned by other teachers. She only needs to use lesson plan something that would not be a burden to her because she is a veteran in teaching. Mrs. Luton needs to use technology in her teaching, she needs to have more class activities (writing) and walk through to track students learning and have students on task. Managing instructional time will make her more effective. Exposing students to more literatures (books on poems, pictures of poets, and websites on poetry) will make students like her class and she will be able to attract even more students who are good in learning through visual aids. Mrs. Luton class will be more powerful if she works collaboratively with other literature teachers to improve her teaching.

In any case, in all of the observations I have done I see the sense of growth in the teacher. At the beginning she seemed to set goals of which she anticipated to be accomplished something that she later engages in and makes future plans to change her teaching strategies. The pre-observation form showed her anticipation of lack of interest in the lesson because of the student’s mood, to start their Easter Vacation. In later conversation she promised to have more activities to track student’s attention. Both, the pre and post observation helped very much in evaluation processes. Formal conferencing is the best way of evaluating a teacher if compared to informal conferencing. The formal conference helps very much to motivate and provide feedback to the teacher. However, the questions to be used: Objective, Reflective, Interpretive, and Decisional are as highly recommended as it is listening when conferencing.

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