Reflection On Hwee Hwee's Blog On AFL

I find that AFL is a very effective and useful way of both teachers assess students and even themselves in the process of progressing towards learning goals. Not only the students will be beware of their strengths and shortcomings in terms of their learning abilities, they will also be able to receive constant feedback on the areas that they can strengthen on. On the other hand, teachers will also be able to assess their own lessons in terms of how effective are their lessons in terms of being able to help students to progress. I feel that the way the feedback is given to students is also very important. The feedback must be given in the way that it will motivate them but not 'bring them down' or demoralize them. For classes like my 4E4, carrying out activities don't seem to be very effective as they feedback to me that they will like more 'normal' teaching and they simply want to progress and move on topics to topics. Most of 4e4 and even 4E3 in fact half or more of each class, have gone throught tuition and learnt the theory and done questions. Therefore for such classes, I will have to drill more challenging work and expose them to more different kinds of questions. The feedback I can give them may have to be based on class tests, mid year examinations, written assignments, instead of activities. In all, I find that constant feedback, in terms of written (more effective) or verbal form, is very important. The difficult part may be the feedback that is given to them, we must also ensure they 'remember and learn' from the feedback, because giving feedback without actions or improvement after that, then the feedback may not be considered that effectve already.

Weekly Reflection - Algebra (3N Band 2)

I found out that my current band of 3N students are rather weak in their algebra basics. This has caused quite a lot of problems when teaching algebraic fractions. I have 're-taught' them all the areas in algebra. Although this will take up time but this is better for them and I make them do class work every lesson while I only provide answers if everyone in the class has finished what I target to finish. They are pushing to finish the questions in algebra now. In fact, I have included questions on formula and algebraic fractions in the long worksheet (to be done in class part by part), which will allow me to complete my chapter / syllabus as well. The type of questions has ranged from NA to express questions but I did not tell them. This is to prevent them from having any reason to give up or not to try at all. So far, they have been doing in class and we are going through in class. Slower than the other classes but more effective and it really drills into their head. Once again this is 'Teach Less, Learn & Drill (Do) More!'

Weekly Reflection - Matrices (5N2)

This batch of 5N2 is much more keen in learning, as compared to the previous batch. They are on task and they really get their work done. Their attitude is more positive. For the first 2 chapters, venn diagrams and matrices, they have done well in the tests. What I have been doing during lesson time is really to focus on the main and important points as well as the formula to be learnt. After that, I will show them examples of how to do the various kinds of questions. all this while they will copy down into a 'Math Notebook', everything that I write on the board and all the examples I show. after each example, I will give a few similar questions to let them do. This is something like drilling but also allowing them to do their work (class and home work) in class as well as clarify all doubts in class. I cut down on the theory and talking part. You can call this 'Teach Less Learn and Drill (Do) More! :)

Weekly Reflections - Cumulative Frequency Curve (4 Express)

This is a rather dry topic and I personally feel that the theory part should be cut short and forcus more on practical. I spent 1 double period for both my 4E3 and 4E4 to show and explain to them what is a CF curve, its uses, how to find all the quartiles and information using the CF curve. On top of that, I stress to them what to look out for when drawing curves and what are my expectations. After that, I will give them exam-based questions to do and practise during lesson time. Every period they will spend 20 minutes doing 1 full exam-based CF curve question while I move around to check their graphs and the next 20mins on going through the graph and answers. This will go on for the rest of the week. I find that this is time-consuming and effective, instead of asking them go home do homework and I mark. at least I am able to stress to each of them where their mistake or problem is, there and then.

Weekly Reflection - 4E3 & 4E4

This week I realise that our 4E students are really very very tired. Many of them are down for SYF, SRP and CCA. For example, CO members are down for 4 days SYF as well as CCA, which means they are down for 5 days a week until 6pm or so. By the time they reach home and finish dinner, it is 8pm. Malaysian students reach home around 9pm. By the time they finish their homework (which is not properly done due to rushing), they will be very tired and the time will be rather late. End up, they have no time to study for their tests next day (may be 2 or 3 tests) and not perform during the tests, end up going for SRP. even if they manage to finish, they will be lack of sleep and cannot focus on the lessons the next day. Their mind may switch off anytime. I hope this problem can be resolved somehow. I am still thinking about how to do it or help them.

Weekly Reflection - 3N2

This class is still alright in overall behaviour and attitude. The main problem is Hong Xiang and Ting Xuan. These are the ones negatively influencing the girls around and they are not doing much work for all subjects. As for the rest, their attention span is really very short, despite they are trying hard. They really give up easily the moment they see something not familiar. The group is big and it is quite tough to for me to really go around to check on their work one by one. The only best thing I could do is by observing from the front and ask for file or book check every term. They are trying hard to do but somehow, many of them really are very inconsistent. For first 2 questions testing on 1 theory or formula, they can do correctly for them but still get the 3rd question wrong which is similar to the first 2 questions. They cannot retain all the way. I find that this group of people really have to spend more time on them to finish the topic. They need much more drilling.

Weekly Reflection (Wk 5) - E. Mathematics (1T1)

This is really a challenging class to teach and get them to all focus during lesson time. They are hyper active and the boys are letting words and noise 'freeflowingly' flow out of their mouth. In order to keep them busy, I have changed my teaching in 1T1 to making them copy every single thing taught in class. They will each have a 'notes' book for daily lesson and copy every single theory, formula, example and exercise question that I show or go through in class. They are kept busy every single minute. Homework is also done in class because I find that if we give them homework, they will simply forget or don't do, etc. I will end up spending more time running after them for submission and wasting precious lesson time to scold or nag at them. I have done it in a way such that each sub topic I have done the theory part, I will show examples and then pick questions to get them to do on board or on the book and go through. Homework is part of my lesson.