Date: 300409
Day: Thursday
Students present: Michael, Susan, William, Henry, Noe Noe
Students absent: NA
Teacher (main and assistants): James
Subject: English
Topic: Review of English Test 1, Journal
Teaching process
Concepts taught:
1) Students were taught how to solve summary questions step by step:
Step 1: Keyword underline of question
Step 2: Underline of relevant points in the passage
Step 3: Compiling of points into a draft 1 of summary
Step 4: Completion of final summary
The key processes between step 3 and 4 were also highlighted to students, namely, checking for grammatical errors, linking of points, summarising of points with the word limit in mind.
2) Students were also taught the method of answering vocabulary questions in comprehensions. They were taught how to guess the meaning from the usage in the passage if they do not know the meaning of the word. It was also highlighted to them that the tenses of their answers should be the same as that of the vocabulary word.
A common mistake that students made in the vocabulary questions was the tendency to answer a vocabulary question that is a verb/action with a phrase that suggests a subject performing the action. The students were taught not to include a subject when the question is a verb.
Example questions gone through: NA
Practice questions given: NA
Post-teaching
General comments of students: Students are generally receptive to the new concepts taught during lesson and were able to understand them quite well. During the highlighting of key points from the comprehension passages, most students were able to differentiate points that were relevant to the question after some prompting.
Improvement points of students:
Students generally showed a better understanding of the question after making the effort to highlight key words. They were also much more receptive to concepts taught after explaining their importance.
Students have a tendency to compare the standard demands over in Singapore to their previous school in Myanmar. It is important to continuously remind them that they will be studying in Singapore in the future and that they should get used to the local standards.
Homework given (including due date): Completed Summary by Monday 040509
Thursday, April 30, 2009
Wednesday, April 29, 2009
AEIS, Math
Date: 290409
Day: Wednesday
Students present: Michael, William, Susan, Henry
Students absent: Noe Noe
Teacher (main and assistants): James
Subject: Mathematics
Topic: Real Numbers
Teaching process
Concepts taught:
1) Revision of rules in solving mathematical expressions.
2) Highlighted the importance of simplifying the expressions step by step and showing each step clearly in their working so as to prevent careless mistakes.
3) Enforced checking of their work to train them to be meticulous in their work.
4) Students were given more practice questions that involve simplifying and evaluating mathematical expressions at one time to train up their endurance.
5) Students were taught not to express their answers in improper fractions unless otherwise stated in the question.
Example questions gone through: NA
Practice questions given: Tutorial 2 Qn 8, 9, 10, 11
Post-teaching
General comments of students:
Students were able to finish the tutorial questions given albeit longer than the time given initially apart from Michael who was able to concentrate better and finish his work beforehand. The rest of the students showed restlessness after an hour or so and as a result took longer.
Improvement points of students:
William and Susan were able to concentrate much better than they usually do and produced better quality work. Both of them were also more careful in their work after enforcing the checks to be done.
Michael has also learnt from his careless mistakes during his test and have shown improvement in the practices given.
Henry has to work on his endurance as he showed the greatest degree of restlessness during the process.
Homework given (including due date): Students were asked to compile the corrections done for tutorial 2 so that all corrections can be completed during the next lesson.
Day: Wednesday
Students present: Michael, William, Susan, Henry
Students absent: Noe Noe
Teacher (main and assistants): James
Subject: Mathematics
Topic: Real Numbers
Teaching process
Concepts taught:
1) Revision of rules in solving mathematical expressions.
2) Highlighted the importance of simplifying the expressions step by step and showing each step clearly in their working so as to prevent careless mistakes.
3) Enforced checking of their work to train them to be meticulous in their work.
4) Students were given more practice questions that involve simplifying and evaluating mathematical expressions at one time to train up their endurance.
5) Students were taught not to express their answers in improper fractions unless otherwise stated in the question.
Example questions gone through: NA
Practice questions given: Tutorial 2 Qn 8, 9, 10, 11
Post-teaching
General comments of students:
Students were able to finish the tutorial questions given albeit longer than the time given initially apart from Michael who was able to concentrate better and finish his work beforehand. The rest of the students showed restlessness after an hour or so and as a result took longer.
Improvement points of students:
William and Susan were able to concentrate much better than they usually do and produced better quality work. Both of them were also more careful in their work after enforcing the checks to be done.
Michael has also learnt from his careless mistakes during his test and have shown improvement in the practices given.
Henry has to work on his endurance as he showed the greatest degree of restlessness during the process.
Homework given (including due date): Students were asked to compile the corrections done for tutorial 2 so that all corrections can be completed during the next lesson.
AEIS, English
Date: 280409
Day: Tuesday
Students present: Michael, William, Susan, Henry, Noe Noe
Students absent: NA
Teacher (main and assistants): James
Subject: English
Topic: Journal, Review of English Test Paper 1
Teaching process
Concepts taught:
1) As I noticed that students could not do the summary in the test, I asked students to underline or highlight the main details in the newspaper articles while they were doing journals. This is to train them to pick out necessary details in the article so as not to just give a general idea of the article like what they did in the summary in the test.
2) Apart from going through the grammer clozes and the editing portion of the english paper, students were asked to underline all the key words and phrases in the comprehension questions as they had not done so. During the discussion of these questions, they were also taught how to write their answers in full sentences as most of them just gave one word answers or short phrases.
Example questions gone through: NA
Practice questions given: NA
Post-teaching
General comments of students:
Students do not recognize the need to answer in full sentences or to take note of their grammatical errors in their answers as they were not asked to do so in their previous school. As a result, they have a tendency to bargain for marks when their answers were marked down for spelling errors.
Improvement points of students:
Students showed greater interest in the lesson when the discussion was about their test paper. There has been a slight improvement in grammer from the first few grammer practices. However, there's still a need to work on their grammer as most of their comprehension answers contained grammatical errors though they were not marked down this time round.
Homework given (including due date): NA
Day: Tuesday
Students present: Michael, William, Susan, Henry, Noe Noe
Students absent: NA
Teacher (main and assistants): James
Subject: English
Topic: Journal, Review of English Test Paper 1
Teaching process
Concepts taught:
1) As I noticed that students could not do the summary in the test, I asked students to underline or highlight the main details in the newspaper articles while they were doing journals. This is to train them to pick out necessary details in the article so as not to just give a general idea of the article like what they did in the summary in the test.
2) Apart from going through the grammer clozes and the editing portion of the english paper, students were asked to underline all the key words and phrases in the comprehension questions as they had not done so. During the discussion of these questions, they were also taught how to write their answers in full sentences as most of them just gave one word answers or short phrases.
Example questions gone through: NA
Practice questions given: NA
Post-teaching
General comments of students:
Students do not recognize the need to answer in full sentences or to take note of their grammatical errors in their answers as they were not asked to do so in their previous school. As a result, they have a tendency to bargain for marks when their answers were marked down for spelling errors.
Improvement points of students:
Students showed greater interest in the lesson when the discussion was about their test paper. There has been a slight improvement in grammer from the first few grammer practices. However, there's still a need to work on their grammer as most of their comprehension answers contained grammatical errors though they were not marked down this time round.
Homework given (including due date): NA
Secondary 2 Mathematics
Date: 28/04/09
Day: Tuesday, 8pm to 9pm
Students present: Thin Nwe, Koye, Myint Myat
Students absent:NA
Teacher (main and assistants): Benjamin
Subject: Mathematics
Topic: Quadratic equations
Teaching process
Concepts taught:
1) relationship between the quadratic expansions and its geometrical representations. linked up with the practical origins which was used by Egyptians to find land area before they built the pyramids. linked to the proof of quadratic expansions and other identities such as the difference of two squares.
2) analyze a degree two polynomial equation with reference to the quadratic formula.
3) how to use the quadratic formula (highlighted that it is something extra, mainly applicable to those preparing for admission exams to other schools in Nov 2009)
Example questions gone through: 4 questions which I came out on the spot.
Practice questions given: changed the coefficients of two of the four examples covered for them to DIY.
Post-teaching
General comments of students: Students were receptive to new concepts and showed understanding for the topic. Students were also quite responsive to questions and were able to provide quite accurate answers to questions regarding concepts in the topic.
Improvement points of students: NA
Homework given (including due date): NA
Day: Tuesday, 8pm to 9pm
Students present: Thin Nwe, Koye, Myint Myat
Students absent:NA
Teacher (main and assistants): Benjamin
Subject: Mathematics
Topic: Quadratic equations
Teaching process
Concepts taught:
1) relationship between the quadratic expansions and its geometrical representations. linked up with the practical origins which was used by Egyptians to find land area before they built the pyramids. linked to the proof of quadratic expansions and other identities such as the difference of two squares.
2) analyze a degree two polynomial equation with reference to the quadratic formula.
3) how to use the quadratic formula (highlighted that it is something extra, mainly applicable to those preparing for admission exams to other schools in Nov 2009)
Example questions gone through: 4 questions which I came out on the spot.
Practice questions given: changed the coefficients of two of the four examples covered for them to DIY.
Post-teaching
General comments of students: Students were receptive to new concepts and showed understanding for the topic. Students were also quite responsive to questions and were able to provide quite accurate answers to questions regarding concepts in the topic.
Improvement points of students: NA
Homework given (including due date): NA
Monday, April 27, 2009
AEIS, Math, Test 1 feedback
Topic: Factors and Multiples
General Comments
Students have a tendency to make very careless mistakes such as calculation errors. Students have generally understood the presentation methods taught during lesson with the exception of William though there are still minor mistakes in their presentation. More practice might be needed in these questions.
Specific Comments
Student: Michael
Test Score: 25/40
Areas for improvement:
Majority of michael's mistakes are to do with presentation errors. Though he was able to present his workings generally in the right way, he has made quite a number of minor presentation errors here and there.
Method for improvement:
Do more practices on similar questions so that the presentation errors can be reduced.
Student: Henry
Test Score: 33/40
Areas for improvement:
Henry is more careful during his presentation and as a result his mistakes are generally not due to carelessness. However, Henry is slightly weaker in his application of concepts as seen from him not being able to answer a new question that required a concept that he has learnt.
Method for improvement:
Working on different questions that require concepts learnt.
Student: William
Test Score: 10/40
Areas for improvement:
William does not fully understand the concepts of HCF and LCM taught during lesson. He is also weak and careless in his calculations.
Method for improvement:
More word problems should be given to build his understanding of the concepts and to train him to be more careful in his work.
Student: Susan
Test Score: 26/40
Areas for improvement:
Susan has showed that she understood the concepts taught during lesson though she tends to make very careless mistakes. She is also slightly weaker in simplifying maths expressions.
Method for improvement:
It will be helpful to provide practices that requires her to simplify mathamatical expressons such as cube root of a fraction.
Student: Noe Noe
Test Score: 29/40
Areas for improvement:
Noe Noe has shown understanding for the concepts taught. The majority of her mistakes are due to carelessness.
Method for improvement:
Enforce checking multiple times after practices or tests. Spot-the-mistakes practices can be given to train her to be more meticulous in her work.
General Comments
Students have a tendency to make very careless mistakes such as calculation errors. Students have generally understood the presentation methods taught during lesson with the exception of William though there are still minor mistakes in their presentation. More practice might be needed in these questions.
Specific Comments
Student: Michael
Test Score: 25/40
Areas for improvement:
Majority of michael's mistakes are to do with presentation errors. Though he was able to present his workings generally in the right way, he has made quite a number of minor presentation errors here and there.
Method for improvement:
Do more practices on similar questions so that the presentation errors can be reduced.
Student: Henry
Test Score: 33/40
Areas for improvement:
Henry is more careful during his presentation and as a result his mistakes are generally not due to carelessness. However, Henry is slightly weaker in his application of concepts as seen from him not being able to answer a new question that required a concept that he has learnt.
Method for improvement:
Working on different questions that require concepts learnt.
Student: William
Test Score: 10/40
Areas for improvement:
William does not fully understand the concepts of HCF and LCM taught during lesson. He is also weak and careless in his calculations.
Method for improvement:
More word problems should be given to build his understanding of the concepts and to train him to be more careful in his work.
Student: Susan
Test Score: 26/40
Areas for improvement:
Susan has showed that she understood the concepts taught during lesson though she tends to make very careless mistakes. She is also slightly weaker in simplifying maths expressions.
Method for improvement:
It will be helpful to provide practices that requires her to simplify mathamatical expressons such as cube root of a fraction.
Student: Noe Noe
Test Score: 29/40
Areas for improvement:
Noe Noe has shown understanding for the concepts taught. The majority of her mistakes are due to carelessness.
Method for improvement:
Enforce checking multiple times after practices or tests. Spot-the-mistakes practices can be given to train her to be more meticulous in her work.
AEIS, Math
Date: 270409
Day: Monday
Students present: Michael, William, Henry, Susan
Students absent: Noe Noe (sick according to her sister)
Teacher (main and assistants): James
Subject: Math
Topic: Factors and Multiples (test paper), Real Numbers
Teaching process
Concepts taught:
1) Went through the Math test paper on Factors and Multiples
2) Students were taught how to present their answers using a number line as the method taught in their country seemed to be slightly different from that of Singapore. Students were taught to use a dot to mark out numbers that were required by the question and to use arrows when large ranges are needed.
Example questions gone through: NA
Practice questions given: Tutorial 2 Qn 1, 2, 6, 7
Post-teaching
General comments of students:
William did not show any interest when the questions in the test paper were being explained. Students were more rowdy especially William and Susan who quarrelled blatantly during lesson. They have been given a warning regarding this.
There is quite a large standard difference between William and the rest in Math. He is slower in grasping concepts and tends to lag behind in class. There were also signs that he did not fully understand the concepts used in different questions when the test paper was being explained on the board and merely copied down the corrections. As a result, there was a need go through the questions again with him when the others were working on practice questions.
Improvement points of students: NA
Homework given (including due date): Susan has to finish his math test corrections on new sheets of papers by 290409 (wed)
Day: Monday
Students present: Michael, William, Henry, Susan
Students absent: Noe Noe (sick according to her sister)
Teacher (main and assistants): James
Subject: Math
Topic: Factors and Multiples (test paper), Real Numbers
Teaching process
Concepts taught:
1) Went through the Math test paper on Factors and Multiples
2) Students were taught how to present their answers using a number line as the method taught in their country seemed to be slightly different from that of Singapore. Students were taught to use a dot to mark out numbers that were required by the question and to use arrows when large ranges are needed.
Example questions gone through: NA
Practice questions given: Tutorial 2 Qn 1, 2, 6, 7
Post-teaching
General comments of students:
William did not show any interest when the questions in the test paper were being explained. Students were more rowdy especially William and Susan who quarrelled blatantly during lesson. They have been given a warning regarding this.
There is quite a large standard difference between William and the rest in Math. He is slower in grasping concepts and tends to lag behind in class. There were also signs that he did not fully understand the concepts used in different questions when the test paper was being explained on the board and merely copied down the corrections. As a result, there was a need go through the questions again with him when the others were working on practice questions.
Improvement points of students: NA
Homework given (including due date): Susan has to finish his math test corrections on new sheets of papers by 290409 (wed)
Thursday, April 23, 2009
Sec 2, Science
Date: 230409
Day: Thursday
Students present: Thin Nwe, Koye, Myint Myat
Students absent:NA
Teacher (main and assistants): James
Subject: Science
Topic: Transport in Plants and Mammals
Teaching process
Concepts taught:
1) Reason for the need of transport system in plants and mammals
2) Transport system in plants: xylem, phloem
3) Transport system in mammals: circulatory system comprising of heart and blood vessels
4) Basic functions of the transport system
5) Transport processes that contribute to the exchange of materials namely diffusion and osmosis and active transport.
Example questions gone through: NA
Practice questions given: not given due to the need to complete their geography mid year revision questions
Post-teaching
General comments of students: Students were generally receptive to new concepts and showed understanding for the topic. Students were also quite responsive to questions and were able to provide quite accurate answers to questions regarding concepts in the topic. However, Myint Myat and Koye were quite restless due to the late timing of the science tuition.
Improvement points of students: NA
Homework given (including due date): Practice for topic 'From cells to tissues, and tissues to organs' due on Monday, 270409
Day: Thursday
Students present: Thin Nwe, Koye, Myint Myat
Students absent:NA
Teacher (main and assistants): James
Subject: Science
Topic: Transport in Plants and Mammals
Teaching process
Concepts taught:
1) Reason for the need of transport system in plants and mammals
2) Transport system in plants: xylem, phloem
3) Transport system in mammals: circulatory system comprising of heart and blood vessels
4) Basic functions of the transport system
5) Transport processes that contribute to the exchange of materials namely diffusion and osmosis and active transport.
Example questions gone through: NA
Practice questions given: not given due to the need to complete their geography mid year revision questions
Post-teaching
General comments of students: Students were generally receptive to new concepts and showed understanding for the topic. Students were also quite responsive to questions and were able to provide quite accurate answers to questions regarding concepts in the topic. However, Myint Myat and Koye were quite restless due to the late timing of the science tuition.
Improvement points of students: NA
Homework given (including due date): Practice for topic 'From cells to tissues, and tissues to organs' due on Monday, 270409
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