Observation:
The teacher began the class with greetings and a prayer. Afterward, she asked the students to pick up the
trash and organize the chairs, explaining that it was for classroom management. She then reviewed the
previous topic and connected it to the new one. During the topic discussion, she employed both deductive
and inductive methods. It was natural for her to use non-verbal cues and a strong voice. I noticed that she
used a child-centered or learner-centered approach, emphasizing its importance. She mentioned that in
teaching students, allowing them to express their thoughts is crucial, and as a teacher, her role is to
facilitate and assist them in understanding the lesson. Whenever students provided correct answers, she
praised them to boost their motivation to participate. After the discussion, she provided a formative
assessment to monitor student learning. Before ending the class, she always asked the students what they
had learned or, in simpler terms, for a reflection. She consistently concluded the class with reminders
about their activities or performance tasks.
Analysis:
The teacher’s approach was many aspects, integrating various pedagogical strategies for effective
classroom management and student engagement. Initiating the class with greetings and a prayer set a
positive tone and fostered a sense of community. The instruction of organizing the classroom was not
merely a chore but a tool for instilling responsibility and discipline among the students, contributing to a
conducive learning environment. The seamless transition from reviewing the prior topic to introducing the
new one showcased the teacher’s adeptness in curriculum continuity.
Her utilization of both deductive and inductive teaching methods displayed a versatility that catered to
different learning styles. The incorporation of non-verbal cues and a strong voice demonstrated effective
communication, enhancing comprehension and attention. The emphasis on a child-centered approach
signifies a commitment to student-centered learning, empowering students to actively participate and
express their thoughts, fostering a more inclusive classroom atmosphere.
The reinforcement of correct answers through praise served as positive reinforcement, encouraging active
participation and reinforcing a growth mindset among the students. The formative assessment provided
insight into student understanding, allowing for timely adjustments in teaching strategies. The closure of
the class with reflective questioning underscored the importance of metacognition and self-assessment in
the learning process.
Reflection:
This observation highlighted the significance of a holistic teaching approach that blends pedagogical
strategies, classroom management techniques, and a student-centered ethos. The teacher's ability to
create a welcoming environment while maintaining discipline and engaging students effectively was
commendable. It emphasized the pivotal role of teachers as facilitators, guiding students through their
learning journey rather than being mere disseminators of information.
Moreover, the emphasis on reflective questioning at the conclusion of each session struck a chord. It
reinforces the idea that learning goes beyond the impartation of knowledge; it involves introspection, selfassessment, and active participation in one's own learning process.
This observation prompts a reflection on my own teaching or learning practices. It encourages the
exploration and incorporation of diverse teaching methodologies to accommodate various learning styles,
as well as an emphasis on creating an inclusive and participatory learning environment.