Lesson 1: Reflection 1

Cyber-bullying was my first lesson in this teaching practice, for grade 11. The objectives of the lesson are to define the term cyber-bullying, identify the types of it and knowing about the effect of cyber-bullying, and it solutions. My personal aim is to let students like what they have learn to real life applications. The lesson has 4 stages. In the first stage, I let students watch a video which was related to the lesson, and they have to guess what the video is about. The reason of this activity is to engage students with lesson, and motivates them by making the students curious about what they will study. Generating students curiosity will foster and increase their determination to learn (Bruner, 2006). After the video I have generated a discussion to give students the chance to share what they did get from the video. This process is what suggested in constructivism theory, as social process helps students scaffold by the teacher which will increase their knowledge. In addition, this stage gives me the chance to know about the students prior knowledge, therefore, I could build their new knowledge (Boettcher & Conrad, 2010). Then I had to explain the term cyber-bullying and lessons content. After that, I asked students to open their computers and search about types of cyber-bullying. Students have to put or write their finding in brain storming website called (Padlet). In this activity, students had the opportunity to use and develop their information literacy skill (Framework for 21st Century Learning, 2011). Moreover, from searching the students will have the opportunity to read lots of articles about the topic. This will increase their vocabulary, because some of the articles and term they found was in English. That is what Krashen suggested in his hypothesis, giving students the chance to read and exposed to lot of words will develop their language (Krashen's 6 Hypotheses, n.d). Some students were copying the answer from the articles and pasting, and others were paraphrasing their findings. After I noticed this, I gave positive feedback for

the ones how are paraphrasing. Letting them feel that they were working hard and they have deserved this positive feedback, which leads to increase their self-steam (Kyriacou, 2007). I have leant that I should give the instruction clearly and step by step, also I should know that they may copy and paste. Thus, I should have asked to write in their own wards from the binging. While the students were working, I had the website shown on the white beard. Students were amazed about the website, and they were having fun when they write. The next stage was reflecting to what students have written. I had them gather in front of the white beard, and then discuss what they have done. This stage gave students the opportunity to participate and explain what they have found. In addition, they have used communication skill to communicate with me and explain which will definitely help them in their job future. The final activity was about giving students a case study, and they have to think what the solution for the case. This activity will let students develop their critical thinking and use it to find solution. Critical thinking is one of 21st century skills, which students have to improve it and use (Framework for 21st Century Learning, 2011). Then I evaluate their answers, and scaffold them. However, there is no right or wrong answer but they know what is wrong to do and what is not. After we finished this stage, and the bell was about to ring, I asked them a question if the have learnt or not. The answer was yes, we have learnt, then I asked them way and surprisingly them answered academically what they have learnt. I was happy and glad that this was my first start of teaching.

References:
Boettcher, J. V. & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. (1st ed.). San Francisco : Jossey-Bass Bruner, J. S. (2006). The will to learn. In Search of Pedagogy: Volume 1. 1st ed. New York: Routledge Framework for 21st Century Learning. (2011). Partnership for 21st Century Skills, 202(3), 12-6429. Retrieved from http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf Krashen's 6 Hypotheses. (n.d.). Retrieved April 24, 2013, from Best of Bilash: http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/krashen.html
Kyriacou, C. (2009). Effective Teaching in Schools (3rd ed.). Cheltenham: Nelson Thornes