Critical incident Reflective Teaching Journal

Question: Discuss the critical incident on reflective teaching journal? Answer: It is not possible that all individuals will have the same learning capacity or skill among a group of students. Many students might find group work interesting while others may find it disturbing to work in the group. However, it is the role of the teacher to understand how to manage the critical incidents and help students learn a particular subject. While teaching computer systems to a group of student in level four, I faced problems with a student who was not comfortable with working in a group. This write-up will throw light on such incidents and will elucidate effective methods of control while teaching. Critical incidents To make the teaching session exciting, I introduced group work among the students and lesson handouts were given. They were given 45 minutes to complete the handouts. I thought rather than following the monotonous way of completing individual worksheet it will be interesting if the students get to discuss the questions with their peers. I was there to help them with their queries and help them either on one-to-one basis or in a group. Once the students completed the handouts and were happy with the results, I gave them the answer sheets so that they are able to compare their results and understand where they need to improve in future (English, Barbour and Papa, 2015). It seemed that students liked the session, as it was different from their regular class work. In addition to this, the students were able to share the ideas with each other, which enriched their knowledge (Haksever, Render and Haksever, 2013). However, one student did not like the session, as there was much noise. She liked a quieter environment without any discussions in the class where she could carry out her work easily. It was true that there was much noise in the class as the students were discussing the assignment with each other. I felt sorry about her condition and apologized as well as promised that the method will be corrected in the next session. In addition to this, she said, that she needed to prepare for the next lesson beforehand. Hence, it would be better if she gets the lesson plan for the next week so that she will prepare herself for the next session and eventually works well in the class. She further added that if the next session is carried out with the same noise and discussion then she would have no other option but to leave the class (Wankel and Blessinger, 2013). I was ready to help the student, asked for her email address, and mailed all the details of the lesson that will be done in the coming weeks so that she could prepare herself well in advance. In addition to this, I asked the class to be quieter while doing their work and the student who was having problem with the noise continued with the class (Ozaki, Hornak and Lunceford, 2014). In my previous assignments where I dealt with classroom management and getting to know the students, I realized that the importance of student knowledge. It is important to know the individual student and manage the classroom accordingly. The assignment that dealt with getting to know the student helped me to understand that each student is unique and every student should be dealt accordingly. It is the duty of the teacher to make every student comfortable in the classroom (Haydn, 2012). Simultaneously, the teachers should not forget there are other students in the class. Hence, the teacher has to create an atmosphere where the student with a critical situation is able to learn properly as well as the other students are also enjoying the class (Martin and McLellan, 2013). Hence, I asked the class to carry out the session as quietly as possible. In this way, the student with the critical condition is able to concentrate in the class and the class is also managed properly. Conclusion When on one hand, many students enjoy working in groups there was one student who did not like the noise in the class. Moreover, the student needed to prepare the lessons before the lesson was taught in class. I learnt that the teacher needs to understand the individual needs of students and help the students accordingly. Hence, I asked the class to be quieter while doing the job as well as mailed the student the assignment that will be done in the coming week. My way of helping the student and managing the class was successful as the student continued with the sessions. References English, F., Barbour, J. and Papa, R. (2015).SAGE Guide to Educational Leadership and Management. Thousand Oaks, United States: SAGE Reference. Haksever, C., Render, B. and Haksever, C. (2013).Service management, student workbook. Upper Saddle River, N.J.: FT Press. Haydn, T. (2012).Managing pupil behaviour. Abingdon, Oxon: Routledge. Martin, J. and McLellan, A. (2013).The education of selves. New York: Oxford University Press. Ozaki, C., Hornak, A. and Lunceford, C. (2014).Supporting student affairs professionals. San Francisco: Jossey-Bass. Wankel, C. and Blessinger, P. (2013).Increasing student engagement and retention using classroom technologies. Bingley, U.K.: Emerald.