2019 Walkthroughs / Obs

12 February 2019, Choir CCA, 3.15pm

Mr Goh

Observations

When I was entering the music room, there was pin-drop silence among the choristers; you were reinforcing with them some disciplinary expectations (after they returned from a 10-min break)
All were seated in two semi-circle rows conducive for choral singing purposes
When you handed the time to the instructor (no longer Sean?), you were helping to get the Youtube video ready on the laptop
When the instructor started getting the sopranos to sing the song “One Small Voice” (while standing, which is the right posture), you went around to different individual pupils in helping them (e.g. by pointing to the score and explaining how they should be singing certain phrases)
Each child had its own music score, and annotations were done on it
The instructor toggled to using solfege whenever appropriate (this is good as it is in tandem with our GMP curriculum)
The altos were asked to sing next
Overall, I was pleased with your active involvement with the choir despite having an instructor

Pointers for Consideration

While instilling discipline is important, might be good to slowly put them more at ease when they are more used to your routines and expectations so that all would see choir as an CCA they truly enjoy and looking forward to attending; after all the majority of them are girls
Might wish to work with the instructor to inject some other contemporary hits (to their liking) in the repertoire

My Reply (and to clarify):

Dear Mr Goh,

Thank you for the detailed feedback and the insightful points for consideration!

Sean was unable to make it on that day so another instructor came, but the students are quite familiar with her as well.
Also, I was actually just done with publicizing the Youtube video of One Small Voice that I had put onto the Choir Blog (I have been trying to promote this Choir Blog as a resource for the members to improve, as well as a Information Dissemination platform).

Thank you! Will work on those points.

T1W6

2 April 2019, P1 DS, 11.15-12.15 pm

Mrs Tan

Strengths

WALT was written.

Forte & Piano, Learn a song and Change the words of the song

Pupil Engagement

Pupils were very engaged in the singing activity and enjoyed themselves.
Pupils eager and enthusiastic to suggest which words (actions) to be included in the lyrics of “If I happy and I know I”. Tr guided them to come out with words or phrases of 3 beats.

Tr established some class routines and did try to manage behaviors, such as class management routine, pupils to discuss with a “6 inch voice”, 3 warnings go to Quiet corner to reflect.
Good choice of video, systematically intro the terms for dynamics - Pianissimo pp —> Piano p —> Forte f —> Fortissimo ff and Crescendo.

Points for Consideration

Tr has yet to remember the names of her pupils, may want to design a method of identifying the pupils and distributing books, can check with FT.

Classroom Management

The seating of the pupils in rows can be better supported by colourful Spot Marker, similar to PE lesson.
Tr should refrain from saying “dun waste my time with u, I will come back and take your recess from u”.
Tr has some class routines established and attempted to manage them but may need to work on the effectiveness of the strategies and positive reinforcement. Pupils were restless and not following her instructions, e.g. lying down on the floor “I have no mermaid in my class”, spinning around while seated.

T2W2

T3W2

11 July 2019, P2 HA, 7.45 - 9.15 am (PAL)

Mdm Farhanah

(+) Teacher started her lesson by revisiting PAL SEL domains with the pupils. She was able to break it down into simple terms to cater for the lower primary pupils. Pupils were able to recite the domains with scaffolding.

Lesson focus:

Relationship Management
Responsible Decision Making

(+)There is class orderliness, pupils know expectations from teachers. Routines were seen being set by teacher. Teacher has a very good rapport with pupils.

(+) Teacher explained vocabulary terms related to Strawbees. This is very helpful as pupils were able to familiarize themselves with the terms.

(+) Teacher gave a few examples of how Strawbees are connected and she also shared a video of how Strawbees can be connected to form other shapes.

(AFI) Perhaps, teacher may want to pause in some parts of the video to explain to pupils how Strawbees can for m other shapes/ buildings.

(+) Pupils were seen very excited to explore. Teacher gave pupils timing and even showed the pupils their groupings. This helps in the management of pupils especially for lower primary pupils.

(+) Pupils were eager to toy around with the Strawbees. Some even used the manual handbook to try out to make different objects. Teachers constantly reminded pupils on the amount of time left for them to explore. Pupils were seen able to work very well in their groups of 3. Teacher walked around to check on pupils.

Teacher called pupils back from their small groups to debrief about the exploration. Teacher aroused pupils further by showing them the architecture that they will be building. She showed the different examples and explained the use of bridges.

(AFI) Perhaps, teacher may want to show some examples of Strawbees bridges.

Comments by Observer:

Positive Classroom Culture

*Establishing interaction and rapport
Maintaining positive discipline
*Setting expectations and routines
Building trust
Empowering learner

Teacher has a good rapport with pupils. There is a classroom routine that has been set by the teacher and she was able to manage the class very well. Teacher knows each and every pupil by name and a positive TSR is seen in the classroom. Conducive classroom environment. Teacher has put up posters to remind pupils on the routines and expectations.

Lesson Preparation

*Determining lesson objectives
Considering learners’ profiles
Selecting and sequencing content
Planning key questions
Sequencing learning
*Deciding on instructional strategies

Teacher took learner’s profiles into consideration. She was able to explain the SEL domains very clearly to the pupils and pupils understood the focus of the lesson.

The lesson flow was very well planned as pupils were allowed to explore first before teacher got them to play and build the bridge.

Timing of the lesson was well paced.

Lesson Enactment

*Activating Prior Knowledge
Arousing Interest
*Encouraging Learner Engagement
Exercising flexibility
Providing clear explanation
Pacing and maintaining momentum
*Facilitating Collaborative Learning
*Using Questions to Deepen Learning

Simple language is used and is very appropriate for the class profile.

Pupils were seen to be very happy and were highly engaged during the exploration activity.

Teacher gave various examples of famous bridges around the world. In addition to that, teacher showed bridges that collapsed and got pupils to explain why the bridges collapsed.

Lesson objective was clearly meted out throughout the lesson. – use of toy car to test the strength of the bridge.

Bridge dimension was explicitly explained.

Assessment & Feedback

*Checking for Understanding and Providing Feedback
Supporting self-directed learning
Setting meaningful assignments

During the whole lesson, teachers took time to check on pupils’ understanding. Pupils clarified with teacher when they were unable to understand the instructions.

The tasks and activities were suitable for the class profile and ability.

Lesson Plan

Reflection Log

T3W4

24 July 2019, P1 IN, 10.45 - 11.45 am

Mdm Rostinah

Strengths of Lesson:

Teacher got class to recall previous lesson on types of movement to accompany the selected song. To check if they could do a steady beat, she organised an activity incorporating various movements (suggested eagerly by the pupils). To set them in the mood for the song and the activity, she called the pupils “Adventurers”. Teacher also used different tone of voice to make the activity engaging. Pupils were very enthusiastic and participated eagerly in the activity. They were able to do the activity well.

Teacher also got class to recall long and short sounds. Pupils could demonstrate the 2 sounds well with instruments given.

Today’s Walt was to make a loud and soft sound on bells and tambourines. Pupils were given time to explore making their own loud and soft sounds. They were observed to try various ways of making the sounds. Some pupils showed leadership by organising the activity for their groups. After discussing, each group was invited to demonstrate the sounds using beats given by teacher.

Lesson was fun and engaging. Teacher was firm in managing pupil behaviour while at the same time allowing pupils to give views, explore and enjoy the instruments. She also taught pupils the value of responsibility by reminding them to take care of the instruments. Dontavion had several buddies helping him to be more focussed and was able to also participate in all the activities.

Possibilities for Improvement:

While teacher had to jot down the actions needed next to the lyrics, it meant the screen was not pulled down throughout the song activity resulting in the image being cut at the top.

Teacher also wrote the loud and soft symbols for the instrument activity over the screened picture on the white board. Thus the symbols could not be seen. Better to use the clear white board. Besides, there was no more need for the song image and it could be removed.

T3W10

2 Sep 2019, P2 HA, 11.15 - 12.15 pm

Mdm Rostinah

Strengths of Lesson:

For today’s lesson teacher had intended to get pupils to :

Try body percussions

Come up with action for TD song

Perform for classmates

Following up on the video that was shared at assembly in the morning, teacher found that many pupils were not able to catch up with the actions at assembly because the pace was too fast and also because pupils were not following the teacher’s demonstration first. She got pupils to try out the body percussion again but this time asking them to think of the steps used instead of following it blindly. Pupils were able to do the actions well.

For the Teachers Day song, a song sheet had been given out earlier for each pupil with the intention to get them to memorise the lyrics. This had been helpful as pupils were observed to sing very well.

Pupils then went into their groups to discuss and decide on actions to be carried out to accompany the lyrics for the different stanzas of the song. Pupils were seen to be actively discussing and collaborating. They considered various options brought up by the group members and voted on which actions to choose.

Whenever they were unsure about the meaning of words in the lyrics they asked each other and also confirmed with teacher.

There was good class management and TSR. Pupils knew expectations and consequences. Andy was admonished for not following rules about speaking out of turn and accepted the consequences willingly.

Pupils were reminded to respect ideas from each other and not to laugh at suggestions from their peers.

Possibilities for Improvement:

Teacher allowed for constructive noise during discussion and appointed Time keeper and noise keeper. However these positions appeared redundant and were not fully carried out by pupils. Teacher could be more explicit on what these roles entail.

Pupils did not seem confident at their first try to sing the song accompanied by their group’s actions. They would probably need a few more practice sessions before they can do the song better.