SANDRA WANG
30 January 2018, P4 DS, 8.45 am
Mr Goh
1. Positive Classroom Culture
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Good rapport has been built with the class, though this is only Week 5 (you see them only once a week)
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Effective routines like “Eyes on the Board” were used; and pupils were quick to respond to that effectively; however, enforcement could be further strengthened (e.g. not allowing for small talk, trivial interjections)
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There were occasions whereby time could have be spent more productively (e.g. when distributing rough papers via the leaders and when the class was forming a circle) – please see me when free so that we can have further discussions on their possibilities
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Projection screen, if pulled down, would have a better/clearer view for the pupils (if it can’t be pulled down pls alert OM)
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While it is fine to mention that the com labs are open after school for their use, would be good to remind them on the importance of informing their parents
2. Lesson Preparation
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WALT statements were written on the board - it would be better to describe the exact SIOs (e.g. “imitate and create body rhythms”) instead of merely listing the topics (e.g. “Rhythms”)
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You have planned for a good variety of components for the lessons – P4 Music Project, Rhythm Exercise & Song Singing
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You devised your own PowerPoint summarising their brainstormed project work – this was suitable and effective
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Regarding the 2 URLs for them to jot down for their project work reference, you might wish to consider other alternatives that would be more efficient and time-saving; some examples include
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Create a simple Google Site for your music classes and place the hyperlinks from there
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Enlist the help from Chris (our web editor) to add the URL links from our school website
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Getting them to copy the URL on their pupil diary (instead of on the lose paper)
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Issue slips containing the printed URLs (it is easy for children to copy URL wrongly because of the lengthy and sophisticated capital/small letter differences)
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3. Lesson Enactment
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Your oral communications were your strength (clear and loud voice, pegged appropriately at their level, and there was clarity in your explanations)
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When seated in circles, you did well in enacting the rhythmic activities – starting from mimicking to other forms
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Pupils were enthusiastic and you were able to sustain the momentum of the lesson
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When you took out a frying pan and used a fork to strike at two different surfaces of it, I would caution you against comparing their pitches (as to which sound is higher/lower than the other); when we meet I will illustrate this point further to you
4. Assessment & Feedback
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When doing through their proposed music project work, you did well by explaining why some of their ideas were more plausible than the rest; it was also apt that you mentioned the pitfalls to avoid when using rubber bands to mimick the strings of a guitar/ukulele
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At the circle activity, you were able to pick up pupils who were not following the correct rhythm promptly and attend to them immediately
T1W5
2 April 2018, P2 IN, 8.45 am
Mr Goh
Observations
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Your tone of voice has been inviting, which is an essential attribute in PAL lessons
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Your choice of using the relevant Youtube videos (in drawing a cat, followed by a dog) was helpful in their hands-on activity on the PAL Passport
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Classroom management was good – children were attentive and engaged
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You’ve used a good routine on “Eyes on Me” effectively
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When you were walking around the class to facilitate/check on their progress, you gave very encouraging affirmations, such as “this is very creative / you’ve a good imagination / your drawing is interesting!” – all these live true to the spirit of PAL (and you have also used a rubber stamp to give them further positive reinforcements on their PAL Passports)
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When you noted that some had not seen a dog before, you exercised your contingency plan in screening how a dog can be drawn
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WALT statements were not seen on the board; I suppose you’d have mentioned them orally at the beginning of the lesson
Questions
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In addition to giving pupils the space for their creative expressions/explorations, another pivotal essence of PAL is to teach SEL more explicitly; thus have you wondered how you could have better injected this when you were on your rounds? For example, Self-Awareness & Self-Management are two SEL competencies that can be readily reinforced by the teacher when pupils performing individual work/tasks
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When you noted quite a few pupils mention that they had not seen a dog in their lives before, did you wonder if it might be good to ask the rest the contexts they would have seen dogs?
T2W3
T3W6
30 July 2018, P1 Diligence, 1.15 pm
Mdm Rostinah
Strengths of Lesson:
Music lesson incorporated Dance. Teacher used video on national day songs and got pupils to follow the steps using “mirror image’. Pupils were observed to be very keen, bubbly and vocal, expressing their feelings freely about the activity. Teacher attended to their comments and queries patiently.
Pupils danced enthusiastically to the music “Reach out for the stars” and were unabashed about participating. They learned the moves quickly. Teacher enthusiastically encouraged pupils to participate actively.
There were routines in place. Teacher got pupils to remind each other to keep quiet and the pupils could be seen demonstrating this. Teacher was encouraging and used a motivating tone. She was patient amidst some of the messiness in the activity.
Possibilities for Improvement:
There were 2 boys who were asked to sit apart from the class.
The boy on the chair seemed overly fidgety and at times sat dangerously rocking his chair. Teacher may want to consider not giving him a chair.
The other boy sat near the wall and appeared dismal at times.
(my response):
Dear Mdm Rostinah,
Thank you for the valuable feedback!
Kyson (on the chair) has some behavioral issues (particularly in non-core) and I am still trying out ways to engage and improve TSR. He was previously sitting on the floor during the first part of the lesson, but he kept lying down despite being clear of the consequences laid out for him.
As for Lucas (other boy)- I will get him to join the class in the future! (:
T3W10
28 August 2018, P4 Discipline, 9 am
Mdm Rostinah
Strengths of Lesson:
Teacher revised C F G chords and introduced a new chord.
Pupils would be using the chords to play a Teacher’s Day song on the Ukulele. Pupils were given a choice on the chords to use for the song and they had chosen to use F and C.
Pupils were observed to be enthusiastic and immediately practised the chords when the ukulele were distributed. Pupils could figure out when their ukulele is out of tune and sought help from teacher who confidently helped to tune the instruments. Teacher pointed out one difficult chord but pupils were not deterred and tried hard to get it.
Teacher demonstrated the chords on her ukulele and sang the song beautifully. Next it was the pupils’ turn and they strummed reasonably well. Teacher pointed to chords as pupils strummed to keep them in tandem. Teacher gave feedback on pupils’ performance, acknowledging their effort but also pointing out AFIs.
Teacher created a positive and enjoyable learning climate. She was firm when she needed to be and insisted on routines like not playing when she is explaining.
Possibilities for Improvement:
Projecting the slides on the white board caused a lot of reflection and should be avoided.