Practicum Tips - First Encounter

This tip contains suggestions on how you might evaluate your first encounter with your class.

When To Do This

• After the very first lesson with a new class.
• Who Fills This In
• •You do.

What to Do

Prepare your lesson and teach it. After the lesson fill in the analysis section below. Write brief notes in the spaces provided, using the questions for guidance.

Analysis

Date: _______________________________

Class: _______________________________

Subject: _______________________________

Lesson Beginning

Were you present when the class arrived? How did you enter the room? How did you introduce yourself? Did the class settle down quickly?

First Impression

What do you think is the class's first impression of you? Circle on five scales below:

1. brisk, businesslike... 1__ 2__ 3__ 4__ 5__ 6__ 7 ... slipshod

2. warm, friendly... 1__ 2__ 3__ 4__ 5__ 6__ 7... aloof

3. stimulating... 1__ 2__ 3__ 4__ 5__ 6__ 7 ... dull

4. well prepared... 1__ 2__ 3__ 4__ 5__ 6__ 7 ... badly prepared

5. strict... 1__ 2__ 3__ 4__ 5__ 6__ 7... permissive

Rules

What rules emerged, either because you stated them or because you reacted to some event?

Content

Do you feel badly if you were able to spend little time on your topic, as many teachers deliberately devote their first lesson to establishing a relationship with their new class, but if you were able to spend some time on your chosen topic, how was it received? Was the class busy? bored? confused? intrigued? indifferent? How did the lesson end?

Names

Think of the class concerned and write down the names of any pupils to whom you can put a face.

Follow-up

1. Look at your answers to 'First Impression'. To what extent is the class's first impression similar to the longer-term impression you hope they will have of you? If you have deliberately begun in a way that is different from what you intend to do later (eg. Being 'larger than life' or stricter than you will be later) how will you manage to work towards your longer-term goals? What do you think pupils told their parents about their 'new teacher' when they got home?
2. Think about your classroom rules. How do children know what is permitted and what is not in your classroom? Are your rules the same as those of other teachers? Why not talk to them and find out. Did any breach of rules take place and if so what did you do?
3. Look at your reply to 'Names' above. If it is blank why do you not know a single name after your first lesson? If names are entered why do you know the names of these particular children, and how can you find out the names of others? Make a policy of learning more names in your next lesson with the class.