1. Teaching-Learning Context and Learner Profile

 

I am an English teacher at Yasodara Vidyalaya, Borella, catering to students primarily in Grades 6 to 8. My teaching context includes working with students who are learning English as a second language in a multicultural and diverse environment in Sri Lanka. The focus is on enhancing their reading, writing, listening, and speaking skills through engaging and practical activities that align with the curriculum.

The learners are students aged 10 to 14, studying at Yasodara Vidyalaya, Borella, who are learning English as a second language. They come from diverse socio-economic backgrounds, primarily from middle or lower-middle-class families, with limited exposure to English outside the classroom. Their language proficiency ranges from beginner to intermediate, and they often face challenges with vocabulary, speaking confidence, and understanding complex sentence structures. However, they are enthusiastic and curious, showing a strong preference for hands-on, interactive learning methods such as storytelling, role-plays, games, and creative projects. This eagerness to participate provides a solid foundation for developing their language skills in an engaging and supportive environment.

2. My Teaching Pholosophy

 Teaching Philosphy

A teaching philosophy is a narrative essay which reflects an individual’s beliefs and values about teaching and learning, often including concrete examples of the ways in which that individual enacts those beliefs (Browne, 2017). Throughout my years as a teacher, my teaching methods have evolved in response to my experiences and the feedback I have received.  It is essential to develop our own teaching philosophy because as Browne (2017) says s philosophy not only helps an individual reflect about his or her teaching, but also helps him or her to stay focused on good days, as well as days that remain challenging and difficult.

As an English teacher, I believe that education goes beyond just imparting knowledge; it’s about helping students develop important skills, positive attitudes, and the confidence they need to explore the world around them with curiosity. Access to education enables young people to gain knowledge and experience academic, professional and personal growth (Tyfekci & Luma, 2021). My teaching approach focuses on creating a learning environment that is centered on the students, inclusive, and engaging, promoting both their language abilities and personal growth. Education should be all about helping the child learning to learn.

The classroom is a place where most children spend a major part of their childhood and adolescence (Tyfekci & Luma, 2021). We, teachers play many roles in the classroom. Sometimes as a facilitator, guide, a friend or a parent. In the situations where, I see myself as a guide. I encourage students to discover and build their knowledge through active participation. To make learning effective, I tailor lessons to fit the various needs, interests, and abilities of my students. For example, by incorporating hands-on activities like role-playing, mini dramas from our textbooks, group projects, and singing songs, I aim to foster a space where students feel supported and motivated to take ownership of their learning journey. On the other hand I tend to make a friendly environment in the classroom where students feel welcomed and confident and accepted for who they are. As Tyfekci & Luma (2021) mention a safe and positive classroom creates space for productivity and assists the creation of healthy relationships not only between the students but also between the students and the teacher.

There are different types of learners such as fast learners, average learners, and slow learners( Korikana, 202). My classroom consists of students at different levels of English proficiency. Many students can engage in regular activities at their own pace, while others may need extra help with foundational concepts. Korikana (2020) says that Slow learners require specialized teaching methods, and by identifying their strengths, teachers can provide positive reinforcement that motivates them in their studies; otherwise, they risk losing confidence and potentially dropping out, leading to a perception of them as illiterate (p.30). To address this, I offer after-school classes specifically designed to help these students improve their English skills. My goal is to give all learners the tools they need to participate confidently in lessons with their classmates.

I believe in using a variety of teaching methods instead of relying on just one approach. This mixed-methods strategy is essential because it encourages students to apply language skills in real-life situations. Most of the time I rely on Communicative method. Abbasi (2011) says the Communicative Approach, a widely recognized method in modern language teaching, focuses on developing students' communicative competence. For instance, when we practice dialogues from our textbooks through role-play, students gain confidence in their speaking abilities and develop fluency. Most of the activities in the textbooks promote Direct Method Which According to Abbasi(2011), has one basic rule NO TRANSLATION is allowed in the class, it shows traits through its name that direct target language only to be spoken in the class.

During lessons, I often use Sinhala to explain difficult concepts. This approach helps to alleviate anxiety and allows students to grasp meanings more quickly, especially during grammar lessons. Using familiar language enables all students, regardless of their language proficiency, to engage meaningfully with the lesson content. I also utilize visual aids, gestures, and demonstrations when teaching new vocabulary to help students understand and remember unfamiliar words. Repeating sentence patterns is another strategy I use to improve their pronunciation and encourage them to use these structures in everyday conversations.

My students enjoy singing songs and playing language games, which help reduce anxiety and make learning fun. I encourage group work, as it promotes peer learning and offers opportunities for feedback, enhancing students' language skills and overall interest. Occasionally, I assign group presentations, which students find enjoyable and motivating. However, a challenge I face is the limited access to digital devices in our school, which makes it difficult to integrate technology into my teaching.

Ultimately, my goal is to inspire a lasting love for learning English among my students. By creating a positive and encouraging classroom environment, I strive to help them build confidence in their abilities and realize their potential. I want them to view English not just as an academic subject, but as a key that opens doors to new opportunities in our increasingly interconnected world. Through these guiding principles, I continually refine my teaching practices, ensuring that they are meaningful, effective, and transformative for each student in my care. My commitment to fostering a supportive learning atmosphere allows me to inspire my students to embrace the journey of learning English with enthusiasm and curiosity.

Reference

Browne, M. (2017). Developing a Teaching Philosophy.

Tyfekci, N. & Luma, V. (2021). Creating a Friendly Classroom Environment for Primary and Lower-Secondary Students.

Korikana, A. (2020)., “SLOW LEARNERS- A UNIVERSAL PROBLEM AND PROVIDING EDUCATIONAL OPPORTUNITIES TO THEM TO BE A SUCCESSFUL LEARNER”

Abbasi, M. (2011). A Survey of Teaching Strategies in ESL Classroom.

3. 5 lesson plans and in-depth relections

 

Lesson Plan (01)

Grade                          -6

Number of Students   -45

Time                            -40 minutes (7.50a.m. to 8.30a.m.)

Date                            - 28th of October 2024

Competency                - 4. Building up vocabulary using words appropriately and accurately to convey precise meaning          

Competency level       - 4.3 Finds antonyms for given words           

Objectives                   - By the end of the lesson students will be able to find antonyms for given words.

 

Stage	Time	Teacher’s Role	Student’s Role	Aims of the stage
Setting   the     scene	10 minutes	Teacher pastes some pictures on the board.(annexe 1a)   Distributes flashcards(adjectives to describe each picture) randomly (annexe 1b)   Asks the students to match theflashcards on hand with the pictures on the board and paste them on the board. Teacher asks the students to guess the topic of the lesson.	Students paste the falshcards on the board matching with the pictures pasted by the teacher.       Students guess the topic of the lesson.	- To give a basic knowledge regarding the lesson.   -To activate prior knowledge.
Presentation	10 minutes	Asks the students to make groups of 6   Gives instructions and distributes the envelopes among students. (annexe 2)   Asks the students to engage in the activity.   While students are engaging in the activity teacher displays an enlarged form of the activity on the board.   At the end of the activity asks one student from each group to come and match one pair.     Asks the students to loud read the words. And explain the meanings of new words.	Students make themselves in to groups of 6   Listen to instructions and get the envelopes.     Engage in the activity with the help of the group members                   Volunteers from each group go and match the opposites       Students read the words aloud and inquire about the meanings of unfamiliar words.	To encourage peer learning and promote collaboration among students.   Reinforce antonym vocabulary through a fun, interactive word match activity.
Practice	10 minutes	Explain the instructions in activity 12 and asks the students do the activity individually.   Discusses the answers and gives feedback	Students listens to the teacher’s instructions on how to do activity 12.   Students present their sentences to the class.	To practice opposites further
Production	10 minutes	Divides the class into three groups.   Gives instructions saying that they are going to do a game called opposites relay.   Randomly distributes flash cards among students and pastes the activities on the board.   Asks the students to do the relay.   Discusses answers with the teacher.   Gives feedback and praises the winning group.	Students arrange themselves into three groups Listens to instructions                       Start the game.     Discusses answers with the teacher.	Encourage collaborative and peer learning   To make learning fun and attract students’ attention.

 Follow up activity. – Students do activity 13 for homework.

Annexe 1b

big	small
happy	sad
fast	slow
left	right
thin	fat

 

Annexe 2

Match the opposites and paste them on the given paper.

up	down
hot	cold
Wild	timid
rich	poor
good	bad
clean	dirty
top	bottom
beautiful	ugly
thick	thin
clever	stupid

 

 

 

 

 

 

                                                These are in the envelope as word cards.

 

 

 

 

 

 

 

 

 

 

 

Pre-Teaching Reflective Summary

In this lesson about opposites, I expected that my Grade 6 students might come across many new words as they are still building their vocabulary. To help them better understand these concepts, I included a variety of pictures in the activities. Visual aids are particularly useful at this level because they make learning easier and more engaging. I also incorporated group activities and games, since I have noticed that students in this grade are more motivated when learning is interactive and fun. The games were specifically selected to reinforce the vocabulary of opposites in an enjoyable way, promoting active participation and teamwork among the students. I believe that using visual aids, group work, and game-based learning effectively creates a positive and enjoyable learning environment

Post-Teaching Reflective Summary

In this lesson on opposites, the students had their first formal exposure to the topic in Grade 6, building on some knowledge from Grade 5. Using pictures to introduce new vocabulary was very effective, as it captured their attention and made learning enjoyable. The visual aids helped students understand the meanings of the words better.

The lesson included interactive activities that kept students engaged. One highlight was the "Opposites Relay" game, where students collaborated in a competitive format. This activity encouraged all students to participate, including those who typically work at a slower pace, as their peers offered support and encouragement. This created a sense of teamwork and inclusivity in the classroom.

However, there were some challenges. The limited space in the classroom made it hard for students to move around freely during the relay. This sometimes disrupted the game's flow. Additionally, while the competitive nature of the activities excited the students, I am concerned about how it may affect less confident learners. Too much focus on competition could potentially cause stress or discourage some students. Fortunately, the overall support among students helped lessen these concerns.

Overall, I am pleased with the lesson. The students enjoyed it, and their enthusiastic participation showed their interest in learning English. Such activities not only improve vocabulary but also encourage collaboration and teamwork, which are essential for language learning. Moving forward, I aim to balance competitive and non-competitive activities to create a more inclusive environment while keeping the fun in learning.

Lesson Plan (02)

 

Grade                          -8

Number of Students   -45

Time                            -40 minutes

Date                             - 08.08.2024

Competency                -7.Uses English creatively and innovatively in written communication

Competency level       -7.2 Describes pictures

Objectives                   - By the end of the lesson students will be able to ,

 

1. Understand and correctly use the sentence structures to describe a picture.

 

Materials         - English workbook

- Enlarged copies of the activities and pictures.

- Whiteboard and markers

 

 

Stage	Time	Teacher’s Role	Students’ Role	Aims of the stage
Setting the scene	10 minutes	-Displays a picture on the board. (annexe 1) -Displays some questions on the board (annexe 2). -Asks the students to read the questions.   -Asks volunteers to answer the questions. - Teacher writes the answers on the board and asks the students to read the questions and answers displayed.	-Students read the questions displayed on the board -Volunteers answer the questions -All the students read the questions and answers.	-To encourage participation by asking easy questions. - To grab the attention of the students.
Presentation	10 minutes	-Asks the students whether they can make sentences following the first question and answers. -Tries to elicit the answers. Sentences with “There is…” and “There are….” -Explain the usage of “There is…” and “There are……”	-Students try to make sentences. -Learn how to use different sentence patterns to describe a picture.	-To activate prior knowledge. - To teach the sentence patters that can be used to describe pictures.
		-Asks the students to make sentences with 2nd and 3rd questions and answers. -Tries to elicit the answers by giving clues if necessary. Ex- “The cat is on the sofa”. - Explain the usage
		-Asks the students to make sentences with 4th and 5th questions and asnwers. -Tries to elicit the answer by giving clues if necessary. Ex- The cat is sleeping. -Explain the usage
Practice	10 minutes	-Divides the class into groups of three. -Gives instructions. -Distributes the task sheets (annexe 3) among students. - Monitors the students while they are engaging in the activity.	-Get into groups of three. -Listen to the instructions. - Engage in the activity.	-To give them an opportunity to review the sentence patterns used to describe a picture. - To promote collaboration among students.
		-Asks a member from each group to come and paste the correct answer on blanks. Asks all the students to read the paragraph on the board.	-One member from each group helps to paste the answers on the blanks. -Read the paragraph
Production	10 minutes	Displays a picture (annex 4) on the board and asks students to read the paragraph and draw a picture individually. -Monitors the students while they are engaging in the activity. Assists them if necessary. Gives feedback	Draws pictures according to the description given.	To review the sentence patterns further.
Homework		Asks the students to find a picture from a newspaper and asks them to paste it and write a paragraph using the sentence patterns learnt.   Asks the students to do activity 8 in unit 5 workbook.	Students find pictures and write paragraphs at home. Do activity 8 in unit 5 for homework.

 

Annexe 1

Annexe 2

 

1.      What can you see in the picture?

2.      Where is the cat?

3.      Where are the pictures?

4.      What are they doing?

5.      What is the cat doing?

Annexe 3

 

 

 

 

 

 

 

 

 

 

 Annexe 4

 

 

 

 

Pre- Teaching Reflective Summary

In preparing for this lesson on picture description, I felt confident about how the lesson was structured and progressed, even though I had not used this teaching method before. I planned to use visual aids like pictures and task sheets to engage my Grade 8 students, which aligned well with the goal of describing pictures. I included group work to promote collaboration and make the learning experience more interactive. However, I have concerns about managing a large class of 45 students within a 40-minute timeframe. Additionally, I foresee challenges in grouping students due to limited space, which could disrupt the flow of the lesson. Another concern is ensuring that all students participate and understand the sentence structures, especially since there are some students in the class who are easily distracted and often disrupt others. I hope that the planned activities will keep them engaged. Overall, I believe I planned this lesson in an effective manner to achieve lesson objectives.

 

Post-Teaching Reflective Summary

 

The lesson on picture description was engaging, especially at the beginning. Students were excited about the picture shown during the "Setting the Scene" phase and actively participated in answering questions. However, I realized that using a larger and more colorful picture would have helped those sitting in the back see it better. Eliciting responses effectively tapped into the students' prior knowledge, and I clarified sentence structures using "There is..." and "There are...". The activity of describing the picture fostered creativity and collaboration among the students.

Despite these positives, I faced some challenges. The time allocated for each stage was not adequate, as students took longer than expected during the practice phase to come up with answers. Additionally, the limited classroom space made it difficult to organize students into groups, which affected our momentum. I believe I made a mistake by giving instructions after grouping the students; providing instructions first could have saved time and helped maintain their attention. Overall, the lesson successfully met its objectives, with students demonstrating an understanding of the sentence structures through their responses and participation in group work.

For future lessons, I plan to allocate more time for interactive tasks or reduce the number of activities to facilitate smoother transitions. Pre-arranging groups or assigning them beforehand may also help avoid delays. In conclusion, while the lesson successfully encouraged student participation and creativity, improvements in time management and logistical planning are necessary.

Lesson Plan(03)

Grade                          -7

Number of Students   -45

Time                            -40 minutes

Date                            - 4th of September 2024

Competency                - 7.Uses English creatively and innovatively in written communication

Competency level       - 7.3 Writes for personal purposes     

Objectives                   - By the end of the lesson, students will be able to write short and meaningful personal notes to express gratitude, apologies, or greetings.

Stage	Time	Teacher’s Role	Student’s Role	Aims of the stage
Setting   the     scene	10 minutes	Display a colorful Get Well card (Suganya’s card) on the board.   Read the card aloud with expressions, highlighting phrases like "Sorry to hear," "Take care," and "Get well soon."   Ask students questions like: -Have you written or received such cards or notes? -How do these notes make you feel? Encourage students to share experiences of giving or receiving personal notes.	Observe the card and listen attentively.   Respond to the teacher's questions, sharing their own experiences and thoughts	To activate students' prior knowledge about personal notes and create interest in the topic.
Presentation		Explain what a personal note is, its purpose, and situations where it is used (thank-you notes, get-well cards, apologies).   Write the basic structure of a personal note on the board: Date Greeting (Dear...) Body (A short and meaningful message) Closing (Your friend/Your classmate...) Read Suganya’s friends’ note aloud.   Ask students to identify the parts of the note.	Listen to the explanation and take notes. Identify and analyze the structure of Suganya’s friends' note.	To familiarize students with the structure of personal notes.
Practice	10 minutes	Divide the class into small groups and ask each group to write a short note by giving them different situations.   Monitor the groups, offering support and suggestions as needed.	Collaborate within their groups to write a meaningful note.   Share their notes with the class by reading them aloud.	To provide students with guided practice in writing personal notes collaboratively.
Production	10 minutes	Ask students to imagine they are Suganya and write a note thanking their classmates for the Get Well card.   Encourage students to use phrases like “Thank you for your concern” or “I appreciate your kind words.”   Collect the notes and provide immediate feedback.	Write individual thank-you notes as Suganya, applying what they’ve learned.   Submit their notes to the teacher.	To encourage students to independently apply their knowledge by writing a personal note.

 

Annexe 1

Pre Teaching Reflective Summary

Planning this lesson was exciting because personal notes are practical and relatable for Grade 7 students as they use whatsapp and other social media platforms to communicate with friends. This topic allows students to express themselves in simple English while also developing important communication skills. To make the lesson engaging, I used Suganya’s Get Well card as a relatable example. The group activities and scenarios are designed to encourage teamwork, creativity, and meaningful interactions. However, there may be some challenges. Some students might not have much experience with personal notes or may find it difficult to express their thoughts. To help with this, I included a clear explanation of how to structure a note and provided examples. Additionally, group dynamics might be a concern if some students take over discussions or if shy students do not participate. To address this, I will closely observe group work and offer supportive feedback. Since the lesson is only 40 minutes long, it may limit how deeply we can explore the topic, but the production stage will still allow students to apply their knowledge on their own.

Post Teaching Reflective Summary

The lesson on writing personal notes went well. I started by explaining that note structures could be used for messages on WhatsApp and other social media platforms. Introducing Suganya’s card helped engage the students and made the topic relatable. They enjoyed sharing their experiences with similar notes they received, which activated their prior knowledge and created a positive atmosphere for learning. The explanation of the note structure was clear, and the students were enthusiastic during the group activity, especially when they created notes for different scenarios. This collaboration fostered teamwork and encouraged students to share their ideas. However, some challenges arose.

While many students did well, a few struggled to write meaningful sentences on their own during the production stage. This suggests they may need more practice with vocabulary or simplified activities. Additionally, although the group activity was engaging, some students relied too much on their peers. Despite this, it was encouraging to see slower learners participating more in discussions, showing improvement in their confidence and ability to express themselves. The classroom layout made it difficult for me to move around and support each group equally. In the future, I will consider assigning specific roles within groups to ensure everyone participates. Time constraints also limited my ability to give detailed feedback to every student right away, but I plan to address this in future lessons. Overall, the students developed a basic understanding of personal notes and enjoyed the learning process. Although notes are not as popular today due to our reliance on digital communication, I am satisfied with how I adapted the lesson to meet the current needs of the students.

Lesson Plan(04)

Grade                          -8                                      

Number of Students   -45

Time                            -40 minutes

Date                            - 5th of September 2024

Competency                - 5. Extracts necessary information from various types of texts.

Competency level       - Extracts specific information from various types of simple texts.  

Objectives                   - By the end of the lesson, students will be able to:

1. Identify specific information from the given text.
2. Extract relevant details (e.g., names, dates, places) and transfer them into other formats.
3. Demonstrate understanding of the text through speaking and writing activities.

Stage	Time	Teacher’s Role	Student’s Role	Aims of the stage
Setting   the     scene	5 minutes	Begin with a short discussion: “Have you ever had a pen friend? What do you know about Japan?” Briefly introduce Lahiru’s story: “Let’s learn what Lahiru experienced with his Japanese pen friend!”	Engage in the discussion and share their prior knowledge of Japan.	To activate students’ prior knowledge and set the context for the lesson.
Presentation	10 minutes	Asks the students to go through the paragraph silently.   Displays the activity (Annexe 1) on the board and gives instructions.   Group the students. Observes students while they are engaging in the activity.	Students read the speech silently.     Engage in the activity	Encourage silent reading   To guide students in identifying specific details from a text.
Practice	10 minutes	Gives opportunities to groups to share their answers with the class Gives prompt feedback   Asks the students to inquire the meanings of the unfamiliar words they came across while reading the speech.	Share answers with the class and give comments on the answers of the other groups.	Encourage peer learning   To reinforce students’ ability to extract and match information from a text.
Production	15 minutes	Asks the students to go through the questions given in Activity 5.3(Annexe 2) and answer the questions(group activity) Observes the students while they are engaging in the activity. Helps them if necessary. Ask volunteers to present their answers with the class. Gives individual feedback.		To help students transfer information from text into a structured format.

 Annexe 1

Read the paragraph and fine,
1. Names of people mentioned in the speech
2. Names of countries mentioned in the speech

3. List five adjectives from the speech

4. List five verbs from the speech

Annexe 2

 

Pre-Teaching Reflective Summary

This lesson plan aims to help Grade 8 students learn how to extract specific information from a text and represent it in different formats. The plan includes clear objectives that promote student engagement through group activities and structured tasks, especially since the students may not be very enthusiastic about reading. To capture their interest, the lesson starts with a relatable topic, such as pen friends and Japan, which helps activate their prior knowledge. However, the text may contain unfamiliar vocabulary that could make understanding difficult. To address this, I have scheduled time for students to ask questions about any unfamiliar words during the lesson. I believe that allowing students to discover the meanings on their own can be more effective than providing them with a list of words beforehand. I also hope to manage our time well, as students may take longer to read the texts.

 

Post – Teaching Reflective Summary

The lesson successfully met its key objectives, helping students identify and extract specific information from the text. Engaging students with a discussion about pen friends and Japan captured their interest effectively. The group activity during the presentation was particularly effective. It was straightforward, allowing students to focus on details such as names, countries, adjectives, and verbs. Collaboration among students promoted peer learning and enhanced the overall group dynamic. However, some students struggled with unfamiliar vocabulary. It is crucial for  to clarify the meanings of these words to prevent misinterpretations that led to incorrect answers. While time management was tight, it was manageable. In future reading lessons, I need to find better methods for introducing unfamiliar vocabulary. Additionally, providing more reading tasks will allow students to dedicate more time to practice, as they currently need improvement in this area

Lesson Plan(05)

Grade                          -6

Number of Students   -45

Time                            -40 minutes (7.50a.m. to 8.30a.m.)

Date                            - 30th of October 2024

Competency                - 6. Uses English grammar for the purpose of accurate and effective communication

Competency level       - 6.9 Uses adverbs appropriately        

Objectives                   - By the end of the lesson students will be able to use adverbs appropriately to describe verbs.

Stage	Time	Teacher’s Role	Student’s Role	Aims of the stage
Setting   the     scene	10minutes	Asks a few students to come in front of the classroom and pick a chit from the bag. Asks them to perform the action written on the chit.(dance, sing, walk, clap)   Teacher describes the first action using an adverb and writes in on the board. Asks students to describe the actions of other students following the example written on the board. Emphasize the role of adverbs	A few students go in front of the classroom and do as the teacher says Describes the actions using adverbs	Activate prior knowledge about action words and introduce adverbs.
Presentation	10 minutes	Defines adverbs: Words that describe how, when, or where actions happen. Highlight the "-ly" rule for forming adverbs from adjectives. Provide examples, e.g., "He runs fast. She sings beautifully." Emphasize the fact that some adverbs take the same form as adjectives.   Distribute sentence strips among groups (Annexe 1) Discusses answers and gives feedback	Listen to the teacher and learn what adverbs are   Learn how to from adverbs                                 Do the activity collaboratively and share answers with other students.	Explain what adverbs are and how they are used
Practice	10 minutes	Asks students to do activity 10 (Annexe 2)individually Observe the students while they are writing the activity Gives individual feedback on the activity	Do activity 10	Apply knowledge of adverbs in controlled exercises.
Production	10 minutes	Asks volunteers to come in front and take a chit from the box and act accordingly. Askes the students to guess the actions with an adverb. Gives constructive feedback	Volunteers go in front the classroom and perform the action on the chit. Students guess the verb and the adverb	Apply their knowledge of adverbs in a fun, creative manner.   Practice teamwork and communication skills.

 Follow up Activity – Students write five sentences using adverbs.

 

                          Annexe 1

He eats	quick	quickly
She dances	beautiful	beautifully
Children are playing	happy	happily
My father drives	safe	safely
She came	early	early

 

Annexe 2

 

 

Pre-Teaching Reflective Summary

Before planning the lesson, I considered the students' prior knowledge of adjectives. They are familiar with verbs and understand the meanings of adverbs, but they do not yet know how to use adverbs correctly. To start the lesson, I used a game, as students generally enjoy engaging in language games. I included action chits to help activate their prior knowledge and show how adverbs relate to real-life situations. Additionally, I aimed to balance group and individual activities to promote teamwork while also addressing individual learning needs. Considering the class size of 45 students, I prepared materials that would encourage active participation without leading to challenges in classroom management.

Post- Teaching Reflective Summary

In reflecting on the lesson focused on adverbs, it is evident that the interactive and kinesthetic activities were effective in engaging students. These activities helped them understand adverbs as descriptive words for actions. The initial stage, "Setting the Scene," encouraged students to actively connect with the content, which improved their comprehension of the concept. During the "Practice" stage, the majority of students completed the activities accurately. However, a few students required additional support to differentiate between adjectives and adverbs, highlighting the need for targeted reinforcement in some areas.

This indicates that while the overall understanding was strong, there remains room for improvement in clarity and distinction between similar concepts. I should have paid more attention on differentiating adjectives and adverbs. The "Production" stage proved to be particularly successful, as students demonstrated enthusiasm while performing actions and identifying the corresponding adverbs. This level of engagement signals that students were not only grasping the material but also enjoying the process of learning. To assess students' independent application of adverbs, a follow-up activity is planned. This will provide an opportunity to gauge their understanding and ability to use adverbs in context. Looking ahead, I intend to incorporate more visual aids, such as pictures with word cards, to support students who may have difficulty recognizing certain verbs.