Video Used
Link 1
https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/33601422/entry_id/1_21mpe12y/embed/dynamic
Link 6
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The subject being taught is science, and the main ideas that the teachers are trying to explain to the student are motion and forces. Teaching is one of the challenging activities that teachers encounter, especially those teaching in institutions where the students' performance determines the effectiveness of the strategies the teacher is using. In the Video, science teachers have employed the right teaching strategies that enhance student engagement and make the lesson more practical. The teacher ensures that students have course books; this prepares them for the issue that the teacher is about to tackle. Some students might feel left out if the teacher does not guarantee that they have their books for the lesson they are taught.
The teacher ensures that if the students are taking notes or adding to what they had learned in the previous lesson, it done in the right books. The other strategy that the teacher uses is to give the students chance to explain what they think. Allowing students to express their minds and what they feel triggers them to study ahead of the teacher. This is because, during the class sessions, they will be required to make their input depending on what they had learned previously in their studies (Davis, & Smithey, 2009). The student can ask specific areas they did not understand in personal studies.
The Science teachers in the class are more practical with what they are teaching the students; they make concepts easier for the students. An example is where the teacher calls the learner to demonstrate to others about force. Pull and push and force at equilibrium is a hard concept for the students, but because of how the teachers specify these concepts helps the young learners enjoy the lessons (Fitzgerald, & Smith, 2016). The teachers ensure that the students are doing the practical part of the experience as they have the theory part of the study. The incorporation of the two techniques enhances good understanding and remembrance of the concepts that the students are entitled to know as they advance in their studies.
The students after school can apply what they learned in class to meet the challenges that they face in life. The teachers ensure that students have working groups that promote togetherness and appreciation of each other's culture. A classroom is made up of different people from different cultures. Failing to have group discussions, they might not know others' learning, and because of this, a class might lose meaning as students might dislike some teachers’ hence poor performance. On the contrary, group discussions help ensure that there is together of the teachers and the learners (2016 Science Framework for California Public Schools Kindergarten Through Grade Twelve, 2018).
The teachers boost individual work on the student side; this is where after engaging the students and having group discussions, they are asked to make a personal record of the observations they have had in the experiment. The other technique employed by the teachers is asking the students to recall the previous topic; this builds the mind of the student and ensures that they can remember the issues they have learned. To the teacher, this helps them plan how to tackle the next topic or to revisit the previous one. Teachers can only continue to the next issue if the students have not understood the former.
Recommendation
To ensure that more effective learning teachers teaching science should use projectors that students can see the actual actions that are done in practical life and then be asked to make the improvements that they make without having real-life experiences. The other recommendation is to have students in spacious rooms; this is will minimize the accidents that the students might suffer from. Finally, teachers should use a register to ensure that all students are in class; all the videos watched teachers get to the level, and without knowing who is not in a class, they begin teaching; this should be improved.
References
2016 Science Framework FOR CALIFORNIA PUBLIC SCHOOLS Kindergarten Through Grade Twelve. (2018). California State Board Of Education November .
DAVIS, E., & SMITHEY, J. (2009). Beginning Teachers Moving Toward Effective Elementary Science Teaching. Wiley Interscience (www.Interscience.Wiley.Com) . doi: 10.1002/sce.20311
Fitzgerald, A., & Smith, K. (2016). Science that Matters: Exploring Science Learning and Teaching in Primary Schools. Australian Journal Of Teacher Education , 41 (4).
