Running head: STUDENT TEACHING REFLECTION 1

Student Teaching Reflection

Geraldine Odiakosa

UCR Extension

ESL/EFL Student Teaching

March 6, 2019
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Student Teaching Reflection

Description of lesson delivery

In September 2018, I enrolled in UCR’s TESOL certificate program. Throughout my

courses in Fall and Winter, I delivered multiple lessons in front of my professors and peers. I

studied different theoretical teaching and learning theories such as communicative language

theory, and student-centered teaching, that I demonstrated in my lesson deliveries. In the final

course, ESL/EFL Student Teaching, was where I was able to use these theories into real practice.

In this Student Teaching Reflection, I will reflect on my experiences as a student teacher in three

levels: descriptive, pedagogical and critical.

Prior to delivering two lessons at UCR’s Intensive English Program, I observed Ms. Kim,

an ESL instructor in the program. Not only was I able to observe her teaching methods and

techniques she used to engage the students, I became a part of the class and performed activities

with the students. From this experience being with the students during activities, I learned that

students may interpret the activity instructions differently than what the teacher explained. I found

that it is important to check with the students during group activities to ensure they understand

how to complete the task, which I saw observed.

Descriptive Reflection

I delivered two lessons at UCR IEP’s Intercultural Communications course. The class was

made of students ranging from 18 to 30 years old stemming from various parts of the world,

however mostly from Southeast Asian countries. The lessons I delivered were titled, “Self-

Confidence” and “Generalizations in Culture”. In the Self-Confidence lesson delivery, I used a

speech by Dr. Ivan Joseph in which he used guided imagery to describe the skill of having self-

confidence. After the short video, I saw that the students were responsive to the video and it got

them interested in thought, on the lesson. Using technology helped in this cause to provide a
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strong introduction into the lesson. I was prepared to use the whiteboard more if technology was

not available.

Pedagogical Reflection

In the group activity for the second lesson delivery, “Generalizations in Culture”, I

provided a handout for students that had common generalizations about America using adjectives

of frequency. I asked the students to reflect on how these generalizations and compare them to

what they find true in their own culture. During the time of reflection, I did not walk about the

classroom and review students work. I walked around the classroom when the students were in

their group discussion, however not during the individual activity. I remember when I observed

Ms. Kim’s class, she walked around the classroom during individual activity and answered

questions as needed. I think this is important because it allows engagement one on one with

students who may feel hesitate to speak up during class or appreciate feedback directly from the

teacher.

Critical Reflection

Over the course of the two lesson deliveries, I noticed there was 1-2 students that seemed

uninterested in the class. Their participation was minimal. I struggled to understand that some

students may not be interested in the lesson or may feel obligated to be in the class. I was not sure

if it was the lesson, my delivery or just lack of interest. I noticed I tended to be with the students

more who were talkative and interacted with other students more during group discussions. As I

grow as an ESL instructor, my goal is to learn techniques to engage with students who are

withdrawn from the class.

Conclusion

Overall, my experience as a student teacher was positive. I have much to learn as a grow

as an ESL/EFL instructor. During the Student Teaching course, I receive feedback in a group
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setting with other student teachers. I found this valuable because it allowed me to tips and

techniques from the professor as well as the student teachers who were experiencing the same

fear and anxiety teaching for the first time. Farrell (2015), after experiencing group reflection, he

stated “With the aid of the group each teacher began to challenge themselves and as a result they

became more confident teachers because they reflected on their practice (Farrell 2015, p. 99). At

the end of the certificate program, I hope to gain employment as an EFL instructor through

teaching and observation of other teachers. I plan to enroll in a local TESOL chapter to network

and connect with other teachers in the field.

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References

Farrell, T. S. (2015). Promoting Teacher Reflection in Second Language Education. New Yourk:
Taylor & Francis.