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The students look quite enthusiastic as soon as I explained that today, we shall be learning more about the Internet. There were a number of students who stood out during the development part of the lesson. For example, Kimylee, Sherone and Amy were continuously raising their hands in order to answer the questions I was presenting. There weren't any behavioural problems during this part of the lesson, and I was quite pleased as to realize that the students were following the rules that we have established, during our first encounter.
During the activity part of the lesson, I also realized that the students do help each other when in difficulty. Whenever someone calls "Ms", the nearby students start asking about the difficulty and if they know the solution, they usually step in and help the student themselves. Furthermore, as soon as Amy and Mariah finished their activity, they immediately asked me whether they can help other students.
I was also quite impressed with Chantelle's comportment during the activity. In the last profile, I explained that she told me that she did not want to complete the activity, as she did not feel like it. However, while I was going around the class, I noticed that she was actually tackling the task alone this time, and then at the end, she started comparing her answers with those of her friends. When I congratulated her on her work, I asked her why she was willing to tackle this particular worksheet and not the one of last week. She told me that she wanted to try out the crossword, as she enjoys trying them out, and so she tried her best to solve it completely.
Class: 4 Jade
Date: 15th March 2013
There were quite a number of disturbances at the beginning of the lesson. I did inform the students that I was not going to tolerate any disruptions, and they immediately settled down.
There weren't any behavioural problems during the development part of the lesson. However I noticed that the same students, namely Valerie, Melissa and Kylie were constantly answering the presented questions. As soon as I realized this, I start directing the questions to particular students, and this helped the students to be more attentive.
During the activity, I talked to Oriana, Tennille and Mia Sarah, as they handed in an empty worksheet in the previous lesson. I explained that I was going to give them a chance as to be able to fill it in, as the marks allocated to the written tasks was going to effect the assessment. They excused themselves for not filling it in and filled it in immediately. During the rest of the lesson, I kept an eye on them as to see whether they were tacking the second worksheet or not, and to my surprise they were amongst the first who had successfully completed all of the worksheet.
After the lesson, while I was checking the work of the students I realized that Sephora did not even attempt worksheet 2. Sephora is quite a laid back student. In fact, she spent the lesson working on worksheet 1, even though I instructed the students to take examples for the readymade presentation which was available on the shared drive. I need to keep an eye on Sephora so that she won't fall behind the rest of the students.
Class: 4 Sapphire
Date: 15th March 2013
The ICT lesson with this class was not held on the day, as these students had a career seminar throughout the day. I did attend part of the seminar.
The students participated a lot during this seminar, especially Charis, Raksell and Abigail, who are also very participative during the lessons. Overall, I think that these are the three students that stand out of the group, as the other students are not as participative and they don't provide any feedback back, even when asked specific questions.
Class: 4 Diamond
Date: 12th March 2013
Overall, the students of this class are very participative and really want to learn. All the students' exhibit proper manners and they even follow the rules that have been established during our first encounter. They try their best to answer any proposed questions.
Furthermore, the students do collaborate together, even during the activity part of the lesson. For example, this week, Jasmin had a difficulty in accessing her presentation, and before she asked me to help her, she turned to Kirsty and Noelene for help. I was quite pleased with the effort that the students had put in during the working out of the worksheet, and many were continuously asking me whether their result was correct. In addition, the students do appreciate improvement comments and this shows their interest in the subject and the willingness to improve.
Moreover, I also noticed is that there aren't any students who stand out, or who seem to be the leaders of the class, and they all mingle together. For example, during the development part of the lesson, the students sit in different places and they do not sit next to the students with whom they work. And I think that this shows that there aren't any specific sub-groups within this class.
Class: 2 Pearl
Date: 15th March 2013
During this lesson, the class was split up into two groups, those who participated during the development part of the lesson, and those who just wanted to chat and disrupt others. Chayelle, Laura, Kimberly, Nicole and Dishial were continuously taking to each other and shouting across the room, as they were not all even sitting next to each other. I had to stop a couple of times, but these students were so lost in the discussion that they did not even realize that I stopped, and in fact they stopped talking when Britney who then told them "Il-Miss qed tistenna". As soon as I was going to ask another question, these students just started talking and shouting again. I then warned them that I was going to start changing places. Even though I warned them, they still continued disrupting the class. They did complain as soon as I started changing places, and I had to wait for quite some time until they went to the new assigned place.
Since I had switched on the computers before the lesson began, Kimberly then logged into one of the computers and was going through the pictures that she had in her pen drive. Chayelle and Laura were more focused on looking at Kimberly's picture than in participating in our discussion. Therefore, I had to reassign Kimberly's place next to the door, as this was the only place where there was no computer. This then helped in continuing with the development part of the lesson.
There weren't any behavioural problems during the activity part of the lesson, and the students were helping each other as to be able to complete the tasks successfully.
Class: 4 Pearl
Date: 14th March 2013
Many of the students in this class are so laid back that they did not even care to get the ICT file, or else the papers, that we were using during the last couple of lessons, and some of the students even told me that they have misplaced their papers.
During the development part of the lesson, the students were quite participative and the information and examples presented by the students were quite good and relative. Overall, I was quite impressed with their behaviour and enthusiasm. As soon as someone whispered something or else started talking with their friends, Tesmarie, who is the prefect of the class, immediately stopped them.
During the activity, I left the students to use the computer which they had been assigned at the beginning of the year by the ICT teacher, as I wanted to analyse why some of the students fell a bit behind in their work. I realized that this happened, not because the students chatted a lot, but because the students did not know how to tackle a task and did not try to seek help. As I was going around the class to check that everyone is working, I noticed that Rebecca and Lorraine seemed to be working, while in actual fact, they had no idea of what has to be done. Once I realized what was happening, I went around the lab, checking the progress of every student. This helped the laid back students, for example Sarah to catch up because they knew that I was going to check their work.
Overall, I was quite pleased with the behaviour of these students in this lesson, and they managed to get more work done then they did in the past lessons.
Class: Form 3 Opt 2C
Date: 13th March 2013 and 14th March 2013
The students were quite enthusiastic about the debate, and they all came prepared with what they were going to say, except Cherise. There weren't any behavioural problems during the debate and presentations, and everyone waited their turns to express her findings to the others. The students who participated a lot were Roanne and Rowena, as they were the ones who gathered the most knowledge and relative information, and were able to explain it to the other students. Gayle, whom I have described as shy in the previous profiles, was so shy to speak up and explain her findings that I had to ask her to repeat her statements as I could not understood her, let alone the students who were at the back of the class. In addition, whereas most of the students just explained what they have learnt and understood through the WebQuest, Nicole had to read all the information out loud, as she could not express any information, not even in Maltese.
even though we continued with our presentations during our second encounter of the week, the students seemed quite distracted. Hayley and Oriana were continuously shooting answers when it was the other students turn to answer. I did warn them to wait for their turn to answer, and after a couple of warnings, they started to obey.
An incident further disrupted the last 15 minutes of the lesson. Hayley and Oriana saw some male students in the corridor, and they immediately informed the rest of the group. I heard them saying this but I was not sure of what was going to happen then. Hayley immediately asked me to go to the toilet, and at the same time, even Oriana, Rowena and Cherise said the same thing. I knew that they wanted to just leave the class, and that is why I informed them that the bell was soon going to ring and that they can then go after the lesson finishes. I waited for the students to settle down to explain another activity which they had to do. During the activity, they were more attentive at what was going on in the corridor, rather than what they had to do in class. Even though I changed the Hayley's and Oriana's place, the comments were still being passed, and even those students who had no interest in what was going on outside, were being distracted. I then explained that I was going to issue points if this was to continue, and this is when the students calmed down and continued with their work.
Class: Form 4 Opt 2B
Date: 12th March 2013 and 14th March 2013
The students were not very enthusiastic to learn that they shall now be continuing programming. I was quite shocked, because the only student who seemed excited was Kirsty. The students were quite demotivated during the first part of the lesson. However they still participated and tried to answer the questions which I was asking.
Since both Bernice and Rhea were absent, Nirvana had no one to talk to during the development part of the lesson. In fact, she shut me off completely, and just laid back on her chair. As soon as I realized I told her to sit properly, and during the lesson, I was continuously asking her questions directly, so as to keep her focused.
The students had quite a number of misconceptions about certain programming constructs. Therefore I started asking basic questions. I was quite impressed with the feedback and the questions that students were asking. For example Rebecca and Marouska, who normally do not ask a lot of questions, started asking quite valid questions which also, helped others in clearing out a number of misconceptions. This sort of discussion and helping each other helped the students in becoming more motivated, and I was quite pleased with the level of questions that these students were asking, as they showed that they were willing to learn and improve in this area.
The students were more enthusiastic and motivated for our second encounter of the week. At the beginning of the lesson, Rhea and Nirvana started talking and scribbling on their foolscaps. I immediately stopped them and they did obey.
During the activity, I realized that Kirsty, Mariah, and Gaynor were the high flyers of the group when it comes to this topic, as they were working out the tasks with no difficulty whatsoever. Nirvana and Rhea had problems in tacking the worksheet. They were so reluctant and demotivated that they did not even open the JCreator. When I approached them and asked them what is wrong, Nirvana told me "Jien m'jien se nagÄmel xejn Miss, gÄax jien ma naf xejn u injoranta". Even Rhea agreed with this statement as she told me "Anke jien Miss bÄal Nirvana inÄossni". I had a talk with them and explained that they should at least try the exercises out and not just give up. Nirvana explained that she had already decided that she was not going to sit for her O-level exam and that there was no point in trying things out. I then explained that this should not be something that has to be done for an exam, but to first and foremost increase your knowledge about this area. Reluctantly they tried to work out the first task and they did ask me whenever they had difficulty. I was quite impressed that by the end of the lesson, they had successfully tackled 2 tasks.
During this lesson, I was also quite pleased with the effort of Marouska. She did ask me questions when in need and she did not just give up with the first error that was generated.