SWOT Analysis of Lesson Plans Assignment Example | Topics and Well Written Essays - 3500 words

SWOT Analysis of Lesson Plans - Assignment ExampleAn immediate awareness of the shortcomings of anyones teaching can be maked by the kind of review of actual lessons after the fact sedulous in above. This is certainly a worthwhile and effective process, in line with the thinking of numerous writers in the field. A reflective, innovative approach is necessary (Hattie, 2003).Central to the practice of my teaching is a need to ground decisions regarding the precise and exact intention of particular lessons. While I do weigh that I indispensability to achieve an inclusive, diversity-embracing classroom experience for students, the exact aims and outcomes of my lessons are sometimes not clear to the students, and perhaps not even to me. A clear and communicative statement of what we hope to achieve is necessary in all(prenominal) lesson and I will be sure to formulate this exactly in future lessons.I am of the opinion that it is essential to respect the originating cultures and iden tities of the ESL students I teach (see Ashman, 2009, and others). Sometimes I do not achieve this steml as the content I institute with covers only the Australian experience I believe this is so because I am concentrating on ensuring that my students become comfortable and familiar with their adopted culture. This is not a bad thing, but I do aim to provide more opportunities for students to share their cultures and identities with one another(prenominal) in class, while not neglecting the improvement of their knowledge and familiarity with Australian contexts.Tied to the opinion above is the idea that the content we are elaborateing with should be accessible to the students, and interesting to them within their experience. If they are able to marry the content we are dealing with to prior erudition and earlier experiences and knowledge, I am certain their pass on will be more effective (Davis, Sumara, & Luce-Kapler, 2008). My personal relationship with students and my inter actions with them do, I believe, reflect mutual respect, and my mention and appreciation for their cultures, but it is also true that I could incorporate this attitude into the actual practice of my teaching, in line with UNESCO (2001) guidelines.It is difficult for me to release some control of assessment in the classroom my instinct is to sine qua non to measure and grade student achievement myself exclusively. Yet, on the occasions when I do ask students to look one another, and even to point out one anothers errors, they do manage to do so effectively. The incorporation of peer teaching is relatively simple for me the incorporation of peer assessment is something I will have to work on. Black and Dylan (2001) encourage a highly interactive, dynamic assessment environment, which I would like to emulate.Timing is something which I also have to concentrate on. There have been occasions when the work I assigned to one group of student for example the Beginner students was compl ete long in front I had finished with the other group of more advanced students. A focus on acquire to know the learning pace and the learning style of each of my students is something I aspire to. Individualised learning is something a successful teacher must be able to come to grips with (Hattie, 2003). When students are paired up, and work together, or are given sufficient reading, with dictionary work tied to it, I find that on that point is enough time to get to each student, and to deal with differing ability groups effectively. This is, though, not always easy to predict.