Reflection of Teaching in a Classroom

Reflection of Teaching in a Classroom

Preclinical experiences in planning and preparation will influence my future practice as a kindergarten and 2nd-grade teacher. They have helped to connect the theoretical knowledge gathered in this course with practice. The connection will help me deliver content in the practical content in a way that is practical and relevant to the learners. The preclinical experience has predisposed me to diverse classroom settings. This exposure helps me to understand how to deal with different classroom scenarios as well as varying needs of the learners (Wild & Meads, 2013). The exposure will help me deal with such a classroom situation in the practical cases that I will encounter in my practice.

Moreover, the preclinical experiences have helped me to build my capacity in lesson preparations. This will boost my future practice because I will be able to better plan for my lessons and consequently give instructions that are coherent and consistent. This will enhance learner understanding and hence translates into better instructional outcomes. Lastly, preclinical experience enhances learning by giving the learner an opportunity to observe and equally experience teaching. This early exposure to teaching will help create confidence in my instructional approach and help me learn how to identify the different learning needs of the learners.

Secondly, the preclinical experiences will influence my future practice because it will predispose me to challenges encountered in classroom contexts early enough. Consequently, I will be able to know how to maneuver such challenges and offer creative solutions. This will largely affect my future practices in the context of the classroom. I will have encountered most forms of challenges and will be in a position to solve any classroom learning challenge. Secondly, the preclinical experience has predisposed me to the varying levels of learner capacity and learning needs (Wild & Meads, 2013). For instance, I have been predisposed on the ways of dealing with children with different special needs. Such exposure will help me tailor my instructions in a way that caters for the needs of such students. Moreover, the preclinical experience has helped me put in practice the various instructional strategies. This experience will be greatly valuable in my future practice since I will be able to choose the most appropriate instructional strategy for the learners I encounter. This will translate into better instructional outcome for the learners. Therefore, the experiences will boost my future practice because the exposure will help me learn how to manage the classroom better even with the diverse and challenging learner and cultures.

Preclinical experiences in classroom instruction are essential in my future workplace engagements. First, the experiences foster my development of communication skills. In my case, I have greatly developed my communication skills required particular for instructions in the classroom settings. Therefore, I will apply the communication skills developed in my future practice. Secondly, the experiences have largely exposed me to student engagement during learning and instruction (Wild & Meads, 2013). From this experience, I can engage learners better and more effectively. The engagement capacity will shape my future practice since I will be able to engage the learners in classroom instructions in a better and effective way. Thirdly, it will enhance my instructional strategies chosen in my future practice. I will be able to choose more effective and efficient instructional strategies in the context of the learners and the classroom environment that I will face. Lastly, my preclinical experience has helped me learn how to structure my instructions in a way that is responsive to the learners. This will define my future practice, as I will be able to respond to the needs of the learners in my instructional approach. 

Technology is used to engage students in instructions in different ways. Through my preclinical experience, I realized that learners are engaged through technology by involving them in creating little presentations and picture demonstration. The kindergarten learners are mainly involved in the creation of small pictures and projection of images on the board (Biesinger & Crippen, 2016). Moreover, the grade two learners were equally involved in the creation of abstract scientific images through different software and the presentation of such images in the classroom. Moreover, the kindergarten teacher explained to me that technology is largely used to track and analyze learner performance. The special educational software has been developed that is capable of recording, analyzing and tracking learner performance. Therefore, the teacher is able to identify learner instructional needs.

Moreover, the internet is revolutionizing instructional approach. Teachers are able to find information about appropriate instructional approaches suitable for their classroom settings. Through my preclinical experience, I was able to witness how internet technology is quickly revolutionizing classroom instructions. The immense instructional resources available online makes it easy to develop learning instructions. Such experience with technology in my preclinical experience will also guide me in my future practice as I engage the immense resources available on technological platforms in teaching.

Both formative and summative assessments that I witnessed in my preclinical experience were effective in assessing the learner and equally informing instructional decision-making. Formative assessments were taken periodically and were ion different forms. Such forms included homework, oral question and answer, discussions, and presentations (Schoenfeld, 2015). These formative assessments were effective in giving indications about the level of understanding the learners were progressively gaining on any given topic. The assessment of such levels helped to determine whether there was a need to change the instructional strategy to enhance better learning capacity. The summative assessments were equally effective in giving an indication of the overall learning of the learners on any given topic. As such, it gave a platform for evaluating the success of an instructional strategy employed as well as the instructional outcomes. I will use such formative and summative assessments in my future practice and equally use their outcome in improving my instructional strategy and consequent instructional outcomes.

Content refers to a specific and well-defined domain of skills and knowledge in any academic program. Content area method classifies a body of knowledge into different content areas. Consequently, learners are exposed to different content areas progressively through the course of their education. Through my preclinical experience, I was able to understand how instructions change with changing content area. I realized that while one instructional strategy may be effective in delivering one content area, such a strategy might not work in a different content area. As such, it is important to choose an instructional strategy that is in line with the content area that it intends to deliver.

My application of content area will influence my future practice in different ways. For instance, I will be able to divide my entire content to be delivered to learners into different content areas. As such, I will be able to give content in a way that is progressive and consistent for the attainment of the desired learning outcomes. Lastly, this experience will help me to choose the appropriate instructional model for every content area. I will understand that each content area requires a unique consideration of the appropriate instructional strategy and hence employ the appropriate strategy for every content area.       


Biesinger, K. D., & Crippen, K. J. (2016). Designing and delivering technology integration to engage students. Advances in Educational Marketing, Administration, and Leadership Technology Leadership in Teacher Education, 14(7), 298-313.

Schoenfeld, A. H. (2015). Summative and formative assessments in mathematics supporting the goals of the common core standards. Theory Into Practice, 54(3), 183-194.

Wild, A., & Meads, G. (2013). Practice teaching in a global world. The Journal of Practice Teaching and Learning, 5(3), 5-19.

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