教學的準備已接近零了，每次上堂前只用了很少時間去準備，因為要開始面對論文了。
兩科數學的論文都無從入手，好像找了很多資料，但不知道哪些是有用；構思了很多主意，但不知如何去整理。兩位markers 又不是善男信女，不知道如何才合他們心意，總之就是十萬個煩啦!
2009年11月24日 星期二
competing with time
It seems that I need to compete with time in every lesson.
And in each battle, I am the loser@@
I have to give up some time on doing example/CW so as to meet my schedule.
May be it is because I prepare too much
May be I over-estimate their ability
May be my explanation is not too clear
May be I put too much time on something that they do not concern (e.g. learning motivation and proof@@)
May be ...
And in each battle, I am the loser@@
I have to give up some time on doing example/CW so as to meet my schedule.
May be it is because I prepare too much
May be I over-estimate their ability
May be my explanation is not too clear
May be I put too much time on something that they do not concern (e.g. learning motivation and proof@@)
May be ...
2009年11月23日 星期一
teaching style
In last lesson, that was the lesson of the whole day. Many students have left when the bell rang, and I left behind to pack the teaching tools. There were just a few students left behind, and I made use of this chance to ask them some comment on me. I asked them if my teaching style was similar to your original teachers. And they answered me.... NO@@ And they added that "every teacher has their own style". I further asked them if they can learn something in the lesson. They replied yes. But in that situation, who will say no @@.
2009年11月22日 星期日
use of teaching materials
Last week, I spent much time on making teaching tools. And part of them has been used in class.
For teaching tools of IT, I have made a model with three layers to show that basic scene in photo impact and what is happened when we use "selection tool". I have shown the properity of the selected picture and compare it with other software like "Paint". Also I have made different picture to show different digital format. I think the students know what I wanted to express and I hope they can realise what happen in photo impact more after using this teaching tools. Actually, I want to show more by using this teaching tools, but since time was limited, I haven't made full use of them.
For teaching tools of Math, I have just used them. I will keep using them in this week so as to show the minimal conditions of proving congruent triangles. The teaching tools are very simple. I use a paper like magnet to cut it into stripes to act as lines and cut some plastics to act as angles. Those lines and angles can be pasted on the blackboard and they are movable. I requried the students to draw triangles with conditions S, A, SS, AA, SA, SSS, SAS, SSA, ASA, AAS, AAA. They can find that with some conditions, they can draw two incongruent triangles and some can only draw two identical triangles. Students were very excited to draw the triangles and they know that first 5 conditions are not sufficient conditions to prove two triangles are congruent. However, they asked me "when will you teach me the proof?", "if they are not sufficient conditions. why do you teach me". @@Students stress too much on solving the problem in the textbook only. They seemed not be willing to explore by themselves. But I knew that they were exploring mathematics but they were not realised. For example, when only given, let say, SA, they knew that if one more information was given, we can have congruent triangles.
Therefore, no matter what the students blaming, I will keep my style of teaching!
For teaching tools of IT, I have made a model with three layers to show that basic scene in photo impact and what is happened when we use "selection tool". I have shown the properity of the selected picture and compare it with other software like "Paint". Also I have made different picture to show different digital format. I think the students know what I wanted to express and I hope they can realise what happen in photo impact more after using this teaching tools. Actually, I want to show more by using this teaching tools, but since time was limited, I haven't made full use of them.
For teaching tools of Math, I have just used them. I will keep using them in this week so as to show the minimal conditions of proving congruent triangles. The teaching tools are very simple. I use a paper like magnet to cut it into stripes to act as lines and cut some plastics to act as angles. Those lines and angles can be pasted on the blackboard and they are movable. I requried the students to draw triangles with conditions S, A, SS, AA, SA, SSS, SAS, SSA, ASA, AAS, AAA. They can find that with some conditions, they can draw two incongruent triangles and some can only draw two identical triangles. Students were very excited to draw the triangles and they know that first 5 conditions are not sufficient conditions to prove two triangles are congruent. However, they asked me "when will you teach me the proof?", "if they are not sufficient conditions. why do you teach me". @@Students stress too much on solving the problem in the textbook only. They seemed not be willing to explore by themselves. But I knew that they were exploring mathematics but they were not realised. For example, when only given, let say, SA, they knew that if one more information was given, we can have congruent triangles.
Therefore, no matter what the students blaming, I will keep my style of teaching!
2009年11月18日 星期三
use of blackboard
I realized the importance of use of blackboard today. Students tended not to listen to what I am talking, but copied the things on blackboard all the time. I wanted to use the previous knowledge in parallel lines to teach them the corresponding angle of congruent triangle. They copied them all. But later, someone asked me why we needed to use parallel lines here=.=
One more, some students even did not know the full name of corr. =.= They said "correct sides, congruent triangles"@@
I know the abilities of students in the class may not be too high. And this lesson was overrun. I will adjust it in later time.
One more, some students even did not know the full name of corr. =.= They said "correct sides, congruent triangles"@@
I know the abilities of students in the class may not be too high. And this lesson was overrun. I will adjust it in later time.
Making teaching tool 2
Today, I still made teaching tool, but this time, I made the tools for math.
The effect was not so satisfactory. Actually, I made some triangles with length and angle added on it. As I used some color magnet, so it should be okay. However, the tools always fell down@@ But it was absolutely a good start to try to make tools to enhance the teaching efficiency. And whether it is successful or not in later time, I will still try to use different method or teaching tools. I think this is why we need to have teaching practice, that is try more and learn from failure.
The effect was not so satisfactory. Actually, I made some triangles with length and angle added on it. As I used some color magnet, so it should be okay. However, the tools always fell down@@ But it was absolutely a good start to try to make tools to enhance the teaching efficiency. And whether it is successful or not in later time, I will still try to use different method or teaching tools. I think this is why we need to have teaching practice, that is try more and learn from failure.
2009年11月16日 星期一
Making teaching tool
I have just finished making the teaching tools. I have borrowed many things from the teachers@@. Tranparency and wooden sticks from Mr. Yeung, PPC and card from Mrs Luk, pins from Mrs Kwong. I satisfied with my teaching tools and I hope it looks like a work from a year 3 students. I have made much effort on this tools and I hope the students will know more about the working space in Photo Impact.
On the other hand, Sorry Lai Sir, I haven't checked the responses very frequently, so I missed your message. May I phone you in these few day for your comment? Thank you.
On the other hand, Sorry Lai Sir, I haven't checked the responses very frequently, so I missed your message. May I phone you in these few day for your comment? Thank you.
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