1. Self-concerns: ability to teach; class control; discipline

Previous lesson, I manage to teach pupils the computer components and its function for year 2. They are all properly behave themselves and dealing with them are more easier because I ask them to sit in front of IWB and they enjoy what I have taught for that day. I really respect the pupils because they know how to spell the computer components correctly and they manage to identify each of the components.

2. Task concerns: teaching tasks such as big classes; inadequate instructional materials

For this year 2, learning environment is quite good because they know what I have taught them about computer components and the lesson is going very smoothly. I give them some activity to be done on IWB and they are all willing to participate with the activity given, it lots of fun on that day. Time management also appropriate and I manage to get on time to teach them. They know more then what I expecting them to know. All of them very familiar with the computer components and know to identify each of the computer components. Overall almost 90% familiar with the computer component.

3. Impact – learning concerns: needs of pupils; about themselves as individuals, the tasks and contents of the teaching process, and impact of their teaching on pupil behaviours.

Impact of learning for the pupils, they able to answer the question being arise and they want more with that activity given on IWB. As a facilitator to the student, I have to give them fully support with the learning by giving them more activity and exercise on the computer component and its function.

Introduce 2C about the computer component and its main function.


Having an activity which is multiple choice question and match the correct answer.

This week i have to teach year 4A how to Draw an object by using Microsoft Words Program.
From this teaching, almost most of the Pupils know and familiar with the Microsoft Words Program.

1. For pupils to learn and comment on different types and design of a free moving car.
2. For pupils to be able to analyse different parts that makes a free moving car.

Activities:

1. Teacher prepares different types of design of a free moving car for the pupils to choose and comment.
2. Pupils choose and compare different types of free moving cars.
3. Pupils dissembles different parts that they can think of and jot it down on a word processing software.
4. Pupils research on how to make a free moving cars on the internet.
   
5. Teacher then comments on what the pupils had think of during their discussion and points on what are the important parts that makes a free moving move.
6. Try to draw how their expected free moving car would look like.

Questions:

1. Do you know how car moves?
2. Why are there different kinds of cars? why big? Why small?
3. Is design of a car important?
4. does a free moving only rely on wheels to move?
5. what are other things that can affect the movement of a free moving car?
   

*Notice: if there is no internet connection teacher will prepare a passage or manuals on how to make a free moving car.

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