Reflective Summary

My teaching practicum at St. John Paul II was a meaningful and challenging stage in my development as an English as a Second Language teacher. Teaching Grade 10 and Grade 11 students within the Sri Lankan National School Curriculum allowed me to experience the realities of classroom teaching, particularly the need to balance curriculum demands, learner needs, and time constraints. This practicum helped me move beyond theoretical understanding and develop a more practical awareness of how teaching decisions directly affect student engagement and learning.

One of the most significant insights I gained during the practicum was the importance of setting clear and achievable lesson objectives. I noticed that lessons with a focused aim were generally more effective, especially in Grade 11 revision classes where students were preparing for the G.C.E. Ordinary Level examination. When lessons were structured around exam-type questions, model answers, and frequently tested grammar structures, students appeared more confident and motivated. In contrast, lessons that attempted to cover too much content within a limited time often felt rushed and less effective. This experience reinforced the idea that meaningful learning occurs when learners are given sufficient time to process and practise new language, rather than being exposed to excessive content. As Scrivener (2011) points out, language learning requires time for both understanding and production, and teachers often underestimate this in lesson planning.

The teaching materials I used were mainly drawn from the prescribed textbooks and teacher-prepared worksheets. While these materials supported syllabus completion, I gradually realized that over-reliance on textbook activities could result in passive learning. Some students struggled to maintain attention during lengthy reading or writing tasks, particularly when activities were not adapted to different proficiency levels. Although I attempted to provide additional explanations and simplified tasks, this experience highlighted the importance of adapting materials to suit learners’ abilities and learning styles. Tomlinson (2014) emphasizes that effective materials should be flexible and responsive to learners rather than rigidly followed, a principle that became increasingly clear through my classroom experience.

Reflecting on my teaching methods, I became aware that my approach—especially in Grade 11 classes—was largely teacher-centered. This was mainly due to the exam-focused nature of the lessons and the pressure to complete revision within a short time. Direct explanation and guided practice helped students understand grammar rules and writing formats; however, these methods limited opportunities for interaction. When I incorporated short pair discussions, answer analysis, or brief speaking tasks, students became more engaged and confident. At the same time, I learned that student-centered activities require careful planning. Group work was less effective when instructions were unclear or when weaker students depended too heavily on stronger peers. This experience taught me that active learning needs clear structure and close monitoring to be successful.

Student responses played an important role in shaping my reflection. Grade 11 students showed higher engagement when lessons were clearly linked to examination success, indicating that practical relevance strongly influenced motivation. On the other hand, silence, distraction, or minimal participation often occurred when tasks were unclear or too demanding. Rather than viewing these responses purely as behavioural issues, I gradually learned to interpret them as feedback on my teaching. This shift helped me refine my explanations, adjust task difficulty, and provide additional support when needed. According to Schön (1983), teachers often develop professionally by responding thoughtfully to classroom situations as they occur, a process that I experienced repeatedly during the practicum.

The practicum also strengthened my understanding of reflection as a tool for professional growth. At the beginning, I believed that careful lesson planning alone would ensure successful teaching. However, classroom realities showed me that flexibility is equally important. I learned to adjust lesson timing, modify activities, and change instructional approaches based on student responses. Farrell (2015) notes that reflective practice enables teachers to learn from experience and gradually improve their instructional decisions, a process that became central to my teaching development.

Overall, the teaching practicum at St. John Paul II helped me develop greater awareness of effective lesson planning, material adaptation, teaching methodology, and learner responses. It highlighted the importance of balancing exam preparation with meaningful learning experiences and reinforced the value of reflection in improving teaching practice. This experience has provided a strong foundation for my future development as an English language teacher and has encouraged me to continue refining my skills with greater confidence and adaptability.

 

References

Farrell, T. S. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. Routledge.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan.

Tomlinson, B. (2014). Developing materials for language teaching (2nd ed.). Bloomsbury.