Cooperating Teacher Case Study

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The cooperating teacher used many strategies to maximize her use and her students’ use of English in the classroom. To begin with, Mrs. Sekeli stayed loyal to her decision of always speaking English unless being faced with a serious behavioural issue. By staying constant in her use of English, her students’ expectations on her use of the L2 were set in stone, which I believe motivated them to talk to her in English. Mrs. Sekeli’s positive attitude towards her students’ success also plays a great role in her maximization of the her L2. Knowing what is best for her students and being positive about their success is what pushed her on the daily basis to continually use the L2 in her class. This way, she would not get discouraged to the point of using the students’ first language. This is the main difference I noticed in my two cooperating teacher, and I am positive that it affected their use of English in their classrooms. The first cooperating teacher I was assigned to kept on telling me how his students were a hassle that he couldn't manage anymore, and that he felt like giving up. In class, he could use the L1 for approximately half of the lesson, compared to Mrs. Sekeli …show more content…

Sekeli followed in her classroom were mentioned to be beneficial in researches done on the topic of maximizing English. To adapt to the students and to stay loyal to your L2 use as a teacher was proposed by Turnbull (2006). These are strategies that Mrs. Sekeli applied into her classroom. Some other strategies such as repetition, intonation and gesture were also mentioned by Turnbull (2006) and used by my cooperating teacher as well. Encouraging interaction was mentioned in Crichton’s (2009) study and was supported and executed in Mrs. Sekeli’s classroom, as mentioned above. This leads me to believe that the researchers’ claims are not only heavily beneficial but also realistic in a classroom setting as many of their strategies were being used by my cooperating

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