TP Reflective Account Introduction This micro-teaching practice lesson was my first real teaching experience in a real classroom. There were twelve adult upper-intermediate EFL students (a mix of Chinese, Japanese and Arabic speakers) attended the lesson. The whole lesson was last one and half hours around the topic “consumerism”, which dividing into 3x30 minutes sections. I finished the last part of 30 minutes section that focusing on speaking skills with my partner. Our section had three main activities including conversation, discussion and debate. According to the tutor’s feedback (observation form in appendix) and students’ response as well as my own experience, I do the reflection both on the preparation work and teaching performance in class. Achievement aims As adult …show more content…
Each of us should taken charge with a part in the presentation in class. Moreover, we did not provide time and chances for students to ask questions. Thus, we did not know what and how they have learnt from this class. Furthermore, we did not give them a comprehensive feedback at the end of the session. Lessons learnt According the limitations we had, I learn following lessons from this teaching practice session. Firstly, it is better to give instructions as simple and clear as possible. For instance, using more short sentences and one sentence only for one key information. Also, I found it is not necessary to give all instructions that they do not need to know in advance Besides, we should find more appropriate ways to help students in class. For example, during students’ discussion, we could stand back but watch and listen to them as well as take some notes for giving feedback later. We could give feedbacks to students how well they have done (both their merits and what language problems they had) at the end of the
Utterances (1)-(5) are very direct, clear, and unambiguous. These utterances are purposed to be effective delivered. Additionally, the teacher has more power than the students, so this strategy must be commonly used though the occurrence in only four times in thirty minute discussion. Utterances (1), (2), (4), and (5) are used for their function to give command to the students, while utterance (3) seems to be used to disagree with the student directly to prevent misconception.
- thoroughly internalize the lesson by completing the student work first (i.e. independent practice and exit ticket)
... remove their negative thoughts and they should not rely on teachers alone. They should learn from the teacher while he or she learns from the entire students”.
At one point, for instance 4 minutes 3 seconds into clip 1, the class was getting a bit noisy and I tried to talk over them. Instead, I should have tried a method the teacher uses, such as clapping or closing the lights. It is important to never try to talk over the class or compete with them. At 2 minutes and 38 seconds in clip 2, I began to distribute the graphic organizers and send the students back to their groups to work with their partner. At this point, I noticed I was a bit unorganized and this could have gone smoother. When I was distributing the papers the class was getting chatty and impatient. For future lessons, I plan to do this differently. Perhaps, I could have a paper monitor hand out the papers or could have the students line up and take one. I will also work on giving perfectly clear directions to ensure all of my students are on task and understand. Next time, I will ask a student to repeat my instructions after I have given them to ensure they were listening and are ready to move on. For example, in clip 1 at 2 minutes and 19 seconds, I asked, “Did everyone hear what he read for us?” Next time, I will ask a student to repeat what was actually said. Another thing I would do is work a little bit more with the weekend motivation I began my lesson with. After I retold the class my weekend, I could have worked a little bit more with that example at about 40 seconds into clip 1. Next time, I will ask the class to turn and talk quickly to their partner and retell them their own weekends in order using details. This gives the students a chance to interact with their peers while retelling and personalizing the information. Also, I would enforce sequencing vocabulary a bit more in the responses on the graphic organizer. The organizer was broken up into columns labeled beginning, middle, and end. In the columns I feel it would be better if there was more
People assume that if majority of the class fail then the teacher is to blame and is not teaching the class. Well the student is to blame. If no one is learning there is still teaching. All teachers have various ways of providing information to their learners. Some techniques are more effective then others, but it’s the learner’s priority to take the teachers information and comprehend it into their own better understanding. The student holds the power to choose rather hey want to learn new information from their teacher or not.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Teachers face with a lot of daily choice problems, such as, how classrooms and curriculums should be organized, how students' behaviors should be interpreted, how learning time can be protected, and others. Sometimes these problems seem to be so ordinary that, teacher need to solve the problem automatically. But in the teaching process there are also complicated choices about difficult problems that, if left unaddressed, often increasing. These difficult choices call for teachers to engage in sophisticated reflection (including self-reflection).
Teaching is not my forte. I have a hard time understanding and employing current teaching theory as it relates to education in the world. I have formed opinions on the adjusted weights of student test scores to the APPR, as it really seems another tool in the current teacher witch-hunt. I do not believe the public understands what it is designed to do especially as I have heard students ask their teachers, “What happens to you if we fail the end of the year test on purpose?” Teachers should strive to better themselves and their practice, refine and reflect, and evaluate themselves to create lessons that are more accessible to all students.
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
By implementing a conversational based language approach, teachers should emphasis on communication and conversation to enable students to use the language in a comfortable atmosphere. Effective class activities should elicit responses and enhance language learning by involving students in the lesson as much as possible to encourage all language skills including listening, speaking, reading, writing, and communication. Activities should have clear and complete criteria using only English and should use many props and visual aids. Instructors are encouraged to use activities that encourage intellectual risk-taking and find ways to expand the students’ knowledge of the real world to improve their social skills and general understanding. It is imperative that teachers possess positive and effective classroom management skills and discipline students with consistency and fairness. It is just as important for instructors to show their human side by being fun but professional, punctual, and interesting while teaching and coordinating activities. Educators find that there is an increase in language retention in students when new information being introduced is associated with an action, word, or picture. Therefore, teachers are recommended to use a lot of body language while teaching a foreign language and to utilize various games to engage students to
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
My first experience with teaching was during my duration at Ladywood high school, an all-girls high school. I noticed technology was already well advanced, and it was also in great numbers. When I first started going to the school it seemed to be a very engaging learning area but I soon found out that the teachers were struggling to keep up with the incorporation of technology in the schools, and desperately struggled with keeping students attention because of this. There was however one teacher who utilized the technology at her disposal and kept her students engaged. I saw this and compared it not only to the other classrooms but also to my own high school. These experiences led me to think why all classrooms cannot act as the students did in this one. I could see the differences in the student’s curiosity toward things they did not understand in the classroom. With everything I observed, and compared during this experience this led me to develop my philosophy
Feedback – A more effective feedback system from the teachers, the parents and the community needs to be instituted and needs to be more frequent. Various aspects of students behavior and achievement needs to be carefully monitored, recorded and corrective measures instituted.
Through my vast experience within schools, my teaching pedagogy evidently displays my proficiency to teach K-6, including a diverse range of schools and students. The teaching pedagogy I implement is surrounded by the various learning and holistic needs of the students.