Second Language Learning
Reflective Response to A Cycle from Birth to Death by Richard Walker
(Words 984)
I would like to reflect on the article A Cycle from Birth to Death by Richard Walker. I found the article engaging and thought-provoking, and I identified several key issues that I believe are particularly relevant to my own development as an ESL teacher. The main purpose of this reflection is to consider some of the issues raised in the article and relate them to my own teaching experiences, as well as to my experience of learning collaboratively within a group on the SIT course.
Within a classroom learning group, it is often the case that some students are more vocal than others, while some may adopt a more assertive or dominant communication style. As a result, quieter students may feel intimidated or reluctant to contribute. When a new group of people comes together, it is inevitable that individuals will bring different personalities, levels of confidence, and expectations to the classroom. Some students may seek attention, while others may have strong personalities or egos. These individual characteristics can have a significant impact on the dynamics of the group.
I can relate this to my own experience because I have come to recognise that, regardless of how well-prepared a lesson plan may be, its success can be affected if the students do not work effectively together. If there is a hierarchy within the group, with some learners consistently taking control while others remain passive, opportunities for meaningful participation can become limited. Some students may avoid speaking because one individual, or a small number of individuals, consistently dominate the discussion.
For this reason, I believe that the initial lessons of a longer course, for example a 30-hour course, can be particularly important. Providing students with opportunities to become familiar with one another at the beginning of a course may help establish the foundations for sustained collaboration and positive engagement. Developing a supportive classroom environment can encourage students to help one another, while also ensuring that less confident or weaker learners do not feel inhibited from participating. Ideally, stronger learners will recognise the needs of their peers and support them, rather than dominating classroom interaction. In this type of environment, participation is more evenly distributed, and the group can develop a stronger sense of collective responsibility.
Having considered the importance of establishing familiarity within a group, the article also refers to the emergence of leaders within group dynamics. I can relate this concept to my own experience of the SIT group. Some members of the group may speak more frequently than others, and there are occasions when people disagree with my views. However, I recognise that disagreement is a natural and potentially valuable part of collaborative learning. It can provide an opportunity to challenge assumptions, consider alternative perspectives, and develop a deeper understanding of an issue.
I believe that one important aspect of successful group learning is overcoming subjective judgements about other people. It is easy to develop a negative perception of someone based on a particular interaction or communication style. However, it is important to recognise that responsibility for the group dynamic is shared by all members. The purpose of collaborative learning should not be to compete or to determine who is right or wrong, but rather to create a rewarding environment in which everyone can learn from one another.
From a student perspective, it can be easy for an individual to feel lost within a dominant group. Students need to be encouraged to listen to and consider the ideas of others, while also recognising that their own perspectives are valuable. Although individuals may have different opinions, experiences, and approaches to learning, they are ultimately working towards a common purpose. Recognising this shared purpose can contribute significantly to the development of a positive and productive learning environment.
I have experienced this type of positive group dynamic in my own teaching. In some of my classes, students have developed strong relationships with one another and have worked together extremely well. On one occasion, the relationship between the students became so positive that they even celebrated my birthday with me. I particularly remember students whom I initially considered to be less confident or weaker learners becoming actively involved in classroom activities. When they attempted to speak English and made mistakes, the other students laughed with them rather than at them. This distinction is important because it demonstrates a supportive classroom culture in which mistakes are accepted as a natural part of the learning process.
I believe that this type of cohesion can have a particularly positive impact on group work. When students feel comfortable with one another and understand that they are working towards a common goal, they are more likely to participate actively and cooperate effectively. As a result, group activities can become more productive, with students supporting each other and completing tasks more efficiently. The concept of a “cohesive group”, which is emphasised in the article, therefore resonates strongly with my own experiences. A cohesive group can contribute to a more positive attitude towards learning and can create an environment in which students feel sufficiently secure to participate.
Overall, I found A Cycle from Birth to Death to be an engaging and valuable article. It encouraged me to reflect critically on my own experiences of teaching and learning and helped me to consider the importance of group dynamics in the classroom. It has also encouraged me to think more positively about the learning experience and the role that each individual plays in creating a successful group environment. There are several ideas raised in the article that I would like to explore further through additional reading and reflection. Although the article is relatively short, I feel that it has provided me with a broader perspective on collaborative learning and has encouraged me to consider how group cohesion can influence both teaching and learning. For these reasons, I would rate the article 5 out of 5.
Teaching Young Learners – Games and Puzzles
TASK
Choose a language item from the list below and design a simple lesson plan using one of the games to teach/practice the item.
Student Vocabulary Game
Number of players: 2-6
Age: 6+
Materials: A score/category sheet per group, a deck of alphabet cards and a pencil
Object of the game: To name objects beginning with the chosen alphabet card and to be the first person to get rid of his/her alphabet cards.
| Player name: |
| 1, Toys: |
| 2. Fruits and Vegetables: |
| 3. The Classroom: |
| 4. Things in the home: |
| 5. The Body: |
| 6. Boy’s and Girl’s Names: |
| 7. Sports and Hobbies |
| 8. Animals/Pets |
| Score: |
1) A Student shuffles the cards and deals 5 alphabet cards. The cards are laid face down in front of each player.
2) The remaining alphabet cards are laid face down on the table in front of the group.
3) Alternate people start but the first player to the dealer’s left starts play by turning over their alphabet card, and then naming something from the first category on the sheet beginning with his letter. Once the learner has said a word they must write it on their sheet. Their go is over.
4) They have 10 seconds to think of an answer, if they do not have an answer in the allotted time they must pick up an extra card from the middle of the table and place it face down in front of them. Their go is over.
5) Each student takes turns to turn an alphabet card from their pile and naming an item in the first category. Examples are not allowed to be repeated.
6) The round ends when someone has picked up all their cards and named something from the category each time.
7) The other students must add up how many remaining cards they have, and write that number on their score sheet, e.g. 3 cards remaining = 3 points
8) The process is repeated with the person to the left of the dealer being the new dealer and the person to their left starting the new game. The game continues with objects from the second category.
9) The games continue until all the 8 categories have been completed
10) The person with the lowest score is the winner.
Explain the Communicative Competence Model of Teaching Grammar
Communicative competence refers to the knowledge and skills required to use language effectively and appropriately in different communicative contexts. Grammar is an important component of communicative competence because it enables learners to construct meaningful and accurate utterances. However, effective communication involves more than grammatical accuracy alone; it also requires an understanding of how language varies according to context, purpose, and the relationship between speakers. For example, the language used when addressing a king or queen is likely to differ considerably from the language used when speaking to a close friend. Therefore, grammar needs to be taught not simply as a set of rules, but as a resource that enables learners to communicate appropriately in a range of social situations. This essay will examine how grammar can be taught through a communicative competence model.
Language is used for a variety of social and communicative purposes, and the appropriateness of an individual’s language can influence how they are perceived by others. Consequently, learners need to understand how grammatical structures operate in both formal and informal contexts. Teaching grammar communicatively allows students to recognise that different grammatical forms may be appropriate depending on the situation, the intended meaning, and the relationship between participants. Rather than learning isolated grammatical rules, learners should be exposed to language in meaningful contexts in which grammatical structures serve a genuine communicative purpose.
A communicative approach also recognises that language is fundamentally social. Individuals use language not only to exchange information but also to express their identity, establish relationships, and respond appropriately to others. For this reason, grammatical structures should be presented within meaningful contexts rather than as decontextualised forms. This approach places greater emphasis on authentic communication and learner-centred teaching. In stronger versions of Communicative Language Teaching (CLT), the teacher is expected to adopt a “less dominant role”, while learners are encouraged to become “more responsible managers of their own learning” (Larsen-Freeman, 1986, p. 131). This shift allows learners to take a more active role in developing their communicative abilities.
A further consideration is the tendency for learners to rely on simplified language or memorised chunks of language when communicating. Although learning language in chunks can support fluency, an excessive reliance on fixed expressions may result in learners paying insufficient attention to the grammatical system underlying the language. A communicative competence model therefore aims to establish a balance between fluency and accuracy. Learners should be given opportunities to communicate meaningfully while also being encouraged to notice, understand, and apply grammatical structures. In this way, grammar becomes an integral part of communication rather than an isolated area of language study.
Workshop Title: SWBAT (student will be able to..)
(471 words)
After the workshop, please take a few minutes to jot down any ideas, teaching tips or techniques, etc that were covered, and which you felt were useful to you. How was the content of the workshop relevant to the courses that you teach? What did you gain from attending this session?
The main point I got from this workshop was about having objectives in my lessons. If I do not have objectives, and objectives that I want the students to achieve the lesson does not really have a flow and a definite conclusion. Sometimes a teacher can go through the exercise book and feel they have achieved their quota of the language learning book but has not really focused on the students achieving a goal for that lesson which is to be using the vocabulary, grammar and language speaking associated with that lesson.
I think what I got from this workshop was to be more focused on the students’ needs, their use of English language and achieving goals. The workshop made me think more about the book I use. I recognized more how the Interchange book is structured into cycles. This is that the students have a snapshot, conversation, grammar focus, and listening to assist them with their learning and thus at the end of the cycle, it should give them a freer practice to make sure they can use their newly acquired English language.
For myself, I try to get as much as I can out of each English language lesson I teach. With the information I have been given by the workshop host, I see our team of teachers are finding their way to the end of a cycle. However, there may be a question about objectives being reached for each student. I think from what the workshop talked about is that teachers should try to focus more on students’ objectives. This is the acronym SWBATs. The crux of the workshop was Students Will Be Able To’.
I think SWBAT is a focal point for me. I should be able at the end of the cycle in the book as well as the end of each lesson be able to see and hear the students using the grammar and vocabulary which I have been teaching them, hopefully without major problems. I need to know that each student knew their objectives at the start, worked through the class and hopefully achieved them by the end.
To conclude, what I took from the workshop was that teachers should remember to focus on their objectives while giving students objectives, so in the end there is a purpose to the lesson and a feeling of achievement. Thus, all students will achieve their goal of ‘students will be able to’. and teacher will be asking each other, ‘what are your SWBATs for today’s class?
