Teaching
Teacher Classroom Observation Questions
Do second language students often ask for clarification, verification, or correction?
Do the L2 students co-operate with their peers or seem to have much contact outside of class with more proficient users?
Do your lesson plans incorporate various ways that L2 students can learn the language you are modelling, practising or presenting, in order to appeal to a variety of learning styles and strategies?
Does your teaching allow L2 learners to approach the task at hand in a variety of ways? Is your Learning Language Strategy training (LLS) implicit, explicit, or both?
Is your class learner-centred?
Do you allow L2 students to work on their own and learn from one another?
As you circulate in class, are you encouraging questions, or posing ones relevant to the L2 learners with whom you interact?
Do L2 students seem to have grasped the point?
Did they use the LLS that was modelled in the task they were to perform?
What improvements for future lessons of this type or on this topic might be gleaned from L2 students’ behaviour?
Questions for students
In this class:
I want to….
will/won’t….
My favourite/least favourite kinds of class activities are…
I am studying English because…….
Journal Questions
This week:
I studied…
I learned…
I used my English in these places…
I spoke English with these people…
I made these mistakes…
My difficulties are…
I would like to know…
I would like help with…
My learning and practising plans for the next week are…
Teaching Young Learners – Songs, Rhymes and Chants
Task One
Where would you put the stresses on the following rhyme?
I would put the stress on the vowel (letter strings) in each sentence, showing rhyme. Nearly all of these vowel sounds also marry up with the final consonant sounds (n-ew-s / sh-oe–s). I would give the students more examples of these sounds (choose, lose, blues). With younger learners I think vowel sound is important but also the sound they make with the final consonant.
Have you heard the latest news? Isabel has bought new shoes
And did you know that Harry’s dad has got a dog that’s completely mad?
Well, Alice copied Tommy’s work and she’s taken Helen’s skirt
Johnny Jones has been much worse, he’s stolen money from Angie’s purse
Wait till you hear what Cathy’s done, she’s eaten a worm, just for fun!
Task Two
Choose a song or devise an activity that can be used in the classroom. State the age you have in mind.
1. Old MacDonald’s Farm
Age: Young learners
Aim: Practice listening and singing
Practice listening for animal names and sounds
Preparation: Collect pictures of a farm and a farmer, models of animals
1. The teacher starts by showing a picture of a farm and a farmer.
2. The teacher asks the learners ‘who and where is this?’ and gets them to call out the place and hopefully the farmer’s name (Old MacDonald).
3. The learners are told this is ‘Old Mac Donald farm’. The students are asked ‘What animals can you see on a farm?’
4. The students can shout out the names of animals. The teacher can check that they know the English word for the animals.
5. The teacher gets the children to think about their favourite animal that lives on a farm.
6. The teacher then shows some models of animals including the ones in the song. The names for the animals are elicited and chorally drilled.
7. The teacher then asks ‘what sound they make?’ The teacher gives examples.
8. The teacher already has prepared sheets of paper to match animals and their sounds. The teacher gets the learners in groups and gets them to match the animals and sounds. This helps to solidify the exercise a little more.
9. The teacher gives each group the animal models from the song. She tells the group when they hear in the song an animal’s name she wants them to grab the animal. This helps them get an idea of the animals in the song. She plays the song and lets the groups grab the animals. She checks who got the most animals in each group.
10. If it is necessary, stop the song line by line until they get the idea.
11. The teacher gets the learners to sing the song together with the accompaniment provided by the tape. The children may learn very easily by using echoic memory. The teacher could promote mimics, gestures, etc. associated to the meaning to make children play a participative role freely.
12. A follow up could be that the learners make their own farm or individual groups come up to the front and sing.
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.
School of International Training – SIT COURSE JOURNAL 2004 – AUA Bangkok
TESOL Reflective Journal
Monday 8th November 2004
Reflection on Reflective Practice
How do you feel about participating in reflective practice?
How do you feel about your ability to reflect?
What challenges might you face?
Morning Session – Reflection
I feel that reflection is an important part of the learning process. I had a great deal to say about everything we did, and I felt that everybody was willing to listen to and consider my points.
Reflection gives me an opportunity to express my views and, perhaps more importantly, to put my thoughts into words. One of the most valuable aspects of this process is that others can agree or disagree with what I have said. Both responses can be useful because I can take something positive from each.
When someone agrees with my point of view, they may add information or insight that I had not previously considered. Equally, when someone disagrees, I can still take their comments on board. I may not necessarily change my opinion, but understanding another perspective can make me think more deeply and improve my learning experience.
One thing I noticed, however, was that not everybody participated in the reflection. I would have liked to hear everyone’s point of view. I believe that hearing from the whole group would have given me a more complete perspective on the experience.
Afternoon Session
German Class 1
Being a new language learner can be a daunting experience. During the twenty-minute class, I felt that, as a beginner, I was a little slow to engage and found some of the lesson rather boring.
Reflecting on this experience requires me to look at it from two perspectives: first, as a student, and second, as a teacher.
As a beginner, I can understand the need for repetition. Basic language learning cannot consist entirely of games and activities. There needs to be a solid foundation, and repetition is an important part of building that foundation.
German Class 2
I found this lesson much easier. I became more involved and actually enjoyed the experience.
I think this was partly because I had already learnt a small amount of the language. I was able to build on what I already knew and use it again while learning something new. There was still repetition, but I felt that it was more purposeful and less noticeable.
The teacher helped by introducing the language gradually. However, I felt that asking three people to come to the front and role-play the dice activity may not have been the best approach. I was asked to stand in front of the class and demonstrate what I had learnt, which made me more aware of how it feels to be placed in that position as a learner.
Reflection
What have you learnt about learning in general?
What have you learnt about FLL in particular?
What have you learnt about yourself as a language learner?
The major issue I took from this experience is that I found learning a new language difficult. Not everything the teacher presents is immediately absorbed, and remembering new information can be a challenge. Although some people may find language learning easier than others, a teacher has to consider the needs of everyone in the group.
In particular, I think that I, and perhaps many other students, need repetition. Choral drilling can help new words become more familiar, while opportunities to practise together allow students to gain confidence in using the new language.
Another important point is that students can be given too much information at once. If there is too much to remember or too much to do, learning can become overwhelming.
I also experienced difficulties with pronunciation. This made me realise that pronunciation is an area that may require considerably more time and focused practice than I initially expected.
A Metaphor for Learning
To begin with, you need a good foundation. By this, I mean that you need to understand what you are undertaking and have some knowledge of its different aspects.
You cannot build a wall too quickly. If you rush the process, the wall may not be straight or stable. It needs to be built gradually, checking that each section is accurate, secure and level before moving on.
Learning is much the same.
If you take your time and use the right materials, the finished product is much more likely to be what you hoped for.
Tuesday 9th November 2004
My Hopes and Expectations for the Course
My hope and expectation for this course is to get as much from it as I possibly can. I believe that undertaking any course is both a challenge and an opportunity for personal development.
One of my strengths is that I already have four years of teaching experience. However, I now need to reflect on those four years and use that experience as a foundation for developing further.
I would like to finish the course with greater knowledge, a better understanding of teaching and a stronger sense of professional discipline.
Group Work – Poster
My experience of the group work was that there was not really a leader or someone who took responsibility for directing the group.
Despite this, I felt that we worked well together and were generally agreeable as a group. Several ideas for names were suggested, and although we did not reach a decision immediately, we eventually arrived at an idea that everyone was happy with.
I felt that each suggestion was discussed fairly and developed where appropriate. Importantly, everyone’s ideas were treated with respect.
However, I did feel that someone needed to take greater responsibility for moving the group forward. We spent a considerable amount of time discussing ideas, and I think some of that time could have been used more effectively. The main objective was to complete the poster, and stronger leadership may have helped us achieve this more efficiently.
TESOL Acronyms
S – Students
T – Teacher
SWBAT – Students Will Be Able To
VAKT – Visual, Auditory, Kinesthetic, Tactile
PDP – Pre, During, Post
PPU – Presentation, Practice, Use
Wednesday 10th November 2004
Planning Teaching and Receiving Feedback
How was the experience of planning teaching and receiving feedback in your group?
My experience was one of knowing what I wanted to do myself, but not necessarily making sure that my partner had the same understanding.
In hindsight, we should have produced a more detailed lesson plan that we had both discussed and agreed upon before beginning the teaching.
The teaching itself went reasonably well, although at times I think I raised my voice too much. I may have been a little too forceful, and I noticed one student looking at me in a way that suggested I might have been making him uncomfortable. This made me reflect on the importance of considering not only what I say, but also how I say it.
Another important point from the feedback was that I had not properly considered the level of the students. They were fluent speakers, and I should have recognised this and adapted my lesson plan accordingly.
Although some of the feedback was critical, I found it constructive. I was told that the lesson was too slow, that I should have made better use of the board and that some aspects had not been modelled clearly enough.
These are areas that I would like to practise and develop further.
Strategies for Future Group Planning
In future, I think we need to spend more time agreeing on the lesson plan before teaching. Each person should understand their role, the aims of the lesson and how the activities will be delivered.
Clear communication at the planning stage should help to prevent confusion during the lesson.
How Can We Overcome These Challenges as a Group?
As a group, we need to make sure that everybody has an opportunity to contribute while also ensuring that someone takes responsibility for keeping the group focused and moving forward.
PPU – Presentation, Practice, Use
Presentation
- The teacher does a great deal.
- Processes are structured.
- Modelling is important.
- Eliciting is used.
Practice
- There is more student action.
- Practice is controlled initially.
- Activities become less controlled.
- Target language is available to students.
Use
- Students present and explain.
- There is less teacher control.
- Students have greater responsibility for using the language.
Reflection on Observation
As always, there are a number of changes I would have made to the class.
I thought the teacher presented himself very well. His voice was clear and at a level that was easy to understand. I also liked the way he organised the students into different group sizes, including groups of three and five.
During the fifty minutes I observed, the students completed a considerable amount of work.
The main area for improvement was that not every student appeared to be actively participating. More concise instructions and clearer time limits may have helped to keep everyone involved. I also felt that limiting the number of questions for discussion could have made the activities more focused.
Friday 12th November 2004
What Significant Things Will You Take from the Speaking Module?
Looking at the module as a whole, I have recognised that there are many different facets to teaching, and that we have only touched the surface.
Each activity has given me enough information to begin building a clearer picture of what effective teaching involves.
Perhaps the most significant lesson for me has been the importance of looking at teaching from the perspective of the students. We experienced many interesting activities ourselves, and I think this will influence my attitude towards teaching in the future.
Monday 15th November 2004
First Day of Teaching
I felt that I had achieved something because the students did what I had asked them to do.
One situation I had anticipated was when the students were writing down their three numbers. I made sure that I went around the class and checked each student’s work to ensure that they were completing the exercise correctly.
A situation I expected to be more difficult was eliciting answers from the students. However, they participated readily and contributed their answers, which made this part of the exercise much easier than I had anticipated.
One of my beliefs that was challenged during my teaching practice was the importance of keeping students attentive and preventing them from losing focus.
Something I want to remember for my next teaching practice is not to repeat what students have just said unnecessarily. I also need to be more conscious of the speed at which I speak.
Tuesday 16th November 2004
Reflection on the Listening Module
The main issue I need to remember is the importance of PDP and PPU.
I need to make sure that I understand and remember the different stages of the PDP approach. In particular, during the post-listening stage, students should have an opportunity to personalise what they have learnt.
I should also remember that as soon as the actual listening begins in a PDP lesson, the Pre stage has finished.
Wednesday 17th November 2004
Using Listening or Reading to Introduce New Language
One advantage of using listening or reading material to introduce new language is that students are exposed to different voices and situations.
For example, listening to two foreign speakers having a conversation can introduce students to a situation and type of language that they may not otherwise encounter in their everyday lives.
What Makes a Good Context?
I think a good context is one that students can relate to.
If the class is younger, school and education may provide a useful context. If the students are older, subjects such as employment and work may be more relevant.
The context should also feel current and meaningful to the students.
Friday 19th November 2004
Error Correction
I think error correction is important, but it must be handled in the right way.
A teacher needs to correct errors without embarrassing or offending students and should provide a clear explanation or answer that helps them understand what they have done incorrectly.
I also think that all students should have the opportunity to participate. When an error or point of language arises, it can sometimes be useful to open the issue up to the whole class so that everyone has the opportunity to think about it and learn from it.
What Will You Take from the Grammar Module?
I think students need their grammar to be checked and developed, but there are many ways of doing this without making lessons boring.
Grammar can be presented in different ways and, with the right approach, it can be made interesting and even enjoyable.
Monday 22nd November 2004
What Is the Relationship Between Culture and Language?
I think language has a great deal to do with culture.
Something that is considered acceptable in one country may be considered rude or inappropriate in another. For example, in Thailand it may be acceptable to ask more personal questions, whereas in England people may be more likely to wait for the other person to volunteer that information before asking.
This highlights the importance of teaching students that language is not simply about vocabulary and grammar. There is also an etiquette associated with how language is used.
Making students aware of this allows them to think carefully about how they communicate before using language in different cultural situations.
What Is Your Definition of Culture?
I would define culture as a system of ways in which people within a particular society relate and respond to one another.
It includes shared values, behaviours and methods of interaction. However, these can vary considerably between countries and cultures.
Tuesday 23rd November 2004
What Do You Want to Take Away from This Discussion?
I want to come away from this discussion with a better understanding of all the issues involved in creating the right learning experience and atmosphere.
I want students to feel relaxed, comfortable and ready to learn.
How Will You Apply This to Your Classroom in the Future?
I will apply these ideas to my classroom by considering everything that contributes to the learning environment, from practical issues such as having the air conditioning at a comfortable temperature to my own manner, posture and attitude.
I want students to feel that I am approachable and that they can communicate with me comfortably.
What Else Do You Want to Take Away?
I think it is important to remember that, as a teacher, you are not simply teaching a language. You are also teaching about the wider culture associated with that language and country.
This means helping students develop a fuller understanding of what it means to communicate within a particular cultural context.
I also think it is important to consider classroom culture. The classroom should be a positive working environment, with clear expectations and rules. These should be consistent, fair and respectful, much like the expectations we encounter in society outside the classroom.
Thursday 25th November 2004
What Does the Skill of Reading Involve?
The skill of reading involves much more than simply recognising and reading words.
It involves extracting meaning from those words and understanding the message the writer is trying to communicate.
What Does It Take to Be a Successful Second-Language Reader?
A successful second-language reader needs to understand that written texts can develop in many different directions and that meaning can change depending on the sentence and the wider context.
Simply knowing the individual words is not enough. A learner may understand every word in a sentence and still fail to understand its overall meaning.
Understanding the text and its context is therefore essential.
Friday 26th November 2004
What Are You Going to Take Away from the Writing Lesson?
Writing can take many different forms, including formal and informal writing.
One of the main considerations is the person or audience being addressed. Certain types of language are appropriate in particular situations and not in others.
Writing is also different from spoken language. When we speak, we can correct ourselves immediately if we make a mistake. Written language is more permanent, so greater care is needed before the words are committed to the page.
How Would You Describe a Successful Piece of Writing?
A successful piece of writing should be clear and logically structured so that it does not confuse the reader.
It should fulfil its purpose and be written in a style appropriate to the particular format and audience.
Ultimately, effective writing is about communicating meaning clearly, appropriately and successfully to the intended reader.
