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.
Reflection on the Article “Hands-on” or “Head-Trip”….. How do you learn best? by Susan. L. Colantuono
(817 words)
Having read Susan L. Colantuono’s “Hands-on” or “Head-Trip”: How Do You Learn Best?, this reflection examines the relationship between the article’s discussion of learning and an experience I had during my SIT TESOL course. Colantuono’s article explores different approaches to learning and presents a four-stage learning process through which learners can experience, reflect upon, conceptualise, and subsequently apply their learning in new situations. I found that a German language lesson delivered by one of my SIT instructors provided a useful example of this learning process in practice.
Today was the first day of my SIT TESOL course, during which our class participated in two German language lessons. During the first lesson, I felt that I was not contributing sufficiently and questioned my level of intellectual engagement. My initial impression was that the lesson felt somewhat flat and lacked the interest, emotion, and excitement that I personally associate with an effective learning experience. However, when I heard the responses of other members of the class, I realised that their perceptions were quite different. Several people described the lesson as amusing and enjoyable. This contrast in perspectives prompted me to consider how differently individuals can respond to the same learning experience, which corresponds with Colantuono’s discussion of different approaches to learning.
Initially, I felt somewhat isolated by the difference between my response and those of my classmates. When another SIT instructor invited us to reflect on the lesson, I commented that I felt “the language learning experience is a long road.” In retrospect, I recognise that this was a relatively negative interpretation of the experience. Although my response was a genuine reflection of how I felt at the time, listening to the more positive reactions of my peers encouraged me to reconsider my own attitude and expectations.
The second German lesson provided an opportunity to apply this reflection. I felt more engaged and involved in the learning process. I wrote more extensively in my notebook, practised more both independently and with my partner, and listened with greater concentration. I also noticed that I was able to use some of the language and materials introduced during the first lesson. This suggested to me that the initial experience had not been unsuccessful; rather, I had perhaps not engaged with it as effectively as I could have. By reflecting on my experience, I began to consider how I could approach the subsequent lesson differently.
Colantuono’s four stages of learning provide a useful framework for understanding this process. The first stage, “concrete experience,” can be understood as my direct participation in the first German lesson. I experienced the lesson without initially analysing my response to it in depth. The second stage, “observation and reflection,” occurred when I considered why I had not gained as much from the lesson as I had expected. I began to question whether my lack of enthusiasm had influenced my perception of the experience.
The third stage, “abstract concepts,” encouraged me to consider possible explanations for my response. Was my reaction primarily related to my own attitude and expectations, or were there aspects of the teaching approach that contributed to my lack of engagement? For example, I considered whether the repetition used by the instructor had affected my enjoyment of the lesson. However, rather than attributing my response entirely to the teacher, I recognised that my own attitude was also an important factor.
The fourth stage, “concepts in new situations,” became particularly relevant when I listened to other members of the class describe the same lesson as enjoyable and amusing. Their responses challenged my initial interpretation and encouraged me to consider changing my approach to the next lesson. From this reflection, I developed what could be understood as a hypothesis for my subsequent learning: if I approached the next lesson with greater concentration, participation, and openness, I might have a more positive and productive learning experience. My experience in the second lesson suggested that this hypothesis had some validity.
This experience has demonstrated to me that learning is not solely determined by the content or delivery of a lesson. The learner’s attitude, expectations, level of engagement, and willingness to reflect can also influence the learning experience. While teaching methods are undoubtedly important, learners have a degree of responsibility for how they respond to and engage with those methods.
Overall, reading Colantuono’s article has encouraged me to view my experience more critically and constructively. Rather than simply deciding that a lesson was ineffective or attributing my response entirely to the instructor, I was able to step back, reflect on my experience, consider alternative explanations, and adapt my approach. This process of reflection enabled me to enter the second lesson with greater focus and engagement. For me, this illustrates the value of reflective practice in learning: an experience that initially appears negative can become a valuable opportunity for learning when it is examined critically and used to inform future practice.
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.
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.
What is SQ3R and how will it help students?
SQ3R is a system where you use techniques for reading more proficiently. The SQ3R reading technique is arranged into a framework. It was developed as an aid for students to help them get the most out of their reading. It involves using 5 techniques to aid retention and for a better appreciation of a text. This involves using the acronym + number, SQR3 which, when broken down stands for Survey, Question, Read, Review, and Recall. In this essay, I will explain further the features of these techniques and how they help students.
To begin with, a survey involves getting a shallow overview of the book or text you want to read. The learner/reader needs to have a quick glance to try to understand what the central theme / topic will or may be. This entails scanning and skimming the text/book. This allows the reader to establish how the information is structured and how to approach the text / book. The reader will need to see how the text / book is organized. The index and bibliography will help to see if the reading relates to the reader’s background knowledge. The chapters of the book, the chapter introduction, and the contents of the book need to be looked at to get an arrangement of the book. There will be headings and subheadings to locate information. The start and end of the paragraphs can be looked at to gather meaning. There may be graphs charts, pictures to show. All of these points give the reader vital initial clues to appreciating the reading that much better.
To continue in the order of SQR3, questions arise. They occur while you are surveying. This, as an important part as any, is because the questions readers ask themselves can help them to comprehend the text /book better. A good learner will ask what, how, why, when questions to gather the content. The heading can be turned into a question. These can be a learner’s study questions. Of course, if the question is written by the learner, this helps to structure the text in their own mind, but the learner must understand the questions the author raised too. The survey can highlight general questions these can be made more specific. The questions can relate to issues brought up in the text and the student’s objective in reading the piece.
So, after all the preliminary stages it is now time to read. This is the stage where all the questions contemplated before can be answered. The important word here is interrogation. The reader is interrogating the text to discover claims, statements, and ideas the author has put in the text. The reader should also try to relate the text to already existing knowledge. The reader has to be critical. In the reading, facts as well as opinions need to be distinguished. There is also the reality that good readers need to have a good vocabulary. This is also combined with a good reading speed.
Once the reading is finished the reader must be able to recall the information. He or she should be able to read through the questions written beforehand and relate the answers. The reader should run their ideas through his or her mind a few times. The information they have is just in the short term memory and the student wants to turn the information into long term memorized information. Regular attempts to recall help this process. This is done while trying to ascertain the main ideas. Notes and ideas about the text can be written down. Also, notes made in the margin of the text can be reviewed.
To finish the task of reading and complete SQR3 the text can be read again. Here the reader reviews the reading of the text. Of course, there is a need to look at what has been recalled and check the validity of the information. Once the reader has run through the exercise of recalling the information, he or she can move on to the stage of reviewing it. This review can be done by rereading the document, by expanding their notes, or by discussing the material with colleagues. A particularly effective method of reviewing information is to have to teach it to someone else! A review of all the questions and answers and the major points is a must. The learner needs to repeat the recite stage for the material as a whole and think about how the material they have just read fits in with the overall body of knowledge covered by the subject they are studying.
To conclude this essay, SQ3R is shown to be a useful technique for extracting the maximum amount of benefit from a learner’s reading time. It helps the learner/reader to organize the structure of a subject in their mind. It also helps them to set study goals and to separate important information from irrelevant data.
