There are four skills when students learn English. These are speaking, writing, reading and listening. However, speaking and writing is different from the other two. The other two, students can do alone, on their own, without anyone else. They can listen to the radio, tape alone. They can read a book alone but they can't really speak alone so that productive skills should be used in the classroom as much as possible. For this reason, in my lesson plan, I focused more on teaching of productive skills where the students need to produce language. To do this, I divided the lesson into stages. In this paper, I am going to reflect my first teaching experience by mentioning these stages.
Firstly, at the beginning of the lesson, I mentioned about the aim of the lesson. In this lesson the aim was to teach students there is and there are. So, by the end of the lesson, students were supposed to use there is/there are correctly. According to me, it is important to make sure that students understand the aim of a lesson because they learn better when they know what they are expected to learn. In this lesson, the students clearly understood the aim of the lesson because first, I explained it to them by saying what they were going to learn. Then, I used a warm up activity. It was the first stage in my lesson plan. In this warm up activity, I brought real materials into the classroom such as, one apple, five knives, etc. However, I brought five plastic knives instead of bringing real knives because it could cause danger in the classroom. In short, I tried to engage them with the lesson using real materials. I think, this made English learning more interesting and more memorable for the students.
Secondly, second stage was the presentation stage...
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... together. In this lesson, I often used recasting and rephrasing for correct students’ mistakes. For example, a student said there is a apple and I repeated as there is an apple. By the way, when the students use Turkish to say something, I said it in English and I replied it in English, too. For example, a student told me that whether he began to
Overall, this lesson mostly was based on the teaching of productive skills. In my opinion, teachers need to focus on productive skills more than receptive skills because students learn better when they produce language. I learned so much about teaching. It is our duties as teachers to find not only what motivates students to learn but also what motivates them not to misbehave. If we can meet them at that point and take away that motivation, we can go a long way towards a more effective classroom and learning experience.
How does this relate to how you see yourself as a teacher? I appreciated how the teacher was spontaneous in reading to the children. For example, in the story Otis makes a noise putt puff putted chuff and she asked the students to mimic the noise that Otis made. I think that by being spontaneous and being sensitive to the environment and atmosphere learning will be fun and more memorable for the children.
Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)
Richard Mahlon Ripley, a man who went from a distinguished Bird Colonel with over 38 awards and decorations to a humble student at a university to continue his education. Fresh out of Vietnam he went into a college full of Anti-Vietnam War protesters, as you can guess after two and a half years of college he was no longer acting like a Bird Colonel. To quote him “After two and a half years there, I had transitioned” (interview). One time when he was late to class his teacher asked him what it was like to be in a college full of anti-Vietnam protesters, to this his response was “I don’t really mind now, but a few years ago I would’ve had a job for you as point-man” (interview).
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
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
A strength from my lesson was the introduction. The introduction consisted of asking students how they were feeling today and why. I provided my
Keep AP; At the end of the lesson, I asked a student a question and her answer took a while which caused me to forget what I had asked her. Since I could not remember what I asked her, I agreed on the wrong definition for the wrong word. Also, when asking the students questions, I asked using casual conversation skills verses correct literacy skills.
Teaching strategies of a foreign language class have evolved from a long history of useless methods that do not fulfill the goal of language acquisition. The main goal of a foreign language class in terms of the New Jersey Core Curriculum Standards is that the students be able to communicate using the foreign language. Communication refers to the student’s ability to converse with a native speaker of the language that has been studied. In the past, it was assumed that students must first learn the rules of grammar and then use those rules to construct sentences and communicate, but there have been several linguistic theories that have refuted this methodology.
I realized that what you’re teaching is not always the most important part of your classroom. The environment you provide for your students can make or break your classroom. Every single thing you do as a teacher has an impact on your students from asking about their home life to telling them if they don’t pass a test they will fail. Also, I learned that your strategies and the environment you provide go hand and hand. Students will not be able to learn without both working
An effective teacher scaffolds instruction to procure a fruitful learning experience for all students. Therefore, teachers of language learners must implement strategies that address the language disadvantages of those students. “English language learners have special needs that must be met with pinpointed strategies that target language so they can understand the content being taught” (Hansen, 2006). The strategies presented on the video promoted language and content acquisition. Teachers utilize their knowledge of language development and the students’ level of language to create engaging activities that met content and language needs. To make good choices in the way they plan instruction, interact verbally, correct mistakes, and assess English language learners, teachers must understand how language is acquired” (Herrell & Jordan, 2009).
Taking into account the students’ background, I developed this lesson to help them comprehend the targeted grammatical features (gerunds and infinitives) and make them able to use those features in communication with others. The students, as mentioned in the lesson plan, take this class in the evening, which means that they most likely work during the day and probably need to communicate using the language in their work settings. Therefore, it is important to give as many opportunities as possible for the students to use the targeted features in interactive activities, such as interviews and group works. I expect these activities to not only promote negotiation of meaning that is useful for language learning (Long, 1996), but also push them to produce comprehensible output, which also facilitates learning (Swain, 1993).
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
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive