Documente Academic
Documente Profesional
Documente Cultură
Part 1 Stage 2
Center ES330
Giuliete Aymard
Contents
Contents.............................................................................................................. 2 Beliefs and practices as a teacher......................................................................3 Key strengths and weaknesses...........................................................................3 Possible reasons for strengths and weaknesses.................................................4 Action Plan.......................................................................................................... 5 Approaches, procedures and techniques to develop teaching skills................5 Methods and documents for gathering data....................................................5 Appendix 1.......................................................................................................... 6 Appendix 2.......................................................................................................... 8
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I promote pair and group work, only intervening to answer questions or offer some guidance. I also try to organize the board in a logical and clear way, always having the aims of the class written on the right corner and going through the items written there at the end of the class in order to have a short summary. Weaknesses Timing: As it was clearly demonstrated in my first class observation, I need to use time more effectively in class as well as have a more realistic expectation of how much time a certain activity will take. Language and activity overload: This was also evidenced in my first class observation, when I tried to teach 22 words/collocations in 2 activities. I also had grammar to teach, which severely shortened the time for debate at the end. I should review the amount of lexical input for each session and also have more realistic expectation in this area. Feedback: After the class observation and the post-lesson evaluation, I understood that it is possible to make my classes even more student centered and that I have the bad habit of echoing what students say. That means the other students end up paying more attention to me than to their classmates.
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Action Plan
Approaches, procedures and techniques to develop teaching skills Methods and documents for gathering data
Timing Action Initially, add five minutes to each activity estimated time in the next two classes and review the need/relevance of each item in the activity in order to cut what is not essential to the task. Keep a stop-watch on the table to check how much time was actually used and then compare to the plan. After the two classes, analyze the improvement and see if more adjustment is needed.
Language and activity overload Action Part of the solution for this is using and estimating time more realistically. Also ask students to provide feedback (Form A, Appendix 1), so the amount of work is better adjusted to their needs. A quick pop-quiz (already used in the school) can also be used once a month to assess how much information students retain. Although it cannot be considered 100% accurate as a means to evaluate how much students learn, it can provide us with their estimated progress along the course and, consequently, the estimated improvement in the activities.
Feedback Action Try different ways to check answers. E.g: Change groups so students can exchange answers, instead of always checking answers directly with me; work more on helping students learn to self-correction (use correction cards). Ask peers to observe classes and provide feedback (Form B, Appendix2). In order to control my echoing students, the best is to tape a few classes and work on self-evaluation. Page 5
Appendix 1
Form A
How do you feel about the warm-up? it was boring it was neither good nor bad interesting it was
the vocabulary we saw today? Mark 1 : irrelevant relevant Mark 1: insufficient sufficient overwhelming more than sufficient
the time you had to think and do the activities? insufficient sufficient more than sufficient
excessive
the type/variety of activities? Mark 1: irrelevant relevant Mark 1: boring neither good nor bad interesting
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Appendix 2
Form B
Topic: ________________________________________________________________
Warm-up? ________________________________________________________________________________ ________________________________________________________________________________ Work-out/Practice/Correction ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Cool-down or wrap-up? ________________________________________________________________________________ ________________________________________________________________________________ General Observations:
Well-done
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Feedback Meeting
Teachers comments
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