Concluding remarks In my opening statement I mention that I know that I will never be proficient in every aspect of English and by undertaking this course I feel that this is truer than ever. I find this inspiring. The peer observation process The observation process has been enlightening. I reflected on past observations as … Continue reading Concluding remarks
Introduction A teacher’s role in feedback Over the course of a lesson a teacher can assume many roles in relation to each individual learner. The teacher may comment on a student’s productive output, receptive abilities, behaviour, adherence to the school’s rules and so on. Each interaction can be perceived as positive, neutral or negative. It … Continue reading Critical Incident 5 : Recording positive production
Lesson Observation 5 plan Observer: Barbara Date: 8/5/2019 Level: Intermediate Time: 9.30am – 10.30am Aims The aims for the students were to introduce them to and … Continue reading Assessed Observation 5 : Cryptozoology and reportage
On 24th April 2019 I was observed by Nancy Carter from 9.30 – 10.30 a.m. Please find the lesson plan here. Assessed Observation 4 lesson plan-23e92v8 My aims were : To provide stimulating photos to set the context and create a suitable scenario for the target language. To give clear instructions confidently To use regular … Continue reading Assessed Observation 4
Instructive Language Preparation for the lesson Will Humphreys came to observe me on 04/04/2019. It was the first week of term and I had a new class of beginner Intermediate learners. My lesson aims were to build rapport and to establish the idea of appropriacy in starting and finishing conversations. I brought 15 hats to … Continue reading Being observed by peers 3 : Instructive language
Mental health issues A problematic situation Whilst teaching a First Certificate Exam class it became apparent that one of the students was becoming more and more isolated. The other seven students had a togetherness which is vital for a class in this type of situation, and to compound matters the school had relocated us off-site … Continue reading Critical Incident 4 : Mental health issues
Matt Davis’ lesson plan-1q1k9qr Reasons Yesterday I had my third assessed lesson. In the previous two I had taught the language point which was decided by the course book/syllabus. I did this as I considered it more realistic than simply pulling out an old favourite. I taught the language but I adapted and supplemented in … Continue reading Assessed Observation 3 : Vlogs
Time in this blog covers many subjects. Over my nine years teaching of course my teaching has changed and evolved yet the most significant developments have happened during the critical reflection I have done during the diploma. These are the significant issues: Instructions After watching my first assessed lesson back on video my past attitude … Continue reading Critical Incidents 2 : Time
Assessed Observation 2 : Unflattening Observer: Paul Slater Date: 8/3/2019 Time: 11.00am-12.00pm Level: Upper-intermediate Lesson plan: Lesson Observation 2 Pre-observation My first step was to see … Continue reading Assessed Observation 2 : Unflattening
Equality Laura lesson plan Laura Anderson came to observe me at the beginning of March. I was teaching an upper intermediate class and the theme of the lesson was Body Image. I decided to supplement the warmer and introduced the topic for the day with two videos. The first was a female model endorsing a … Continue reading Being observed 2: Equality
The following clip has been prompted by my inability to give the answer “I don’t know”. Students ask questions and invariably the teacher will not know every answer to every question. I was anxious about saying this as I thought it would undermine the belief the students had for me. This clip explores this issue. … Continue reading Critical Incidents 3 : Saying “I don’t know”
Louisa came to observe me on St Valentine’s Day 2019. Class Profile: 1 Brazilian, 1 Jordanian, 1 Spaniard, 1 Turk and 1 Russian Upper-intermediate level Lesson Plan: Lesson Observation 2 Aims My aims were to make the lesson as student-centred as possible, to not allow error correction to overly interfere with the language targets for … Continue reading Being observed by peers 1 : All filler, no killer
Observed : Will Humphries Date: 11th February 2019 2.p.m-4.p.m. Students : 3 Saudi (m), 1 Brazilian (M). Level: Pre-intermediate Subject Adjectives of emotion. leaving a phone message with arrangements and directions (Just Listening and Speaking, Pre-Int, p42, Marshall … Continue reading Peer Observation 3 : Will Humphreys
Peer Observation : Elyse Lake Location: St Giles, Brighton Class: Advanced level Students: (6 in total) 2 Kuwaitis, 1 Swiss (French speaking), 1 Italian, 1 Brazilian, 1 Chinese Course book: Empower Advanced. Unit 9C p110 Date: 31/01/19 Lesson plan: not provided. Introduction The lesson’s target language was expressions for complaining and criticizing, and idioms with … Continue reading Observing Peers 2 : Elyse Lake
The Video Session Will and I spent the first period analysing the video of my lesson. I was teaching a high level class The Passive in all its different tenses when I set a time limit for an exercise. The time limit was around 8 minutes. This sparked a conversation where Will mentioned that he … Continue reading Peer Observation Video Session
I have now spent a week experimenting with three new error correction techniques. 1 Fingers for word order. This is now an established non-verbal technique in the classroom. It is always a particular Spanish speaker that makes the same (fossilised?) mistake. Now as soon as i raise my hand it is met with a roll … Continue reading Critical Incidents 1 : Follow up 3
Introduction The reasons behind conducting my first observation was to develop, appraise and assess. I approached it with my formative and summative eyes open. I specifically wanted to observe techniques to my practice regarding overall classroom management including error correction and first language use. Class information 10 students: 1 Turk, 2 … Continue reading Peer Observation 1: “The guide on the side not the sage on the stage”
On the second day of using new techniques for error correction I observed the following: 1 The red flag was now established in my upper intermediate class. I would probably need to re-establish it with new students to ascertain whether they deem it acceptable and not insulting in its use. It worked well, in fact … Continue reading Critical Incidents 1 : Follow up 2
Trialling non-verbal error techniques I decided to try three non-verbal error correction techniques today. These were: Red Flag: Before introducing the flag I mentioned to the six upper-intermediate students that I was studying different techniques for correcting their errors. They looked interested and were open to being a part of the experiment. I unveiled the … Continue reading Critical Incidents 1 : Follow up part 1
This blog post considers error correction, more specifically with regards to speaking. Why error correction? I had one of those moments. I caught myself mid-sentence whilst teaching and asked ‘what am I doing?’. I need to consider my approach to error correction as my current one is detrimental to my students. This week I have … Continue reading Critical Incident 1: Error correction