microteaching reflection (ICC concept lesson)

I was less nervous than last time. To be honest, I didn't like to watch my video, but I had to watch!!!!

I think the ratio of T-talk to S-talk was almost 45% of students and 55% of me, I reminded let me talk slow and less at this time, it was one of my objectives.  

0:9-0:12: I start to speak too slow and boring. The beginning was not interested, even my speaking was not powerful and not clear.  I think boring beginning do not get much attention from students.

0:33 I used gestures to explain what questions are. My students level was novice low 20 years fresh men, I don't think gestures are not necessary to explain them. I originally planned TDBU concept to explain what's culture, but my teaching seemed to miss some of pieces.

0:00-1:19 I didn't give to students chances to speak. 

1:30 Here was my C.I start! I think it's late a little bit.

2:19 T-S Here is again, I spoke to Jason too slowly, he is 20 years old University student, I think I forgot student profile. 

I think my view is very narrow. I only looked the centre of the students. Like Mina, Megan, Kyle, Janson, Ish, and Tom. I didn't see the two sides corner student who were Andrew and Jason D. Students take turn was not fair. Two side students Andrew and Jason never had chances to speak. 

I think Q1 and Q2 conversation were pretty good. T-S-S-S.

We discussed about the topic and thought, students had chances to express their thought or idea. 

4:28 Tom had a wrong answer, I don't like the way to get answer from Tom. It's like to ask YES/NO!

It's really like to get their agreement to confirm my right answer. This way is too passive. I think this way is little bit dangerous, students have own right to think, but I interrupted too much! 

I think this is not teaching.

It means that I am telling to them my thought is always right. I should think other way to get right answer. 

6:23 I explain too much about my idea and then get agreement from students. 

Q3-Q4 were not really discussed  in the class. I think I lost somewhere in the middle of the class. 

I felt 10min was long for me. Why? I think the structure of the plan was not correct. 

The topic of the article was culture difference concept, but student didn't get the concept of the article.

Students were ready to listen and discuss the reading in the class, I think real class and students would be little bit different. My teaching style was not interesting, I think it is just standard and formal teaching.  I was communicative between students and I. I saw I was too busy in my last video, but I was not too busy and rush in #2 micro teaching. Even I didn't understand what I was doing in #1 micro teaching.  I was more comfortable than #1. I usually speak too fast Korean, too. 

I think that I am transferring L1 speech habit to English teaching either. I think that I speak too slow and unnatural way at that time. I don't like #2 micro teaching. 

I planned WB from my lesson plan stage. I was not planned MIC techniques in my lesson plan script, but it was reflected while I was teaching.  I am not talking very active, some people talk very interesting way, as an EFL teacher it is very important skills. It's boring and boring again!!!! 

I forgot to give them feedback like oh really, good, correct and ect. It is very important to encourage students to speak.  My teaching style is like a toeic, OMG!!!  I don't like toeic or toefl.

I really would like to be a language teacher~

My teaching was not interactive with students generally, I think I should develop C.Is. 

I think I still  need more practice to teach more naturally. 

teaching reflection

It was one of my morning classes today. Morning students usually don't have attention about the lesson.
They are novice low level, I needed to explain very detail about the story.
Today's lesson was to learn about what is the fair? Students see the pictures to understand related vocabularies. I tried to explain less, and let them tried it.

Tom advised that I am speaking too fast, I was slow down today.
I am still teaching too much to them. I didn't realized during the class.
I think that I repeated too much same sentences or words today's class.  I see myself from the video, I am not speaking naturally like normal conversation. Students didn't have chances to speak in the class.
How can I lead them to speak? They don't know anything about the target language.

At least I make conversation like
T: Where are rides? Addy, can you ask to Bell the Q?
S1: Bell, where are rides?
S2: Here....

or Students come to the front to point out the meaning of the pictures, and then let them draw lines by themselves.
I missed so many things today.
I didn't have model questions, I just did questions and answers as well. Too bad!!!

I got some ideas from our class presentation last two weeks, I applied the techniques in my class.
I was modeling how to match the right pictures and vocabularies, they understood what's going on the lesson. I wanted to see how they understand the meanings, they choose the right pictures.

Students are learning English using exact visuals or course book.
I don't like to teach by the discourses, but this way is much better easier than other way.
I tried to avoid traditional way of learning a bit. It is very hard to get out of the old habit.

Students never learn about the fair, but they got it! Elementary kids know the meaning of the words, my students get the meanings from the pictures.

I was quite disappointed to watch from today' video, I need to improve my pronunciation, my speaking was not clear!! I will try students centred lesson next time.
I found some errors in my speaking, I should speak more carefully in the classroom.
I think that I need lots of practice of  teaching,speaking, and need to develop student centred lesson plan as well.

reading reflection

I am thinking about Krashen's lecture yesterday. To be honest, I never have heard about who he is.  Bill and Tom mentioned about Krashen many times. He talked about linguistic approach
of learning English.  His way is quite different what I tried in my class.  I saw many people were sitting reading books at starbucks in Toronto downtown. I think that  Krashen's focuses on using English for academic purpose and contents base language class. Academic reading is very difficult than a novel or comics. He said academic reading is needed to study language academically.
Krashen has a PhD of grammar, grammar is one of my complexes to study English.  I believed grammar is the most essential components of English.  We learned about Tom's class 6 components of the language, grammar is one of parts.  In my memory we studied focus on grammar, I had very difficult time don't understanding of the terms of general English class in Seoul. It was horrible!!! English grammar is very important to go to top Universities in Seoul.
I am thinking about my presentation yesterday.  I originally planned that what the topic of this article is.
The reading activity#2 Harmer P.291 has no title of the article. How can we make a title of story after reading a text. I found Krashen and Harmer are thinking same way.  The main purpose of reading is that understanding what happened related 6wh questions base, vocabulary and grammar are next matter.
Now I got it how to teach reading effectively. I'm having difficult time to teach story to young children.
I have classes tomorrow what can I do for them?
Now I am start thinking tomorrow reading class.

People in here use so many educational theories or name. What's Chomsky school? What's Reggio Emilia English school? How about Krashen English school?  I'm just wondering they who are using the name really know what's Chomsky said.

teaching reflection

This is my after school English class.  They are all beginner level at this time.
We make a conversation who teacher is and who students are with theses students.
One of students has no attention, he is saying no,no, no no all the time.  I know why he is saying because he only know the vocabulary "No".
My classes are quite difficult students are too young and they don't  understand target language. I pointed out
the picture of the teacher and I said that this is me. I showed them a text book, and said this is a classroom.

*sorry I had a problem to upload the video, I will be replaced it later of toady.

I am not sure how much did they understand my lesson.  I am using many visuals to communicate students.
I think there are no way to teach them.  I am really working for the foundation level, it is also very important to go to next level.  I tried make a conversation, I was really disappointed that kids had no answers.
Almost every class, I felt like a sole-actor in the class.  What I doing here with student?
I am asking so many time by myself.  I am thinking about moral issues at this time.
Some English teachers are not teaching in the class, because students don't know too many thing.
There are no rule to teach kids, I can use a story book, song, movie, or kids course book.
What is the right value of about kids English education? Their parents are paying almost same amount of  SookMyung students tuition per year. Of course some kids even don't know alphabet after graduating 3-4 years of English school.  Kids English program is really new, nobody know what to do everywhere, I am still looking for answers during this semester.
It was shock for me!!!!
Teachers don't know how to teach English effectively. It is the major reason.

My former teacher created lesson plan for this month, it was really unorganized lesson plan for the work place. The plan looks like a 5-10 minutes quick typing job. Everyone believes it is correct.
I am starting thinking about the right way of creating kids lesson plan. 

noun game

I started to draft my lesson plan this week. 
I am not sure that how much do they understand my grammar lesson.
I am planning noun game for my actual class.
It is really challenge to give them grammar game.
Grammar is the most difficult part of TLC teaching for kids. 
I would like to tell them that English study is very fun without too much stress which I am really planning on my paper.  I normally teach them using the grammar book. I have tried to give them different books or activities, however my students are still having difficulty to understand it.

 

I am almost giving up to teach grammar, I'm just wondering how L1 kids are learning the structures of the language. These kids are L2, the only way to learn the language is by the studying with the teachers. Paper exercise style really does not work for them.
I teach them 100% English, there is no Korean policy at the class.
I am trying to give them different concept of the lesson which is a game. (PPTA game)
This is my PPTA(people, places, things, and animals) game strategies,
First, I prepare a board which has only 4 units. Top left and right side units are for people and places.
The bottom left and right side units are for things and animals.
Second, I will teach them PPTA vocabularies using pictures. I also ask them the first letter of phonic sound.
T: Does anyone answer what this is?
S1: cat
T: What's C sound S1?
S: k
T: Where does a cat go on the board?
S: animal
T: Good! That's right S1.
Third, I prepare a big die which is very funny because it has only 4 numbers, other 2sides are zero.
and explain them #1 means people, #2 means places, #3 means things, and  #4 means animals.
When S1 get #1, S1 has to pick people from the pictures and also stick on the right unit of the board. This is one play.
Everyone has chances more than one, we will discuss about the pictures on the board. Who will discuss about the pictures on the board who or which team get the right nouns for each units.
After class discussion, I will teach them how to use nouns as an object in sentences. I know these sentences really puzzle for them.
                   
                    S1: I have a/an( ).
                    S2: I like ( ), ( ), and ( ).
                    S3: I would like to go to ( ).
                    S4: I visited ( ).
                    S5: My favorite animals are ( ), ( ), and ( )
Some kids know lots of vocabularies, but they don't know the structures of the sentence.  They really don't know how to put them together.
Our SLA class talked about the theory of behaviourism, it is really true.  Kids don't understand why objects go the end of the sentence, because objects are usually the front of the sentences in Korean.
It is really hard to explain them, they already started to apply L1 rules to L2.

I hope that my students really enjoy PPTA game, let's see how do they like this lesson.