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This unit was based around two demonstration videos where an ESA lesson was taught, in the first film the teacher showed many attributes of a poor teacher and poor teaching methods, some of those are as follows: appearing unfriendly from the outset and not promoting/creating good rapport with his students, discouraging the student’s learning by saying the material he was teaching was ‘easy’, he got frustrated with his students when they didn't contribute or gave an incorrect answer. He offered no explanation of what they would be covering in the lesson and was not engaging or encouraging at all. His classroom management skills were almost non-existent, he didn’t use, students names, eye contact, positive gestures or body language, his voice was monotone and his pronunciation unclear. To add to this his position in the class was static and based in front of the board for much of the lesson. He seemed not to have planned the lesson and had his back turned to the class doing board work for many minutes, talking as he did so. During the, extremely brief, engage phase of the lesson he barely discussed the topic to be covered that lesson and straight away started asking for input without giving an example first. His language was too complicated and included grammatical
jargon that the students clearly did not understand. There were also no visual prompts used and there was almost no STT. The teacher elicited very little from the students during the study phase and simply wrote examples on the board, he offered no explanation of the grammar structure, form or meaning and also failed to describe how to complete the worksheets. While the students filled these out he merely sat at the front of the class instead of quietly monitoring the students. When he was asked a question he brushed the student off until ‘later’ and even then answered inadequately. During the activate part of the lesson he again gave ineffectual instructions for the activity and offered no example. TTT was high as he continued to talk throughout this phase but not encouraging the student’s participation, rather just repeating himself using badly phrased instructions. His time management was also poorly planned resulting in insufficient time to complete the activity and give feedback. Video two showed the same teacher but this time exhibiting many of the positive characteristics and efficient teaching methods of an effective teacher, amongst others they include: being enthusiastic and friendly, using gestures, positive body language and a varied and clear voice,
simple language, praise and encouragement. He was well organised and had clearly planned the lesson properly. He introduced himself at the very start of the lesson and asked the students for their names thus building rapport; he then introduced the topic using clear instructions and basic language. During the engage phase of the lesson he grouped the students into pairs and then elicited lots of examples from them, checked their pronunciation and then obtained further examples through the use of description, flashcards and mime, all the while letting students work out the answers for themselves prompting when necessary. He gave a clear time period for the activity and a countdown to bring it to a close. STT was high during this part of the lesson. In the study stage this time, the grammar was introduced and explained with examples put on the board. Choral and individual drilling x3 followed and all the students were involved in the lesson. The teacher then went on to explain exactly how to fill in the worksheets, checking they understood. While the students completed these he monitored from a distance and made himself available if needed. They then as a class discussed the work theyÂ’d done and the teacher encouraged student to student correction but also corrected them himself
using positive reinforcement in a jovial manner. STT was again high throughout this phase. The activate stage was well planned and the teacher had a visual example ready prepared so he could demonstrate clearly what he expected from the students. The activity gave the students plenty of scope to use the newly acquired language freely. Feedback and correction were again given in a positive way. ", After watching both videos
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