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Apply Now!Home / TEFL Certification / Teach English Huixian / TESOL Badjaling / Teach English Laurentian Hills Canada / TEFL Barwon Downs
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I was asked to view two videos. In each video, the same English speaking teachers was working with a group of Thai students of English. The teacher was teaching the same lesson in both videos. In the first video he was ineffective in his teaching. In the second video he was much more effective. Video 1 Observations: 1) There was no engage activity, nothing to spark interest and to introduce what they would be learning. In this video the teacher kept stating how easy the teaching objective was. Thus, students were intimidated to take a risk to answer. 2) His response to the brave answers given was always very negative. 3) He asks students if they have any questions but then has a hard time understanding their questions and so just goes on without answering the question and asking if there are any more questions. Even with the next question his response was, ‘I’ll tell you later.” 4) He passed out a work a worksheet in the Study Phase and sat beside a student but ignored everyone while they completed it. He did not walk around and monitor the student work. Therefore, he had no idea if they understood the directions properly, what teaching point she may need to address nor observed progress or lack thereof individual students. 5) He has no clue what the names of
the students are and there for has to ask every student their name. 6) He looks too intensely at his lesson plans. 7) He is not organized with his materials. 8) He handed out 3 worksheet and each time expected the worksheet to teach the lesson. He only reviewed the answers. He had no way of assuring that everyone had the responsibility to share answers. 9) He told them that he wanted them to draw and animal. He was going to draw one to show them but he said that he could not draw so he didn’t share an example. 10) He read a novel away from the students while they drew their animals. 11) He said that can and could were the same thing so he did not understand the tense he was teaching himself. 12) He abruptly states at the end, “We have no more time. It is time to go home!” There was no thanking them for being there, no praise for their efforts and no summary of their learning that had taken place. 13) He wrote on the board a lot and always faced away from the students for long periods of time when he did it. 14) Over all the students was not engaged and were reluctant to responds to his questions. 15) He never used any visuals which could have helped a lot. Video 2 Observations: 1) He smiled immediately and throughout the instruction. 2) He wrote his own name
of the board and asked the students their names and asked them to write them on a paper and hang them off their desk. That was whenever he addressed students, which was frequent throughout the lesson he used their name. 3) His affect throughout the lesson was happy, energetic, fun and reassuring to students. As a result, students were willing to take risks with answering questions. 4) His Engage stage, in his patch work approach, was a fun game and drew the students in right away. 5) He then moved into a Study Phase by passing out papers and having students work together in pairs. 6) He used lots of gestures throughout the instruction and even body movement and acting out of the body movements of some of the animals. 7) He then had students share their animals and he wrote them on the board. 8) They counted the number of animals and found that they had identified 24. He clapped and praised them for the efforts. But the students kept going and give him even more examples. 9) When he wrote on the board he faced the students as much as he could. 10) He used pictures of animals (visuals) which helped a great deal. 11) He scaffolded his instruction from the visuals of showing pictures to asking questions without the visuals in regards to both identifying the animals as well as
some of its habitat behaviors. 12) Aside from gesturing he also used begin sound prompts for vocabulary. 13) He introduced the can and can’t. It was fun to see how the students struggled with saying “can’t” at first but then by the end of the lesson every students seemed to be using it and saying it correctly 14) Students appeared to be very engaged and eager to learn. 15) Students’ engagement indicated that they all had a pretty good grasp of the concepts of the lesson being taught. 16) He thanked his students for being at class with him and warmly bid them good bye. It was very apparent that the second lesson was much better. I do think that he could have done a better job in the second lesson teaching the difference between “real” and “imaginary” animals but overall he taught a very good lesson the second time. ", This lesson tied up all that I have learned so far and showed me wonderful examples of good and bad classroom lessons. I learned the things to watch out for and avoid and that my attitude in class impacts the success of the lesson more than anything. The impact a smile can have to a classes engagement cannot be understated., This lesson showed two videos of the same lesson. The first video was very hard to watch. The teacher's
lesson was very ineffective and almost rude. The second lesson went much more smoothly. The teacher developed a good rapport with the students by introducing himself and getting each student to introduce themselves and write their names on paper. This way he was able to use their names throughout the lesson. This second lesson was also much more effective because of the use of miming and the teacher's attitude., Unit 10 video lessons
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