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The videos provided in Unit 10 effectively demonstrate the influence that a teacher’s attitude and lesson plan have on students learning English. In the first video, the teacher, to start, seems excited about the lesson, but then his attitude changes once he finds it surprising that his students do not understand his lengthy set of questions. His attitude negatively affects his students by his repetitive use of the expression, “it’s easy; you don’t know this?!” This could have had the effect of putting down the students, or belittling them to choose not to answer questions confidently, or even at all. The atmosphere he presents as a teacher, demolishes the use and effectiveness of pair work because he not only uses the comment, “anyone can do this; it’s not difficult,” but also because he does not show the importance of a friendly environment with the significance of names for each individual. He does not engrave his own name to the class from the start and throughout the class, he only once or twice formally calls on anyone in particular by name. Students in his class were also bashful and shy during the study phase because he just handed out worksheets without answering questions or monitoring their progress during the activity. One woman does ask
him a question, but he answers by saying, “there are affirmative statements, not questions.” This answer not only uses lengthy words, not suitable for intermediate level ESL students, but it also continues to belittle the students by not actually answering them or explaining where the answer comes from. He also responds to one question with, “I’ll tell you later.” Once he finally does answer her question, he takes away the importance of the question overall and just pushes it aside. The students illustrate constant blank stares at the teacher throughout the first demonstrated video. The teacher’s speech is very fast, complex and sometimes aggressive without any praise. He never explained any grammar techniques or worksheets, but instead handed out three separate ones and sat back for students to do on their own. It was clear that he was teaching modal auxiliary verbs and integrative forms by his direct questions, but what wasn't clear was his explanation of what they actually were, how to use them, and when to use them. It personally irritated me watching him write the answers on the board during his engage stage without much of a response from his students, or even a follow-up in pronounciation or use. His guessing game involved hardly any guessing, and
he never looked back at any individual while writing so there lacked praise from any student brave enough to try to guess the integrative forms. Lastly, I was not sure when his active stage begun during the lesson because his whole lesson involved worksheets without explanation and the students only knew that they had to draw a fantasy animal. There lacked any sort of communication practice during his lesson through pronunciation or spoken review. Clearly, the second video demonstrated the more efficient and effective method of teaching. He started with a high level of excitement, wrote his name on the board, and then enthusiastically asked each individual their name and to make a name tag. He positively built rapport with his students immediately and created a more engaged atmosphere from the students because he was excited about he topic himself. Quickly, he engaged the class with “let’s start with a game.” It seemed like many students smiled immediately or sat in an up right position. His explanation of the game was very simple and involved pair work. All he needed to say was, “Think of animals, use a piece of a paper, and write down as many as you can. Two minutes, go.” Within two minutes, the class had already used and reviewed their current vocabulary
knowledge and had to most likely use English to communicate with their peers during the activity. He called on separate groups and individually wrote down every animal listed. This allowed praise to individuals and everyone was engaged during this task, eager to compare their answers. He later asked questions like, “does a penguin fly?” to help make the students think deeper into the topic. He furthered the guessing game with descriptions of animals for the class to guess an animal on a flashcard. His descriptions involved where the animals were from, what they could physically do, and physical appearance. The teacher then transitioned into verbs, by using charades for the students to guess the motion. He seemed very involved in this activity and the atmosphere was happy with laughter by some of his movements. Next, the study phase. He showed the correct grammar on the board and did a gap-fill activity for students to connect the verbs with animals, using, “can/can’t.” After this, the class practiced pronunciation, followed by a worksheet. His last example on the board was the first answer displayed in the worksheet to further help his explanation as of how to correctly fill out the handout. He checked in pairs by calling on names. Then he checked three things
that any animal on the board “can/cannot” do. The next stage started with a pair activity that had the groups write any ten sentences about each animal shown on their worksheet. This was checked with an answer from every group. The teacher and students laughed a lot while answering the questions to this activity. The students were very happy to answer and the teacher always praised. If a student could not pronounce a word correctly or if they answered incorrectly, the teacher gave the right answer and still praised he or she for effort. The final part of the lesson started with a creative approach. The teacher said, “now, turn over your paper, make up an animal.” A demonstration was shown by the teacher of his own animal with examples from the class of what it looked like it “could do,” and “could not” do. This was yet another pair activity that ended the class with excitement. In my own classes, I always try to be very enthusiastic about every lesson, even if I do not personally like the topic that I must teach. I firmly believe that if “you appear to believe” or care about a topic, then the passion behind it will be contagious to the students. Positive attitude and a great use of communication from a teacher are crucial for students to stay
involved while learning English (or in any class for that matter). Both lessons had very similar lesson plans, but the execution made the lesson effective, or ineffective.", By watching two videos
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