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This document discusses lessons learned from the teaching experience. The key lessons are: 1) No matter how well planned, circumstances can change and teachers must be flexible. 2) Remembering why you want to teach and why students are learning keeps motivation high for both. 3) Understanding what students already know is essential before introducing new concepts so all students can understand.
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type of testing
The document discusses the testing effect and constructive alignment of assessments. It provides examples of how testing helps with learning and remembering content. It also discusses how a life science teacher's assessments were not aligned with lesson objectives, focusing on unimportant content and leaving out important information. This made end-of-year exams difficult. In contrast, an educational studies lecturer constructively aligned assessments by providing lesson objectives and example exam questions. Tutorials also helped apply content through activities, aiding exam preparation.
Learning skills
This document summarizes the process undertaken by Tosorontio Public School to develop common understandings and criteria for assessing students' learning skills and work habits. It involved staff meetings to discuss the skills, classroom work to identify what each skill looks like, and gathering student perspectives on the skills like responsibility, collaboration, organization, and self-regulation. The goals were to have consistent interpretation of the skills school-wide and smooth transition to learning goals, with benefits including positive feedback from students and parents.
Self- assessment
The teacher conducted a mid-semester self-assessment of their teaching experience so far. They set goals around developing teaching strategies, personal growth through interacting with students and teachers, and professional development through improving student outcomes. While progress was made, not all goals were fully achieved. The teacher focused on implementing new teaching methods, engaging students, and providing extra support to lower achieving students. By the end of the semester, the teacher saw improvements in some students and was satisfied with their own growth, though teaching proved more challenging than anticipated.
Suggestopedia
The document discusses the Suggestopedia method for teaching second language acquisition. Suggestopedia uses techniques like rhythmic breathing, music, and arranging chairs in a semicircle to help students relax and pay attention. The goal is for students to understand concepts rather than just memorize them. Studies show students learn English 3-5 times faster using Suggestopedia compared to conventional methods. The author recommends using Suggestopedia once they become a teacher, and believes teachers should find effective teaching methods and show enthusiasm to help students learn English as a second language.
Personal reflection (1)
This personal reflection discusses the role and responsibilities of a student teacher on their practicum. The student teacher expects support from university teachers to help solve problems and provide advice, as well as guidance from the school teacher. They recognize the need to be responsible, punctual, reflective, and able to control and solve problems with students. Motivating unengaged students may be difficult but support from the guide teacher and university teacher is available. The overall goal is for this experience to help the student exceed their abilities and become a good teacher.
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The author's philosophy of education focuses on challenging students to reach their full potential through group work and allowing freedom for creative expression. Students should help each other learn and work independently to find answers rather than just being told information. A key goal is for students to work on projects that help others in the community.
Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
MY OWN PROFESSIONAL DEVELOPMENT-10 KEY POINTS
Brenda wants to improve her English skills and technology abilities to become a qualified English teacher. Her main objectives are to graduate from college, work hard to overcome weaknesses, and prepare to be an excellent educator. She recognizes the importance of achieving goals and wants to start applying what she has learned through teaching others.
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type of testing
The document discusses the testing effect and constructive alignment of assessments. It provides examples of how testing helps with learning and remembering content. It also discusses how a life science teacher's assessments were not aligned with lesson objectives, focusing on unimportant content and leaving out important information. This made end-of-year exams difficult. In contrast, an educational studies lecturer constructively aligned assessments by providing lesson objectives and example exam questions. Tutorials also helped apply content through activities, aiding exam preparation.
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Self- assessment
The teacher conducted a mid-semester self-assessment of their teaching experience so far. They set goals around developing teaching strategies, personal growth through interacting with students and teachers, and professional development through improving student outcomes. While progress was made, not all goals were fully achieved. The teacher focused on implementing new teaching methods, engaging students, and providing extra support to lower achieving students. By the end of the semester, the teacher saw improvements in some students and was satisfied with their own growth, though teaching proved more challenging than anticipated.
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The document discusses the Suggestopedia method for teaching second language acquisition. Suggestopedia uses techniques like rhythmic breathing, music, and arranging chairs in a semicircle to help students relax and pay attention. The goal is for students to understand concepts rather than just memorize them. Studies show students learn English 3-5 times faster using Suggestopedia compared to conventional methods. The author recommends using Suggestopedia once they become a teacher, and believes teachers should find effective teaching methods and show enthusiasm to help students learn English as a second language.
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This personal reflection discusses the role and responsibilities of a student teacher on their practicum. The student teacher expects support from university teachers to help solve problems and provide advice, as well as guidance from the school teacher. They recognize the need to be responsible, punctual, reflective, and able to control and solve problems with students. Motivating unengaged students may be difficult but support from the guide teacher and university teacher is available. The overall goal is for this experience to help the student exceed their abilities and become a good teacher.
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The author's philosophy of education focuses on challenging students to reach their full potential through group work and allowing freedom for creative expression. Students should help each other learn and work independently to find answers rather than just being told information. A key goal is for students to work on projects that help others in the community.
Final conclusions
This document summarizes the author's experiences during their third practicum period as a teacher. It discusses the challenges of learning new educational technologies and adapting lessons for different age groups, from kindergarten to secondary level. The author reflects on the demanding nature of being an effective teacher and the importance of strong pedagogical skills, classroom management, and motivating students. They conclude that their goal is to one day have students work independently as if the teacher did not exist, following one of Maria Montessori's ideals of teaching success.
MY OWN PROFESSIONAL DEVELOPMENT-10 KEY POINTS
Brenda wants to improve her English skills and technology abilities to become a qualified English teacher. Her main objectives are to graduate from college, work hard to overcome weaknesses, and prepare to be an excellent educator. She recognizes the importance of achieving goals and wants to start applying what she has learned through teaching others.
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The student teacher observed many classes at the beginning of their training to become familiar with the teaching environment. While interaction with students was initially low, it improved as they got to know each other. Time management and keeping students attentive were challenges, but strategies like calculating activity times and using a points system helped address these. By the end of the training, the student teacher had gained experience dealing with diverse students and teaching methods, and felt they had improved their teaching skills like time management and assessment.
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The document provides an overall reflection of the author's teaching practicum experience. It discusses how the author gained valuable experience and improved their teaching skills over the three practicum stages. While the author felt anxious at first, they enjoyed working with students of different ages and levels. The author learned the importance of reflection and wants to continue improving, such as with classroom management strategies, in order to become an effective teacher open to change.
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The document discusses effective study skills for academic success. It emphasizes that motivation, time management, and note-taking are essential skills. For motivation, students should remember their goals to stay focused during difficult tasks. Managing time well requires planning a daily schedule with balanced study and breaks. Note-taking helps students remember and understand lectures, and can take various forms like mind maps. Using these core skills effectively allows students to achieve their academic goals.
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Interview
The professor enjoys teaching both younger students and adult learners. With adult learners, the challenge is introducing new concepts to students who already have knowledge and experience in the subject. The professor has learned to incorporate students' work and life experiences into class discussions. Advice for new teachers includes communicating openly with students and teaching subjects you are passionate about.
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Moodle is a learning management system that makes it easier for professors to manage student grades and course content. It allows professors to upload course materials, have online discussions, and create quizzes with different types of questions. Students can access course content, participate in discussions, and take quizzes on Moodle, which increases their willingness to learn. Moodle provides an effective way for both professors and students to facilitate online learning.
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Students today will be the leaders of tomorrow. The qualities of students, such as their attitude, abilities, academic skills, and self-discipline will greatly impact their future career success. Good students possess the willingness to learn new subjects, even uninteresting ones. They have strong academic skills like reading comprehension, writing, communication, and presenting. Good students also have the ability to apply their learning creatively and achieve goals, and they are self-disciplined in managing their time.
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Teaching Philosophy_Stephen Blavier
My teaching philosophy focuses on helping students succeed both inside and outside the classroom. I strive to treat each student as an individual and help them achieve their goals through a supportive learning environment. I aim to make students feel comfortable while challenging them to learn, and encourage lifelong learning through hands-on projects, guest speakers, and opportunities to explore their passions.
Professional teacher pp
This document summarizes an interview between a former student and their former professor. The professor discusses enjoying seeing former students become educators and seeing their impact. Some challenges they discussed included adapting curriculum for non-traditional and bilingual students. The professor advised rookie educators to explore different teaching styles and continue professional development. They praised Malcolm Knowles' view that internal motivation is more powerful than external for students.
Gunzelmann tpd - final reflection - primary
This document provides a final reflection from a student teacher on their primary school practice period teaching English. The practice took place at School No. 08, "Gral San Martin", which is one of the first schools in the region and was one of the first to have a classroom for students with special abilities. The student teacher taught 4th grade and focused on the topic of numbers. They designed activities using resources like posters, colored pencils, worksheets, and dice games. The activities engaged the students and improved the student teacher's confidence and lesson planning skills. However, they need to work on managing time better for each activity.
5 tips for new teachers from industry expertise
Even though you may make some mistakes as a new teacher, it is a good idea to believe that it is possible to recover from these mistakes and become a better teacher. You still have a wonderful career ahead and mistakes should not hinder you from achieving your career goals. You should also believe in your students and expect them to be good students.
Your students should take care of each other and you should not tolerate bullying. Besides, your students need to know that you will hold them to high standards of academic standards and behavior. If you would like some tips and strategies to help you achieve this, visit the Caring Classroom page on Teaching Resources.
Educ125hjp
To engage students and keep them actively participating, the teacher will use humor, motivation strategies, and rapid transitions between activities to keep students interested and learning. The teacher will also minimize distractions and disruptive students to maintain smooth lesson flow. They will clearly communicate expectations to students and build relationships by interacting with students as a teacher, parent, and friend to create a comfortable learning environment. When dealing with resistant students, the teacher will guide them with parental care, teach good values, and stop naughty behavior. The teacher will vary teaching styles, adjust to different learning styles, evaluate students, and adjust the curriculum as needed to maximize effectiveness.
Harvendra Singh Method Of Teaching
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Teacher mentor promo presentation
This document discusses Brian Arcari's strengths and qualifications that make him suited to be an effective teacher mentor. It outlines his personal strengths according to the StrengthsFinder 2.0 evaluation: restorative, relator, achiever, responsibility, and deliberative. For each strength, it provides an example of how Brian exhibits that strength, such as being able to resolve classroom issues and form strong relationships. It argues that Brian's strengths will allow him to be a productive mentor by solving problems, building powerful relationships, working hard with his mentee, and making careful decisions.
2018 - TPD- Overall reflection - Eccheri
The document provides an overall reflection of the author's teaching practicum experience. It discusses how the practicum helped the author apply what was learned in the teaching training course. While anxious at first, working with different age groups from kindergarten to secondary school helped the author gain experience with diverse students and teaching approaches. The author realized the importance of reflection to identify strengths and weaknesses in order to continually improve teaching skills and strategies. The goal is to avoid getting comfortable and always seek new ideas to become a better teacher.
Entry 3
The summary provides an overview of the TPI program, Marvin's results and disagreement with being labeled an individual teacher. It captures the key details while keeping the summary to 3 sentences as requested.
Reflection on classroom management (mio)
Classroom management involves managing all aspects of what happens in the classroom. The author's views on classroom management have expanded through taking a classroom management course. They now understand there are multiple ways to evaluate students using more positive feedback, nonverbal interventions for minor misbehavior, and the importance of speaking loudly and clearly for all students to understand instructions. Equitable participation between students and teachers is also crucial, as students need opportunities to practice when learning a language. Different seating arrangements can help foster better interaction among all parties. These factors related to classroom management will be useful for the author's future career as an English as a foreign language teacher.
2018 - TPD - Overall Reflection - Eccheri
The document provides an overall reflection of the author's teaching practicum experience. It discusses how the author gained valuable experience and improved their teaching skills over the three practicum stages. While the author felt anxious at first, they enjoyed working with students of different ages and levels. The author learned the importance of reflection and wants to continue improving, such as with classroom management strategies, in order to become an effective teacher open to change.
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The document discusses effective study skills for academic success. It emphasizes that motivation, time management, and note-taking are essential skills. For motivation, students should remember their goals to stay focused during difficult tasks. Managing time well requires planning a daily schedule with balanced study and breaks. Note-taking helps students remember and understand lectures, and can take various forms like mind maps. Using these core skills effectively allows students to achieve their academic goals.
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MDD5 comments
1) The document reflects on classroom observations and lessons, noting what the teacher does well, such as allowing pair work and using varied activities to actively engage students.
2) It also notes areas that could be improved, such as varying activities more to maintain student attention and addressing different motivation levels in mixed ability classes.
3) The reflections aim to help the observer learn better teaching strategies and how to meet individual student needs through careful observation and modified instruction.
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THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING Eduardo Hernández Rangel, MCC, PMP, ITIL Cer, Scrum Master
The teacher used to focus solely on grammar instruction and follow the textbook without reflecting on their teaching. After learning about reflective teaching techniques, the teacher now reflects before, during, and after each class to improve. They prepare detailed lesson plans, observe student participation and behavior, and analyze what went well or needs improvement. While challenges remain like mixed English levels, the teacher is committed to continuous self-reflection and development to become a more effective English instructor.Primary journal
This document contains a teacher's reflections on three English lessons taught to primary school students. For the first lesson, the teacher found that using real objects and miming helped motivate students to learn new vocabulary. Students responded well to the activities but some materials could be improved. The second lesson introduced possessive 's' using The Simpsons characters, which engaged students initially but activities became weak. The third lesson on social media motivated students through images and a game, though the game needed clearer rules. Overall, the teacher found that visuals like images and objects, as well as games, helped engage students and will inform future lesson planning.
My teaching philosophy_andrea_baquero_lesmes
Andrea Baquero Lesmes discusses her teaching philosophy after 31 years of education experience, including 10 years as a teacher. She believes teaching requires understanding students' circumstances and needs in order to effectively share knowledge. Teachers must communicate well with students, understand their interests and fears, and motivate them by showing how subjects apply to their lives and futures. Planning is also essential, including needs analysis, identifying strengths and weaknesses, and collaborating as a team. While the role of teacher is challenging, with effective communication and support, students can overcome obstacles and achieve their goals.
My Learning process
My Learning Process In Fundamentos Y Aprendizaje De Las Las Lenguas Extranjeras During This Semester 1-2015
Bressan tpd secondary_jornal
This document contains a teacher's reflections on four English lessons taught to 42 elementary level secondary students. For each lesson, the teacher discusses the pedagogical principles, teaching strategies used, student reactions, successful aspects and areas for improvement. Some effective strategies included using images, videos and activities related to students' lives to motivate and engage students. While students generally reacted positively, staying focused until the end of long lessons remained a challenge. The teacher aims to continually improve lesson planning and addressing different student needs and skill levels.
professional development
This document summarizes an interview conducted with Matt Sinclair, a literature teacher at UCSC, about his professional development. Some key points:
- Matt chose literature as a major due to his interest in writing and creative writing. His undergraduate degree is in nursing and international studies.
- Matt views professional development as important to avoid repeating lessons without reflection. He engages in self-directed learning such as research to improve his teaching.
- Matt feels the best way to grow is by taking on new challenges, such as teaching extensive reading classes, and gaining different perspectives through experiences like studying abroad.
- Matt has experienced failures in choosing inappropriate texts for students, but views these as learning opportunities to develop better selection
Mdd 2 y 3
The document discusses the process of planning a unit plan and lessons for students at Almondale School. Key considerations included following the school's policies and guidelines, understanding students' needs and learning styles, and adjusting activities to keep students engaged. Specifically, the author planned a unit from the Solutions pre-intermediate book, selecting one lesson focusing on each skill. Creating materials using technology like videos was easier, while teaching grammar was more difficult due to lack of student interest. The plan was implemented successfully, with students enjoying interactive activities and making progress in their learning.
My educational philosophy paper
This document discusses the author's educational philosophy as a teacher. Some key points include:
- The author views the teacher's role as being a helper and guide for students rather than just teaching subjects. They want to help students develop skills like communication and critical thinking.
- As an English teacher, the author's goals are to introduce students to the English language in a fun way and help them apply skills like speaking, writing, reading and listening to make them successful community members.
- The author believes in using a variety of teaching methods like games, technology, outdoor activities and group work to engage students and improve their skills in interesting ways.
- A good teacher acts as a role model for students and inspires them
Tpd barth reflective thinking_primary
This document summarizes a student teacher's final assessment of their primary school practicum. The student teacher's goals were to transmit the knowledge and skills they developed in their institute training through meaningful communicative activities. They focused on developing lessons using the CLIL and communicative language teaching approaches. Their lessons incorporated content, communication, cognition, and culture while integrating language skills. They chose to teach about pollution since students enjoyed the topic and felt comfortable. While they achieved their lesson objectives, the student teacher recognizes aspects to improve like language accuracy and fluency when nervous. They were satisfied with their choice of students but think resources like videos could have been better utilized. Overall, the practicum helped the student teacher discover their strengths and weaknesses to become
Elena Pezzi self evaluation template mentoring
The document provides guidance for mentors to reflect on their current mentoring practice, identify goals for professional growth, and outline specific steps to work towards their desired practice. It suggests mentors describe their current role and how they would like to develop. Examples given include paying more attention to mentee needs, involving senior colleagues, and holding regular meetings to share goals. For initial meetings with mentees, it advises finding a comfortable environment and conducting informal conversations to build trust and comfort before formal steps. The document also provides prompts to help mentors consider how they can better support mentees' integration into the school community and make effective use of colleagues and resources.
Planning lessons; just thinking aloud
Learning can occur in any situation, but teaching requires planning. The key difference between learning and teaching is that teaching involves rigorous planning by the teacher. Effective lesson planning is important for classroom management and student engagement. When planning lessons, teachers should consider individual differences among students like age, gender, proficiency level, learning styles, personality traits and cultural backgrounds. Lesson plans need to incorporate different learning styles like visual, auditory and kinesthetic to meet the needs of diverse students. Proper planning allows teachers to design meaningful lessons instead of relying solely on workbooks.
Field Study 2 Episode 1 Principles of Learning
The document discusses the principles of learning that were observed being applied in classroom teaching. It provides 9 examples of how the cooperating teacher demonstrated different principles of learning in their classroom instruction and activities. The student observer analyzed how the teacher's application of the principles impacted learning and engaged students. The key principles observed being applied were that learning is cooperative/collaborative and that it is an evolutionary process. The observer agreed that the principles guided effective teaching and learning.
First observation reflective questions
- Textbooks play an important role in teaching and learning as one of the materials used by teachers and students, but they also have limitations.
- Advantages of textbooks include providing a framework for teachers, organizing units of work, and being a major source of language input for students apart from teachers. They offer detailed lesson plans and sequences.
- Disadvantages are that textbooks can be outdated, insufficiently cover topics, present unrealistic or idealized language and views of the world, and may not reflect students' interests. Teachers need to supplement textbooks with other materials.
- The most important element is the learner, so when textbooks present difficulties, teachers should assign other materials suited to their specific teaching situation.
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
Journal
The document summarizes the teacher's observations from a classroom. [1] The teacher observed that the instructor primarily used worksheets and did not speak English or plan engaging activities in class. [2] Through research, the teacher learned about effective second language teaching techniques including using music, interactive projects, and challenging activities. [3] In their own university class, the teacher observed the instructor using real questions to engage students and display questions to assess their knowledge.
CHAPTER 7Developing a Philosophy of Teaching and LearningTeac
CHAPTER 7
Developing a Philosophy of Teaching and Learning
Teacher Interview: Heather Cyra
Heather Cyra has been a teacher at Guild Gray Elementary School for four years. Approximately 600 students attend kindergarten through fifth grade at Guild Gray. The school is located between an older, well-established neighborhood and low-rent apartment complexes. Student enrollment fluctuates at the school, and teachers may be asked to change grade levels when populations at specific grade levels decrease or increase. Ms. Cyra began teaching first grade but after one year she was moved to fifth grade. For as long as she remembers, she wanted to be a teacher. She knew that there would be challenges and rewards in teaching, but teachers make a difference in the world. She wanted to be creative and use the natural skills she possesses for helping people learn.
What do you see when you see excellence in teaching?
I see someone who is organized and has created an enjoyable, engaging environment—teachers who keep the students engaged in learning and also help everyone learn. I see excellence in teaching when I see teachers who have “fun” with their students; teachers who listen to their students and keep the students from being bored. Excellence in teaching is also surprising the students with unexpected activities, rewards, or information.
How do you know when your students are learning?
There are many ways to know that students are learning. You can often tell just by the looks on their faces that show whether they are confused or enlightened. You can tell by verbal cues from how the students respond to the questions you ask or how they contribute to class discussions. You can tell from a written assessment or merely a show of hands. If they are not responding the way I expect them to then I realize I have to reteach a concept or go back over something that may not have been explained in a way that they can understand. If you are tuned in to your students it is quite easy to tell when students have checked out by the way they look at you or don’t and by the responses they give you.
What brings you joy in teaching?
When I see how far the students I started out with grow in a year. By keeping track of their stages of development, I can see how much they have learned and how their attitudes and behavior have developed. When my students tell me at the end of the year that they don’t want to leave, I know that I have created a warm, nurturing environment. I feel like I am doing something right. It’s not entirely about what the tests say. As long as they’re learning, showing growth, and enjoying themselves in school and have enjoyed their fifth-grade experience I am happy and feel like I have done my job.
How did you develop a personal philosophy of teaching?
I constructed my philosophy one course at a time through integration of the most prominent and influential pieces of knowledge from each professor and textbook. During the course in special education my ...
Philosophy about Individual Needs
The document discusses the philosophy of an elementary school teacher regarding individual student needs. The teacher believes students should be the primary workers and thinkers in the classroom, not just completing tasks. Students learn at different paces and in different ways, so instruction should be differentiated. The teacher aims to systematically develop student independence and give them responsibility for their learning. Providing choices engages students more in what and how they learn. Meaning-based learning creates richer, more permanent knowledge compared to rote learning.
Umass - Final Portfolio Fall 2011
This document is a capstone portfolio submitted by Gabriel Valerio to meet the requirements of the graduate teacher education program at the University of Massachusetts Boston. The portfolio contains Valerio's philosophy of education, a self-evaluation, examples of instructional practices including three lesson plans and assessments, examples of student work, a technology essay, and a personal philosophy of assessment. Valerio's philosophy emphasizes student motivation, clarity in teaching, developing respect in the classroom, and creating a community of learning to support student success.
Similar to MDD6 (20)
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
THE WORK OF THE ENGLISH TEACHER BEFORE AND AFTER A REFLECTIVE THINKING
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
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CHAPTER 7Developing a Philosophy of Teaching and LearningTeac
CHAPTER 7Developing a Philosophy of Teaching and LearningTeac
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Politcal Discourse
This document discusses political discourse and how language is used in political contexts. It examines how discourse can be considered inherently political and how the study of political discourse has evolved from ancient Greek philosophers to modern analysis. Political language has the potential for representation and transformation, and politicians often use language strategically through word choice, syntax, and other linguistic elements to portray their messages and viewpoints. The document analyzes different linguistic levels like syntax, phonology, and lexical choices that can shape political discourse and interpretation.
Discourse and Society
Discourse communities are groups of people who share activities and spend substantial time together. They may be tightly knit speech communities or looser networks. Factors like social class, networks, education, and background influence language use. Gender is a social category that is one part of identity, while sex refers to biological attributes. Discourse and sexuality add the dimension of personal desire. Social variables and identities intersect with language use, as the way people speak is influenced by their group memberships and position in society.
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Discourse analysis examines patterns of language beyond individual words and how people organize what they say based on typical structures. It looks at the relationship between language and social/cultural contexts, and considers communicative competence as the ability to use language appropriately in different situations based on social and cultural settings. Discourse analysis draws together concepts like textual competence, discursive competence, generic competence, and social competence to describe how language allows people to respond to recurring and new communicative situations and take part in social interactions.
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1. The document discusses the importance of methodology in teaching foreign languages and the role of effective lesson planning. It argues that methodology provides tools to improve teaching and addresses challenges like what/how to teach.
2. Effective lesson planning is also discussed as it helps teachers stay organized and guide the class in a structured way. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While methodology and planning are useful for teachers, especially novices, teachers must also be able to adapt to unexpected situations and take advantage of opportunities for deeper learning. A variety of methods should be used to maintain student engagement.
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The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral diagnostic role play task at a restaurant. The summary identifies several grammatical errors made by Alexa, including incorrect word order when using a modal verb, misuse of prepositions, lack of subject-verb agreement, and improper use of articles. The profile provides examples of Alexa's errors and explains how they could be corrected to demonstrate more proficient English grammar.
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This document summarizes interviews with an English teacher and student about their use and views of coursebooks. The teacher finds coursebooks important for their focus on communication and uses them mainly for presentation and practice. She supplements materials when activities are inappropriate or to encourage different skills. She would like varied listening activities and more visual grammar instruction. The student uses the coursebook as required but prefers reading activities about familiar topics. While not very important on its own, the coursebook provides a useful guide for studying.
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The document outlines a lesson plan for an English class focusing on food vocabulary and daily routines. It includes the aim to teach students to use food vocabulary to express likes and dislikes, and daily routine verbs to describe daily schedules. The plan lists target language forms and assumed prior knowledge. Stages include introducing vocabulary through pictures and questions, practicing recognition and production through matching, true/false exercises, and writing emails. The teacher guides students through interactive activities to reinforce the new language.
MDD2
The document outlines learning goals for two English language lessons for students. The goals for the first lesson are for students to be able to give their personal information and describe a place orally and in writing. The goals for the second lesson are for students to be able to describe things close to them orally and in writing. These learning goals align with the national curriculum as they teach basic information and skills that will help students communicate, which is the focus of English language learning according to the national communicative approach.
Resource folder
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
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This document summarizes interviews with a teacher and student about their use and views of an English course book called "Travelers". The teacher finds the course book important because it uses a communicative approach. She frequently uses sections for presentation and practice and supplements the book when additional activities are needed. She would like more listening activities and visual materials for teaching grammar. The student uses the book in every class and likes reading activities about her interests. While she doesn't think the book is entirely necessary, she finds it useful as a guide for studying. She would like content about real topics that interest her age group.
Mdd1
This document summarizes the contextual factors surrounding an English language lesson for first year students at Universidad Católica de la Santísima Concepción in Concepción, Chile. It notes that the university draws students from across the region and country. It describes the students in the class as having low English proficiency, being easily distracted by technology, and coming from diverse academic backgrounds. The classroom has technology available and the teacher sometimes arranges seats in small circles for group work. The document reflects on how understanding the students and context is important for providing quality instruction.
My lesson plans
The document outlines a lesson plan for an English class. The aim is for students to be able to describe things that are close to them orally and in writing. The lesson uses pictures and real objects to teach students about using the present simple tense and "there is/there are" structure. Students practice identifying objects as singular or plural and describing classroom items and locations. The lesson concludes with students writing descriptions of objects in the classroom to share with the class.
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MDD6
- 1. Reflect on the main things you have learned about teaching and how these relate to your understanding of the profession and the values that guide your work. One of the principle things that I learnt in this process of teaching is that planning does not guarantee nothing. I can plan everything in my PPP or TBL, but sometimes circumstances change and I have to make decisions. A very important feature that I have to memorize by heart is why I want to teach English, that is the clue for me every time that I think that is a difficult process, and also why my students are learning a new language. Motivation is a matter of concern, and not just for students, for me too. When teachers are planning they should think in what motivation is and how students can feel it. Students can really appreciate what we do at the moment of teaching or if we pay attention in what they want. This will mean everything for them. Students never know what they should know. I never should start a new content if I do not what my students know about the content and general. I can start teaching new concepts or content even if this is compulsory. Students belong to different contexts and they have different bases related to this new language. Some of them have a really good level of English, and some of them not. Is my responsibility that every student can understand what they are going to learn, and if is necessarily I need to stop and make a review or tutorial s if I think that is correct. The main purpose of teaching this language is communication, and learners should know everything, in this way they can figure out the ability of knowing English and the advantage of communicate to other people around the world. They have to be able to communicate in English at the end of each process of learning. Describe one or two areas of professional growth (e.g. instructional strategies, content knowledge). This process of observation and teaching mean experience for me. Even taking into account that I was teaching in a “bubble”, because everything was ready for me and I was allowed to use every material that classroom in the university has. Every moment when I was teaching was meaningfully for the rest of my career. How to teach, when I need to pay attention, how to give instructions, taking into account the context or the idea that students are not interested in learning are subjects of matters. Experience is the most valuable resource that teachers have, and now I started to learn different movements and situations that occur in the classroom. During my career the only thing that I am going to have permanently is what I really know, what I memorized by heart and how things that I learnt are helping me to improve my teacher’s skills. That is the reason why I really appreciate this moment of growing in my professional area.