My teaching reflection
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This document reflects on the author's teaching experience and methodology. It discusses how teaching is a complex process that requires considering many factors in order to be successful and interesting for students. The teacher must focus not only on the methodology used in class, but also how it will affect students' future learning. The author realized teaching requires more than just classroom time, and that different groups have different needs, so methodology, strategies, materials and activities must be tailored to each class. At lower levels the author prefers the PPP approach but finds the communicative approach more motivating for secondary students as it trains them to use language in different contexts. The author's goal is to maintain an engaging teaching style that makes students feel confident and interested in learning
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This document reflects on the author's teaching experiences and perspectives. It discusses how teaching is a complex process that requires consideration of methodology, strategies, and how they will affect student learning. It also notes that a good learning experience can enable constant achievement while a bad one can harm students, so a teacher's work is important. The author prefers the PPP method for early levels and a communicative approach for secondary levels. One of their goals is to create an atmosphere where students feel confident and interested in learning through an accessible and engaging teaching style.
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Teaching Techniques
Learner centered instruction and Curriculum and Instruction
The document discusses learner-centered instruction, which shifts the focus of teaching from the teacher to the student. It focuses on developing lifelong learning and independent problem-solving skills. Learner-centered instruction engages students in learning, includes explicit skill building, encourages student reflection, and motivates students by giving them control over their learning. It emphasizes collaboration through group work and developing positive interdependence, equal participation, face-to-face interaction, group processing, and individual accountability. The document also discusses how curriculum and instruction are linked, with instruction providing learning experiences that address curriculum goals. Different instructional methods like lectures, demonstrations, role-plays, case studies, and group activities are presented.
mam_pasha.docx
This document provides an overview of various teaching methods and aspects of curriculum development. It discusses the importance of clarity and organization in curriculum and teaching. It then describes several common teaching methods like lecturing, demonstrating, collaboration, classroom discussion, and debriefing. It also outlines several models of curriculum development, including the Tyler model and grassroots model, and discusses curriculum evaluation.
Methods and strategies of teaching by Jerrin Issac
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
Methods and strategies of teaching- jerin
This document discusses various teaching methods and strategies. It begins by stating that the biggest challenge for a teacher is effective lesson presentation to help students achieve educational goals. There are four main teaching methods discussed: telling methods like lectures; doing methods like projects; visual methods like demonstrations; and mental methods like inductive/deductive reasoning. Teaching strategies are broader plans that can incorporate different methods to achieve objectives. Strategies are discussed as being either teacher-centered/autocratic or student-centered/democratic. Specific strategies covered include storytelling, lectures, demonstrations, tutorials, discussions, heuristics, discovery, projects, role playing, and brainstorming. Advantages of each are also mentioned.
Methods and strategies of teaching
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, with suggestions and applications provided.
Blended Learning- A new strategy
This document discusses the merits of blended learning, which combines both online and face-to-face instruction. It defines blended learning as strategically integrating live classroom activities and online learning to maximize benefits. Blended learning allows for pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and easy revision. It increases active and peer learning while remaining learner-centered. The author argues blended learning should be more widely adopted by teachers to help students learn and collaborate in a dynamic, flexible environment that increases engagement and motivation.
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Learner centered instruction and Curriculum and Instruction
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Methods and strategies of teaching by Jerrin Issac
Methods and strategies of teaching by Jerrin Issac
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Final reflection gieser leticia - secondary level - tpd
The student completed a secondary practicum to apply recently learned teaching strategies and methodology with teenagers. They found the experience positive overall, though realized some areas for improvement. The student engaged students through varied materials and activities, adapting to their developmental stage and interests. Feedback helped the student feel more confident in their performance. While challenging at first due to inexperience in this level, the student ultimately felt the experience helped them overcome fears and learn to teach more effectively at the secondary level.
Gieser leticia practicum schedule - secondary level
This document outlines Leticia Gieser's practicum schedule for her secondary school placement at Colegio Cavagnaro. It lists her local observer, Stella Decaroli, and sets dates for her first observation, and lessons 1 through 4 which will take place between early October and early November.
Self report video class 2 - secondary level
This self-report discusses a secondary level video class. The teacher changed how they activated prior knowledge based on feedback, using flashcards and posters instead of the question they had asked. The group was talkative so activities were done quickly before they could copy each other. Playing audio engaged the students as they relaxed and listened quietly. Each class was different but students learned, completed assignments, enjoyed themselves, and respected each other and the teacher.
Self report video class 1 - secondary level
1) The teacher started the class with a game to refresh the students' prior knowledge from previous lessons. They were able to follow instructions in the second language despite adapting the vocabulary to their level.
2) By walking around the class, the teacher was able to monitor student progress on activities. Most students study English outside of class, so the teacher ensured all students could develop their skills.
3) It was difficult to speak over the noise from a nearby classroom during break, but students participated orally and in activities respectfully. They remained engaged with the lesson topic while using the target language.
Group report secondary level
Group Report
Secondary Level – 4th year
The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
Group report secondary level
Group Report
Secondary Level – 4th year
The author was initially scared to teach teenagers as they had no prior experience, but found that focusing lessons on movies engaged and motivated the students. Through varied activities for the class of 30 students, lessons were enjoyable and the teenagers adapted well despite the author's inexperience. While one student acted as a 'leader' and joked around, personalized attention and an active role helped manage this. Overall the group was respectful, hard working and enjoyed English lessons, allowing the practicum period to be a rich experience for the author.
Self report class 4 - primary
This self-report discusses a class teaching vocabulary about pets. The teacher summarized that they need to improve repeating structures for the students to practice. Additionally, class time is short at only 30 minutes, so activities are not always finished. The students also have trouble singing hello and goodbye songs due to shyness. Finally, the class is talkative so the teacher started using a traffic light system with color codes for voice levels to control noise and ensure turns are respected during activities.
Self report class 3 - primary
The teacher provides a self-reflection on a class focusing on pets. First, they recognize the need to improve pronunciation and practice difficult words before class. Second, they summarize focusing on activating prior knowledge of pet names and structures like "it's a...". While there were some technical issues with a video, students worked on listening, writing, and speaking skills. Finally, the teacher notes needing more specific instructions and mimicry, but that students participated enthusiastically through eliciting yes/no questions about pet characteristics.
Informe de grupo primary level
This document summarizes characteristics of 4th grade students who are in Piaget's concrete operational stage of cognitive development. Some key points:
- Students are about 11-12 years old and learn best through concrete materials and objects, as well as topics directly related to their lives.
- They have a limited attention span so activities need to be short, hands-on, and keep them engaged.
- The teacher's role is important to adapt activities to students' needs and make quick adjustments if lessons don't go as planned.
- Working in groups helps shy students participate and feel supported.
Self report video-class 4 - kinder
During a kindergarten lesson on parts of the face, the teacher used a video to activate prior knowledge. Most students repeated the vocabulary words in Spanish rather than English. The teacher acknowledged this was not ideal but continued encouraging English use. Transitions between activities needed improvement. The lesson objectives were achieved as students produced and recognized vocabulary through questions and repetition with the teacher. Positive feedback was given to maintain student motivation and participation.
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My teaching reflection
- 1. My Teaching Reflection Teachingisa complexprocess. Theteacher hastoconsidermanyaspectsinordertomakethatprocess,successfuland interesting.Ateacherhastobe concernednotonlywiththe methodologythats/heappliesinhis/herclass,butalsohow thatmethodologyandstrategieswillaffecttotheirstudentsinthefuturelearningprocess. Aswe know,a goodlearningexperienceadvantagestoconstantachievements,whereasa badonecould carry consequencesfor students;thustheworkandcreativityofteachers hasanimplicationin thelearningprocess andin students’motivation. A book whichI considerreallyinterestingandI loved is “ThePracticeofEnglishLanguageTeaching”whereJeremy Harmer1 (2001) statesthat“Within thegeneralareaofmethodology,peopletalkaboutapproaches,methods,techniques, procedures, andmodels,allofwhichgointothepracticeofEnglishteaching”;herewerealizethattheteacherdoes not only spendtimewithchildrenin aclassroom,beateacherimpliesseveralaspectsthatwillhavean impacton the students. Asmy experience,I usedtothink thatteachingwasonlybe in a classroomandteachwhatthelearnersneed,however whenI startedtostudyandenteredin aschool,I realizedthatmy thoughtwaswrong.Insideaclassroomexistsanother reality,every groupisdifferentandthustheyhavedifferentnecessities.Soforaclasstobesuccessful,itmustbe constructedbya specificmethodology,strategies,interestingmaterialandactivities. Personally,I preferthePPP(Presentation,Practice,andProduction)duringkinderandprimarylevelandinsecondary school,I preferCommunicativeApproach. AccordingtoJeremyHarmer(2009),thePPPapproachiswidelyusedduring theteachingprocessatlowerlevels.WhichI totally agree, becauseduringthefirstyears,itis difficultthatthestudents 1 HARMER. 2001.“The PracticeOf English Language Teaching”. 3rd Edition. Longman Editorial.Chapter 6, page 78 2 HARMER. 2001. “The PracticeOf English Language Teaching”. 3rd Edition. Longman Editorial.Chapter 6
- 2. couldproduceitwithoutproblems, however,alessonplandevelopedwiththisapproachandwithcreativity,makesthat atthe finishofthelesson,thestudentscouldproducechunksusingthesecondlanguage. However,insecondaryschool, I considerthatCommunicativeApproachbecomesmoreinterestingandmotivatedfor students.AccordingtoHarmer2 “…aspectoftheCommunicativeapproachiscloselyrelatedtotheideathatlanguage learningwill take careofitself,andthatplentifulexposuretolanguageinuseandplentyofopportunitiestouseitis vitally importantforastudent´sdevelopmentofknowledgeandskill”.Alsoheadds“A guidingprinciple(withinthis approach)wastotrainstudents tousetheselanguageformsappropriatelyinavarietyofcontextsandforavariety of purposes”AtthebeginningI consideredthisapproachdifficult,butitisimportant tointroduceanewstylewith interestingmaterials,takingthestudents’attention,motivatingthemandmakingthattheyfeelconfidentatthe momentofusingthesecondlanguage. One ofmy futuregoalsasateachertomaintainmy way ofworking, organizingandbe accessibleformy students, making anatmosphereinaclassroomwherethestudentsfeelconfidentandinterestedinlearningwhatI teachwiththis wonderfullanguage. Also,I liketheidea,notonly ofcreatingempathywithmy students becauseI consideritisakey pointthatwill makea greatdifference,butalsotopresentcreativeclasseswherethestudents enjoyattheendofevery one.