Week 2 Classroom Observations -- 'The Experience Continues'
You've now finished your second week observing classes at the UOLC. What were some highlights? Are there any questions arising from your experiences in the classes that you would like to share?
I am not going to give up posting for the third time. I do not know what wrong, when I was about to post, it kicked me out. I am going to have another try. Here you go!
ReplyDeleteFor the second week of class observation, I had observed IELTS classes: writing and speaking. In the speaking class, the teacher taught the speaking strategies student should master in oder to take the speaking test. For instance, they should try to cover the information regarding "where, when, what, who, why, how". In their speaking, they should avoid using "um, like a, and..." repetively. They should speak fluently and cohesively, within the time frame given.
In the written test class, the teacher gave students a topic of writing, the students need to write about 250-300 words in 40-50 minutes. I took part in the writing too. I can see how much the teachers in each class here are dedicated themselves to the teaching. It is very impressive to see that even when students were about to leave the country, the teachers still offered themselves to correct their writing and email them the comments. Their dedication reminds me of the posters on the windows at School of Education I walk by every day since I have been here. Those posters say "Make a difference. TEACH", "Share your passion. TEACH","Do something different every day. TEACH" 😀
It is very nice to be a teacher. It is nicer to teach effectively, isn't it?
Khead/Wiriya
Hi! Khead, I also like those posters about "TEACH". It is inspiring, isn't it?
DeleteYes, they are really inspiring and capturing your mind. I will try to do the same. Hey, what is about?, if I am back home and love teaching English more than I do in teaching nursing classes.
DeleteKhead
I have got the ideas from you. Excellent!!
DeleteHi Khead,
DeleteIt's good that you can collect the strategies of teaching speaking. Using five whs and how can help much in speaking test.
Hello Khead,
DeleteIt's good idea. I will pick some idea to practice.
This comment has been removed by the author.
DeleteThis is very good idea. It can be useful for having class active.
DeleteThanks for sharing, Khead. Like you, I find myself agreeing with those posters as I wander past them: "make a difference ... teach," "share your passion ... teach," & "do something different (if not everyday, at least quite often) ... teach." :-)
DeleteHi David
ReplyDeleteI found a very interesting presentation of the project. Students are excited and proud to present the results of their work. The instructor takes the form of teaching to train students to use communication skills. In the presentation, creativity and courage to learn to express themselves at the same time. I believe that the learning environment is not stressed allows student to develop the knowledge and happy to learn.
thank you
I agree with you, Ae. Everyone like to learn or work in stress-free environment.
DeleteHi Ae,
DeleteIt means the teachers play crucial role in teaching and creating safety zone for their students. I will use these two things altogether in my future class. Thanks Ae.
Nice that you got to see the students 'speak to' their posters: A great opportunity indeed to practise their communication skills. :-)
Delete1. 18th September 2018, 15.00-16.00 o'clock.
ReplyDeleteGE class, pre-intermediate level
The topic was about how to use “Use to”. In this class, the teacher taught slowly and repeatedly so most students can understand what he taught. He said that “English is a rhythm language”. He asked students to read some sentence out loud such as “He used to hate school”, “I used to be good at French”, and “They didn’t use to behave well”. When the students read together with different stress or intonation, it really sounded like rhythm.
I like how the teacher trained a Japanese student to pronounce “R” and “L”. He taught her to make lips like kiss but no real kiss. I think this tip is easy to remember!
2. 19th September 2018, 11.00-12.00 o'clock.
EAP class
This class was about accounting and business English. The teacher used coins/ paper clips with various colours to divide the students into small groups. The students were asked to work in pairs and then bigger groups. They discuss something like “What do you know about accounting and business?”, “What is accounting or business?”, What career do you think studying accounting can lead to?”. Then, they were asked to match a vocabulary with its meaning. I think working in small groups is fun and students can exchange their ideas with their friends.
3. 21st September 2018, 14.00-15.00 o'clock.
IELTS class, Upper-intermediate level
It was a preparation class for writing exam. The teacher arranged a room like the one they use in real exam. It was like simulation for writing exam. The students had a chance to practice writing in limited time and similar atmosphere as in the real situation. This simulation allowed them to be familiar with the stressful situation. I was impressed by the attention of the teacher.
Best wishes and good night!
Suparpit (Nok)
That teachers talk slowly can help the beginners to be motivated.
DeleteI remember that when I studied English, I could improve my listening by watching mouth movement as well.
Thanks for sharing, Nok. Helping students become aware of the rhythm of English utterances is well worthwhile. Clapping word stress, which we did in class is an activity along similar lines. :-)
DeleteDear all,
ReplyDeleteI observed 3 classes in the second week. Theses classes were very interesting and impressed.
1. 18th September 2018, 3-4 pm.
Upper IELTS 3
This class was the comprehensive reading of IELTS. The teacher used the book, Mindset for IELTS Unit 8: reading. The objective was how to skim texts effectively. I found the wonderful technique of skim-read that using eyes skimming is better than using a pen or a pencil. In addition, the tips of how to answer true, false and not given is very useful.
2. 19th September 2018, 11-12 am.
Pre-Intermediate
The topics were the speed reading and part of speech. The teacher had many methods to teach students. I think these techniques made students have fun and I heard them always laugh. The methods were as follows: guessing noun or verb, learning to revise the words in vocabulary list, focusing on part of speeches, and matching words, sentences and collocations. The most interesting one was the use of reading speed chart. This chart may make students concern how they improve their reading skill.
3. 21st September 2018, 2-3 pm.
Upper IETLS 2
The topic was about the speaking skill for fluency, coherence and cohesion. The teacher had clear explanation about prediction and possibility. I love the way she encouraged students to speak correctly and fluently.
I appreciate all teacher sharing and explaining what they taught. It would be useful for further teaching English.
Regards,
Maturada (Nam)
Thanks for sharing, Nam. A speed reading programme can usefully complement intensive and extensive reading activities. :-)
DeleteDear David
ReplyDeleteI had observed 3 classes with Losang (teaching grammar via story), Erina (presenting posters of peace) and Robert (vocabulary and grammar). For the first class, I found that learning grammar via story of stranger, If clause (3rd condition), was interesting and helpful, The teacher allowed students to learn grammar in terms of form and meaning, provided examples and also allowed students to practice. For the second class, the class allowed students to present their tasks. I really liked the idea of turning to present of each student in each group. So, I have the idea to apply it in my class. For the last class, games related to pronunciation, vocabulary and grammar were applied such as writing words linked to pronunciation on blackboard and guessing words. These games were useful and easy to apply. However, teaching grammar for me is quite difficult. So, I have to gain more understanding and also fine appropriate methods for passing my knowledge to my students.
Thanks for sharing, Ooie. Teaching grammar effectively, indeed, requires substantial reflection & preparation. A 'rule of thumb' though I would like to share is 'to have learners do various exercises in pairs.' Learner talk about grammar can be the context where learners come to realizations about it. :-)
DeleteDear David and all friends
ReplyDeleteThe first observation was held on 18st September 2018
Teacher Mike taught students in Elementary. The topic was writing assessment preparation. Teacher wrote objectives on the board and then encourage student to read them. The teacher train student to do handwriting the essay regarding the real tests are allowed the student use only handwriting. Teacher gave the instruction about requirement such as student need to develop sentences at least 200 words within 20 minutes.
The teacher use a simple technique but effective to help students develop topics by asking students. Students have opportunity to do free writing. Teacher wrote all topics on the board therefore all student can see properly. Again, students can choose one of the topics for writing. During the test, the teacher had visit to all students regularly. I believe that encourage and regulary support student can help student to be succeed in writing. \
The 2nd observation, I did observation in EAP class taught by Wendy. There are 14 students. The teacher use a book as a resource in the class. The topic is about "Accounting" . Objectives are general talking and vocabulary in specific area regarding "Accounting". The teacher let the student spend time to discuss in peer. Teaching teachinques were used to support students are peer support and vocaburaly list. I can feel the student are fun and relex when they learn in a good environment. The teacher also give possitive feedback. The srudent fell happy and confidence to speak and making good participation in classroom. I am happy to observe this claa and I would apply this idea into my class. I think simplify lesson can motivate the students learn English in and out classroom.
The last observation on 21st September 2018. Anne was a teacher who response in upper intermediate class. Fortunattly, It is a mock test today. Therefore, I was suprise to observe the writing test. I think immediately I have to be quiet and stay still. After few second, the teacher give me more information regarding the objective of the test. Teacher used a book named Mindset IELTS. I think this class is very quiet bacause of the examination time. However it may seem ther was nothing to observe, I found the the process of the test can be the model of managing environment for the test. It is important to prepare the students to do the test. I can see that teacher had prepare avtivities for the test such showing the topics and giving the structure of writing in advance. I wonder that it may difficult to teach student from Elementary to be success in IELTS at the end. I observed small calssrom the student have chance to learn and have proper support. They can see the light at the end of tunnel.I want to know what is the best solution for large room. It challenges me to simlify English lesson and then deliver to my students.
[Ohm]
Thanks for sharing, Ohm. A nice aspect of our classes at the UOLC is that each student spends many hours a week learning together with the same small group of peers. This amount of time spent together can facilitate the development of a warm and supportive classroom. Then, not only does the teacher encourage and 'scaffold' learning, so do the peers. :-)
DeleteDear David,
ReplyDeleteI have gained a lot of experiences from the second week observing classrooms at the UOLC. The most interesting experience is how the UOLC English teachers use student-centered approaches to teach their students. For me, my experiences based on 3-time observations of the second week are as follows:
1. TOEIC for Upper Intermediate Level on 18th September 2018, 3.00-4.00 pm
The topic was about “culture quiz and TOEIC vocabulary for list 3.” In this class, the teacher used many student-centered approach techniques for encouraging and effective learning of her students (including peer interactions, brain-storming, small group discussion for sharing experiences, a quiz, an exercise, monitoring, and correction when the students have misunderstanding). The most interesting activity in this class was “peer interactions.” Although it was a TOEIC test preparation class, the “peer interactions” technique was really worked in enhancing the students’ learning from each other. I also like the ways of the teacher managing the class. She was very flexible and changed the activities to meet the most needs of the students.
2. General English (GE) for Elementary level on 19th September 2018, 11.00 am-12.00 pm
This class was focused on improving speaking, listening and reading skills for the elementary students from participating in the Peace Project presentation. I really like the teaching methods of the teacher used in the class. She started with clearly explaining about the objectives and tasks that the students had to do. She assigned the students into groups by counting 1-3 and asked them to pick a leader. Then, she asked the students to prepare the questions (What, Why, Who, How, How long) relating to the Peace Project. After that she took the students to participate in the project presentation. The students had to ask their prepared questions, listening to the answers and reading information about the project. When coming back to the class, the teacher asked the questions and the students answer them (Did you ask the questions? Was it stressful or relaxing? What is one interesting thing you learned? What was your favorite project? Why?). The teacher is very enthusiastic. She had monitored, checked and helped the students based on individual needs. I think teaching of the elementary students is quite difficult and takes more time for them to practice each English skills.
3. English for Academic Purposes (EAP) for Intermediate level on 21th September 2018, 2.00-3.00 pm
It was an independent learning class for catching up works that the students had not finished. However, in this class the teacher asked the students to practice more English via playing games. I really like the idea of this class because the students can practice more English and have fun, especially speaking skill. Personally, I agree that the relaxing classroom can enhance learning more of the students.
Thanks for sharing, Wi. It must, indeed, have been interesting seeing how the teacher prepared her elementary class to benefit from the Peace 'Expo.' You clearly describe how she provided them with a structure through which they could make the most of this learning experience. :-)
DeleteThank you very much for your comments, David. I also had learned many techniques from the teacher's preparation for her students to join the Peace Presentation. I felt that the students had learned a lot from the class activities.
DeleteHi David,
ReplyDeleteThanks for giving me to learn from Amilcar again. I like his teaching and personality. He provided information regarding objectives, activities and topics to the students. So the students knew what they were going to learn. He was energetic and always smiled, so the students became alert as studying.
I had chances to observe two IELTS classess. firstly, I noticed that Pauline gave a compliment to the students who tried to answer the question. She also encouraged the students to use words in the higher level. Secondly, I learned from Francene. She was very kind and polite. The students felt safe to be with her. She used the passage from the coursebook. It is not difficult. She explained that the students should have some experiences of success. I agree with her.
Thanks for sharing, Luck. Writing objectives on the board is considered good teaching practice. They can indeed provide a kind of 'road map' for students. :-)
DeleteHi David,
ReplyDeleteThree classes that I observed this week were interesting. Let me explain what I experienced in those classes.
1. 18th September 2018, 3-4 pm.
Intermediate
This class focused on grammar and speaking. Teacher started with the structure of if clause. He then explained how to use each type of if clause and gave students examples. Finally, students repeated what teacher pronounced.
2. 19th September 2018, 11-12 am.
Upper intermediate
This class was about peace project exhibition. The group teacher let small groups of students think and create posters for today's exhibition. I liked the way teachers gave students suggestions which encouraged them and had no pressure at all. I think this project can improve all English skills.
3. 21st September 2018, 2-3 pm.
EAP
This class aimed to improve students with reading slkills. Teacher divied students into small groups discussing about what they studied the prior class. Teacher then let students read a passage and answered questions. Paired students discussed their answers each other. Teacher had clear explanation each question.
Kind Regards,
Thunya
Hi Thunya,
DeleteIt's good that you can see teaching in different class levels. I hope you can take these methos back to your classes. Then, I may have chance to learn from you.
Thanks for sharing, Thunya. It was nice that you noticed that the EAP teacher's explanations were clear. It is quite an art learning to describe complex topics clearly. :-)
DeleteDear David and all,
ReplyDeleteI was observing 3 classes as follows:
1. TOEIC/EIC for Upper Intermediate Level (18th September 2018, 3.00-4.00 pm)
The topic was about social customs. The TOEIC vocabulary list 3 was discussed in this class. One of the most challenging and interesting to experience was about student-centered approach techniques. Teacher (Sonya) was encouraging students to learn effectively via various activities e.g. peer interactions, brain-storming, small group discussion, a quiz, an exercise, as well as monitoring, and correcting mistakes when students have some questions or misunderstanding). After the class, teacher was giving a homework which is a vocabulary list for next lesson.
2. General English (GE) for Elementary level (19th September 2018, 11.00 am-12.00 pm)
The topic was about the Peace Project. Objectives were to improve speaking, listening and reading skills for the elementary students via the participation in the Peace Project presentation. Teacher (Sarah) started by talking clearly about objectives and tasks that the students had to do in the class and then divided them into small groups. In group work, each group was assigned to prepare the questions related to the Peace Project e.g. What, Why, Who, How, How long, etc. Then teacher and all students went out to participate in the project presentation. The students had to ask the questions they were preparing from group work as well as listen to the answers and read information related to the Peace Project. Then, teacher and students came back to the class. The teacher wrote questions on the board and asked students. “Did you ask the questions? Was it stressful or relaxing? What is one interesting thing you learned? What was your favorite project? Why?”. The teacher is very positive, kind, and motivated. Homework was given to students at the end of the class; preparation for the end of term test, vocabulary list, and preparing for listening in ILC.
3. English for Academic Purposes (EAP) for Intermediate level on (21th September 2018, 2.00-3.00 pm)
It was an independent learning class for catching up works that the students had not finished. However, in this class the teacher asked the students to practice more English via playing games. I was joining students to play games with them. I think to use game teaching is one of my favourite techniques so far. :)
Best Regards,
Nami
Thanks for sharing, Nami. The range of different types of activities that were used to practise the list of words in the TOEIC class is impressive. Using such a range caters for learners with different learning styles and can sustain energy and interest in a class. :-)
DeleteI attended two IELTS classes and one elementary class last week. The first class was writing for IELTS by Pauline, the second class was speaking in IELTS by Annie, and the last class was elementary English by Mike. Each class took about 50 minutes.
ReplyDeleteFor the class of writing for IELTS, this class aimed to increase IELTS writing score greater than 5 and to use powerful words in IELTS writing. What I observed in this class was that the teacher delivered many approaches to boost students’ writing score. She started with pre-teach IELTS vocabulary for writing band 5, 6 and 7-8; introduced IELTS Writing band descriptors; asked the students to generate their ideas about the most memorable festival by talking in pair; and asked the students to write essay; and offered writing consultations in class. What I really appreciated in this section was that the teacher asked her students to do think-pair-shares for processing their thoughts before they started writing their works. It was a simple method and it took a little time. Although generating ideas before writing takes time for international students, the teacher did great in applying think-pair-share technique for this step writing. It was not only good for brainstorming ideas, but also increase student interaction in class and help them to prepare IELTS speaking. Pre-teaching IELTS vocabulary and introducing IELTS Writing band descriptors also piqued the students’ interest in what they should focus in writing IELTS improvement. I also liked the way she kept students’ phones before starting class. I have never done like this in my classes. It seemed awkward to me that why teachers need to keep adult students’ phones before class instead of asking them to turn off their phones. However, it helped to remind students that they need to pay attention in their writing in limited time and to not allow their phones’ rang disturbing other students. It is an issue that students need to think carefully about their phone habits in public.
For the class of speaking IELTS, when I observed this class, I was wondering how a teacher could improve international students’ IELTS speaking score within 50 minutes. At that point, I could see how well-prepared teaching plan could help the class to achieve learning goal in this hour. The teacher started with introducing IELTS speaking band descriptors as well as a speaking plan. Then she asked her students to talk on a given topic with partners for 3 minutes. What I liked in this class was that the teacher did not grade her students’ speaking, but asked the partners to grade the students’ speaking. It might be a common technique for many teachers, but I thought it was a clever mean. Regarding this strategy, it could stimulate students to speak out and to create interactive class. Additionally, the students did not realize that their speaking was improved in a natural way when they tried to find reasons explained speaking score they gave to their partners. Likewise, their partners questioned why they got these scores. Finally, the teacher corrected their speaking each person. I thought an invaluable advice from the teacher would help the students to clearly expressing their thoughts and confidently speak out.
Nice description of the classes, Go. I like the idea of having students assess each other's speaking performance. Discussions about why the students gave 'such and such a grade' to their peers I think would be a fruitful context for both IELTS test strategy learning and language learning. :-)
DeleteThe third class observation of last week was elementary English by Mike. The class focused on compound and complex sentences. This class was totally different from other two IELTS classes. The classroom climate seemed more relaxed than the IELTS classes. It was interesting that a teacher applied any situations happened in the class to lead in the topic of this hour. For example, two students came to class late. The teacher asked reasons why they were late. Then he used their reasons to create compound and complex sentences. Although the beginning of class seemed relaxed, one student caused the classroom chaos later. She often loudly asked questions out of topic. Moreover, some students did not speak English fluently because they were still beginners in English speaking. When the teacher asked them to do some exercise, they did a lot of mistakes and required many time revisions. The teacher sometimes walked around to check the students’ exercise and the students sometimes walked back and forth to resubmit exercise to their teacher. Unlike IELTS classes, the teacher spoke slowly and repeatedly to assure that his students understood everything clearly. I also thought the teacher was very patient and kind to the students. He enjoyed responding to every students’ questions, calmed down students, and always supported them. I liked the way he calmed down his students by turning on some music while they worked on their exercise. This was such a relaxing class atmosphere. I think that the teacher was successfully manage the class. Moreover, I think that attitude of teachers who teach elementary students are very important to provide effective teaching activities and class atmosphere, as well as impact students’ outcomes.
ReplyDeleteI think what I learned from 3 class observations last week: attitude of teachers, well-planned teaching methods and class atmosphere could help to improve student learning outcomes. I also plan to apply teaching strategies I experienced to my nursing classes in Thailand.
Nice observations! Sounds like Mike's class allowed for lots of one-to-one interaction with the teacher. This I am sure would have helped assist the students achieve the goals of the lesson and as a result would have been both calming and motivating. :-)
Delete1.18 Sep 2018 Kind of class: IELTS Level: Upper IELTS 1 Instructor: Annie No. of Students Present: 14
ReplyDeleteThe purpose of teaching are IELST speaking band descriptors (public version). Topic is describe a public holiday in your country. Teacher introduced into lessons with issues: Tell me where you went in holiday. The kinds of input did students receive are teachers talk with students groups, text on the board and printed material. The kinds of output did students produce are talk with teacher and talk with peer for practice conversation have remained in the Upper IELTS. Teacher was very attentive learners and understands the problems of student who need help.
2.19 Sep 2018 Kind of class: IELTS Level: Upper IELTS RT Instructor: Rachel and teacher team No. of Students Present: 34
The purpose of teaching are practice how to presentation speaking and listening. The presentation is titled in Peace project presentation. Teaching is a team format. The teacher told students to make presentations in front of class are excitement and pressure. This presentation is offered as a group for students to relax and have fun. The presentation format includes presentation of the work around the room and the student group to practice speaking and listening. This focus on promoting the empowerment of learners by teachers will appreciate additional encouragement and guidance. The vote for the work presented on the day of peace organized by the university.
3.21 Sep 2018 Kind of class: IELTS Level: Upper IELTS 3 Instructor: Francene No. of Students Present: 9 The purpose of teaching is to write a written examination. IELTS. Take time to write 40 minutes. The topic is organizing a large family. Celebration. By objectives in writing as follows: use the information and language from this lesson and answer the writing part 2 task. Allow time for planning and checking of the end. Read the questions carefully and ensure your answer is relevant. Include a strong introduction and conclusion and express your ideas clearly.
Thanks for sharing, Nokk. You suggest that being involved in the Peace Project empowered learners. I agree. That's our job as teachers, isn't it: To help enable them to reach their goals. :-)
DeleteLast week I observed two classes: pre-intermediate class and advanced class. The pre-intermediate class taught by Robert. He taught students how to use Media file for practicing thier listening and writing skills. He also taught grammar about “use to and used to” and also taught pronunciation as well. He helped the students to practice how to pronounce “r” and “d” word. He played attention to all students and if he found that some of students might need to practice more. He came and work one on one with them.
ReplyDeleteAnother classs that I observed was advanced classs taught by Kjesten. In this class students gave their presentation about peace project to the public. There were some visitors came and listened to the student presentation. I found that all students gave their presentation with confidence and well-prepared. I think Kjesten did a very great job to prepare students and provide an environment for students to learn.
Thanks for sharing, Marisa. Nice to read how Robert worked helping students with their pronunciation one-to-one. You definitely would have enjoyed seeing the upper intermediate and advanced students 'speaking to' their display boards. This is what the students had been working towards! :-)
Delete