Taking my first plunge in practice teaching an ESL class:
What I learned from my cooperating teacher during my Teaching Practice:
I focused on a different aspect of teaching during my observations, such as how lesson plans were presented, use of mini-lessons, use of technology, classroom management, time management for classroom tasks, review and introduction to new material, assessments, transitions in activities, group work, unexpected incidents, rapport with students, and much more. My lesson plan, to teach for one hour, worked out well. I wasn't sure if I planned the time for the activities right, but it worked out to be exactly right, although I could have made the pair activity more simple. We talked about family, reviewed vocabulary and morphology, word families, how to learn intentionally by using the words to learn more forms of each word, co-locations, synonyms, etc. We did a short listening exercise from the text and identified and discussed the main idea - that knowing your ancestry is important to a positive self-concept. Then students got into pairs to interview each other, find out about their families, and then each one gave a short presentation about their partner's family. They could talk about relationships, family values, or a past experience that was meaningful about their family that made them 'unique'. Since the listening exercise was about ancestry, most of the students discussed their ancestry, although we listed on the board different values that they thought were important to have in a family before they got into pairs to interview each other.
I focused on a different aspect of teaching during my observations, such as how lesson plans were presented, use of mini-lessons, use of technology, classroom management, time management for classroom tasks, review and introduction to new material, assessments, transitions in activities, group work, unexpected incidents, rapport with students, and much more. My lesson plan, to teach for one hour, worked out well. I wasn't sure if I planned the time for the activities right, but it worked out to be exactly right, although I could have made the pair activity more simple. We talked about family, reviewed vocabulary and morphology, word families, how to learn intentionally by using the words to learn more forms of each word, co-locations, synonyms, etc. We did a short listening exercise from the text and identified and discussed the main idea - that knowing your ancestry is important to a positive self-concept. Then students got into pairs to interview each other, find out about their families, and then each one gave a short presentation about their partner's family. They could talk about relationships, family values, or a past experience that was meaningful about their family that made them 'unique'. Since the listening exercise was about ancestry, most of the students discussed their ancestry, although we listed on the board different values that they thought were important to have in a family before they got into pairs to interview each other.
*Above are some of the students in our class (I know their names, but I didn't want to list them here):
The class is an intensive learning, upper level Listening and Speaking class. The student on the far left, his grandparents are from France and moved to Saudi Arabia after they visited there and liked it so much they stayed in Saudi Arabia. The second student on the left is from Turkey. His entire family is from Turkey. However, his grandfather lost his parents when he was only two years old so the government took care of his grandfather. Because of this, they don't know their entire family history on their grandfather's side. He also has a high respect for women and believes women's rights should be protected and that women are also capable of being strong leaders in government and business. Next to the student from Turkey, the third on the left is a student from Seoul, Korea. He and the student from Turkey are roommates and also like doing their classwork together. They ask great questions in class and are very thoughtful, such as, "Do you think heritage is a good thing, especially when a culture has a strong heritage that might need to make changes?" The student fourth from the left is from Saudi Arabia and his grandparents are from Germany. They moved to Saudi Arabia and liked it so much that they also decided to live there and raise their family. He likes to spend time in Germany occasionally as well. The fifth student on the left is also from Saudi Arabia. He said he'd like to have a large family, but it depends on how much money he earns, if he will be able to support a large family. Other students which were not in the picture were three students, from South Korea, China, and Vietnam, another student from Saudi, as well as three girls from Saudi. The Saudi girls didn't like to be photographed, so they aren't in the pictures or videos. Every morning when I arrive at the school, I see their husbands drive them to class and drop them off. I think of it like getting pampered in a way, since I usually have to do things for myself - the down side to being independent. One of the students, when asked to give an example of good manners answered, "to visit the sick people," and then another said, "to take care of the poor persons." How sweet is that!
They are all really great "puppies," (nicknamed by our cooperating teacher, who is also from China but grew up in Boston). They are each both exceptional and 'unique' (inside joke - not 'eunuch'). Other similar words that were equally questioned, version and virgin, modified version/virgin? Also trait/trade. I had to video-tape the practice teaching, which my cooperating teacher generously offered to do the camera work. Although I brought extra batteries, the memory stick didn't last long enough, so we had to use my cell phone for half the class. Luckily it worked out just as well. I think everyone left with the feeling of being very 'unique.'
They are all really great "puppies," (nicknamed by our cooperating teacher, who is also from China but grew up in Boston). They are each both exceptional and 'unique' (inside joke - not 'eunuch'). Other similar words that were equally questioned, version and virgin, modified version/virgin? Also trait/trade. I had to video-tape the practice teaching, which my cooperating teacher generously offered to do the camera work. Although I brought extra batteries, the memory stick didn't last long enough, so we had to use my cell phone for half the class. Luckily it worked out just as well. I think everyone left with the feeling of being very 'unique.'
I got to practice the power pose (like Wonder Woman) just for fun at the beginning of class, which I learned from watching my cooperating teacher, as well as from a video I found on Ted Talks:
Your Body Language Shapes Who You Are
I found this video by accident after getting the website from my cooperating teacher. It was perfect timing to see it just before my practice teaching. It talks about how we can sometimes feel that we don't belong in a certain situation because of our differences, or perceived limitations, etc. I have a struggle with thoughts like that at times that stretch me. The video talks about how to get past that.
So today, much like the message about Your Body Language, I faked it 'til I made it - like a colt that stands up for the first time on shaky legs with big knobby knees - although my knees were knocking together a little, at least they aren't too knobby - neigh, just a little wobbly.
I am now looking forward to taking a class in Old English that I'm enrolled in for next semester, Insha Allah. I have been waiting since before 2009 for this version/virgin? of English to appear, or is it a modified version/virgin, since it's finally being "offered again."
I found this video by accident after getting the website from my cooperating teacher. It was perfect timing to see it just before my practice teaching. It talks about how we can sometimes feel that we don't belong in a certain situation because of our differences, or perceived limitations, etc. I have a struggle with thoughts like that at times that stretch me. The video talks about how to get past that.
So today, much like the message about Your Body Language, I faked it 'til I made it - like a colt that stands up for the first time on shaky legs with big knobby knees - although my knees were knocking together a little, at least they aren't too knobby - neigh, just a little wobbly.
I am now looking forward to taking a class in Old English that I'm enrolled in for next semester, Insha Allah. I have been waiting since before 2009 for this version/virgin? of English to appear, or is it a modified version/virgin, since it's finally being "offered again."
