Week 2, Period 3
Materials:1.http://busyteacher.org/10193-your-dream-company-business-english-worksheet.html
2. http://busyteacher.org/17981-write-and-present-the-news.html
Significant Situation
During my second week at Deltion in Zwolle, I substituted for one of my coach's classes. This class, 1IGH4, is the rowdiest class of the whole IGH first year department. Thankfully, there were barely ten students and they were attentive, creative and even cooperative.
Firstly, we checked the homework together which only took roughly 20 minutes so afterwards I handed them the two speaking handouts. For the first speaking activity, Your Dream Company, I asked the students to write the answers to the questions and then get up from their chairs and tell the rest of the group about their dream company in English. I walked around checking to see whether they understood the activity, they were actually speaking English and I corrected their grammar or pronunciation when necessary.
After two 'switching' rounds I asked them to sit back down and I asked a couple of them about their dream company.
Afterwards during the second speaking activity, Write and Present the News, I made two groups (one of four, the other of five) and assigned them each with a role. One or two (depending on the group) students were the news anchor, one a witness, one a sports anchor, and the last one was the weather man. I told them that they should first write down what they want to say and the structure of their news program (who's going to go first, etc.). Each group had to present for five minutes in front of the class.
Some students did better than others but it was fun to see and hear how creative some students were. I was even shocked by how well one of the 'rowdy' students presented his part in English.
Firstly, we checked the homework together which only took roughly 20 minutes so afterwards I handed them the two speaking handouts. For the first speaking activity, Your Dream Company, I asked the students to write the answers to the questions and then get up from their chairs and tell the rest of the group about their dream company in English. I walked around checking to see whether they understood the activity, they were actually speaking English and I corrected their grammar or pronunciation when necessary.
After two 'switching' rounds I asked them to sit back down and I asked a couple of them about their dream company.
Afterwards during the second speaking activity, Write and Present the News, I made two groups (one of four, the other of five) and assigned them each with a role. One or two (depending on the group) students were the news anchor, one a witness, one a sports anchor, and the last one was the weather man. I told them that they should first write down what they want to say and the structure of their news program (who's going to go first, etc.). Each group had to present for five minutes in front of the class.
Some students did better than others but it was fun to see and hear how creative some students were. I was even shocked by how well one of the 'rowdy' students presented his part in English.
Reflection
I chose to focus on the language skill speaking because it was Friday and these speaking activities were specifically meant for the bodily kinaesthetic inclined students. These activities were meant to be fun but also challenging for their English language skills development.
I was very firm with the students and told them exactly what I expected from them behavior-wise and presentation-wise. I did this by giving them guidelines and rules e.g. you have five minutes, be quiet, write your feedback, you have one minute, speak English, do not laugh at others, etc. The effect of this was that even though it was my first time with these students they understood how I operated as a teacher and what my rules were.
The students themselves told me how much they loved the activities because it got them moving and doing something different. Initially, most students were surprised that the lesson was going to be entirely in English but afterwards they enjoyed speaking English and the ones that weren't comfortable yet spoke to me in Dutch which I told them was okay to do.
As mentioned above, the students were very positive when I asked for their feedback. Some students even asked if I was going to be their new teacher, which was very sweet. It really made my day to hear that.
This feedback was important to me because it's always nice to have positive feedback from students, because it shows I am doing something they enjoy. Also, it tells me they enjoy activities that get them out of their comfort zone (presenting in front of the class in English).
As a teacher, this lesson was valuable because it gives the students an opportunity to practice what they've learned from the grammar chapters. The students need to feel that they are improving in the language acquisition department and that they learn grammar, vocab, etc. for a reason. There's a clear goal and that's being able to communicate in English.
I would focus on the bodily kinaesthetic learning style more often because it fits with MBO students who are mostly stationary during their lessons. I will do this by finding more materials via http://busyteacher.org/ or some other online website. I might also use the Drama Techniques:A resource book of communication activities for language teachers by Alan Maley & Alan Duff.
In conclusion, I've learned to get the students motivated by using ready-made speaking activities that helps students with their English language skills.
I was very firm with the students and told them exactly what I expected from them behavior-wise and presentation-wise. I did this by giving them guidelines and rules e.g. you have five minutes, be quiet, write your feedback, you have one minute, speak English, do not laugh at others, etc. The effect of this was that even though it was my first time with these students they understood how I operated as a teacher and what my rules were.
The students themselves told me how much they loved the activities because it got them moving and doing something different. Initially, most students were surprised that the lesson was going to be entirely in English but afterwards they enjoyed speaking English and the ones that weren't comfortable yet spoke to me in Dutch which I told them was okay to do.
As mentioned above, the students were very positive when I asked for their feedback. Some students even asked if I was going to be their new teacher, which was very sweet. It really made my day to hear that.
This feedback was important to me because it's always nice to have positive feedback from students, because it shows I am doing something they enjoy. Also, it tells me they enjoy activities that get them out of their comfort zone (presenting in front of the class in English).
As a teacher, this lesson was valuable because it gives the students an opportunity to practice what they've learned from the grammar chapters. The students need to feel that they are improving in the language acquisition department and that they learn grammar, vocab, etc. for a reason. There's a clear goal and that's being able to communicate in English.
I would focus on the bodily kinaesthetic learning style more often because it fits with MBO students who are mostly stationary during their lessons. I will do this by finding more materials via http://busyteacher.org/ or some other online website. I might also use the Drama Techniques:A resource book of communication activities for language teachers by Alan Maley & Alan Duff.
In conclusion, I've learned to get the students motivated by using ready-made speaking activities that helps students with their English language skills.
Internship Progress
In week 3 I will be teaching the usual three classes and focusing on being more stern when students don't have their books and kicking rackety students out. Until next week!
Dear Lily,
ReplyDeleteI have read your first and second weekly journal. You started out establishing a personal relationship, which seemed to be appreciated by students.
Then I liked the creative assignment you used in week 2. Gladly, students were motivated by your assignment too. Next time, when the whole class shows up, you will already have a working relation with these students.
Kind regards,
Simone
p.s.: subsequent comments will go without salutations and greeting; hope you don't mind.