Week Journal 3 (25 April 2014)

Significant Situation 

I made two writing tasks as preparation for my first year's, 1IGH2 and 1IGH5, writing test. 1IGH2 made these assignments on the 25th of April. I specifically told the whole class at the start of the lesson that I wanted to see and check everybody's writing tasks before the end of the lesson. After approximately 45 min I started getting their work then I checked it with a red pen and gave them feedback on what they should remove, edit or remember to use when writing a letter or a memo.

Reflection

I made these two writing tasks because I knew that the students needed to practice how to write a formal letter and memo in order to pass the test since they mostly skipped the writing section or didn't try their best when it was part of their homework.

The effect of concentrating on only writing for a whole lesson makes the test seem (more) important to the students if it wasn't before, they realize what they can and cannot do (yet) when it comes to writing, and they get the time to focus on how to improve their writing. They also get the chance to ask me specific questions about writing.

Some students were not working, but I fixed this by saying that they needed to hand it in before the end of the lesson or they had to stay until they finished it. However, other students took this opportunity to practice and to get feedback from me very seriously. They even asked me more questions about layout, vocabulary and grammar.

Some students gave negative feedback: 'This is so boring.' or 'Why can't we do something more fun?'. Although, most of the class said that they felt confident about the writing test after having done these writing tasks.

This was important to me because the previous 1st year class that I had in the third period, 1IGH3, found this test very hard and some of them had to re-take the test. I didn't want that to happen again. Therefore, I am making sure that I'm spending enough time preparing the students for the test, which I didn't do in the third period.

I think what this says about me is that I'm a person who's able to reflect and change my program in order to prepare the students for their tests.

My conclusions are that I'm able to reflect and develop as a teacher by focusing on how I can improve my teaching approach when it comes to teaching writing.

My learning aim for next week is:
-Taking and assessing tests.

Internship Progress

Next week, I'm going to be focusing on my LIO research by asking students and teachers to fill in my survey.
 Until next week!

Week journal 2 (18 April 2014)

  These are three questions of the Socrative test (left) and the students' results (right).

 

Significant Situation 

I made a Socrative test of 40 questions on the grammar items present perfect and past perfect for my second year students, 2IGH1. The students made the test on Thursday, the 17th of April. Afterwards, I gave them their score. Then I connected my laptop to the overhead projector and we went through the most difficult questions together. Students asked questions and took notes.

Reflection

I decided to make online quizzes instead of paper quizzes in order to make the tests more accessible for the students and fun. I also wanted to make checking the quizzes very easy for myself since the students will not get an official grade and Socrative checks the results for me. This saves me a lot of time and the students can see their results right away.

The effect of using Socrative for English tests is that students will be interested in doing the test because they're allowed to use their phones or laptops.

Students said that the test itself was difficult, but that they loved the program.

The students told me to make more quizzes, because it made them realize what they were doing wrong, which answers were incorrect, and what they needed to improve on. They were able to see exactly what the correct answers were because I sent them the Excel document with their results, questions, and their answers in it, which Socrative compiled as I closed the test.

Planning, designing and taking the test is important to me because I want to be able to know how to incorporate ICT into my classroom and how to improve the students' grammar, one item at a time.

What this says about me is that I want to be/am the kind of teacher that spends time considering what the students don't know yet and rectifying that by making a plan.

My conclusion are that I am a considerate teacher and that I have the means of helping students by using ICT during my lessons in order to motivate the students.

My learning aim for next week is:
-Designing and checking writing tasks.

Internship Progress

Next week, I'm going to be busy writing and organizing my LIO portfolio. I will also design two writing tasks for 1IGH2 and 1IGH5.
Until next week!

Week journal 1 (11 April 2014)

 

Significant Situation 

I made a very detailed schedule for 1IGH5 and 2IGH1 for the fourth period. In this schedule I wrote down what their homework is and what will be done during these sessions, the grammar item(s), and the speaking item per week.
Then I e-mailed this to my students and I've also told them during my lesson that they will need to check the schedule for their homework and other assignments.

Date:	Intelligent Business:	Grammar item:	Speaking item:
7 April (Monday)	Check red book: Unit 12	Present simple, past simple	Pronunciation: tongue twisters
10 April (Thursday)	Check: Unit 12 red classwork: green book unit 12 Homework: red book unit 13	Pop quiz present simple, past simple, questions

Reflection

I decided to make a very clear schedule in order for the students to know exactly which book they need to bring (red or green), which unit they need to do or bring, what grammar item we will be dealing with, when they have a pop quiz and which grammar item(s), and what subject will we be discussing for the speaking part of the lesson.

The effect of doing this with these two classes is that everyone has no more excuses, because some students usually say that they didn't know what they had to make or that they were ill the week before, etc.

Most students told me it was a very nice way to know in advance what they need to prepare before the next English lesson.

My coach told me, ''Hi Lily, looks good. Smart to put in the holidays, there are many of those in the next months''. 

This situation is important to me, because I really wanted students to stop having excuses each lesson as to why they didn't make their homework which results into me having to kick them out. This is one of the teaching aims I have for this LIO; to be stricter with students e.g. when they don't have their homework or book with them.

I value being clear as a teacher, but also honesty out of my students and participation. I expect my students to behave a certain way and have their things in order. Moreover, in order for me to expect my students to have their homework with them and their books then I should be clear and honest as a teacher as well.

In conclusion, I think that this schedule will benefit the students and me as a teacher because it is very clear, organized, and straight to the point (exactly which units, which book, etc.). 

My learning question for the next week journal is:
-How do I make a diagnostic test on the weekly grammar item with Socrative?

I will be using and/or reading this online article:
1. http://www.socrative.com/how-it-works

Internship Progress

Next week, I'm going to be making a pop quiz for 2IGH1 on the grammar item of that week: the past perfect and the present perfect.
 Until next week!