Learning & Teaching
I believe that the thing that struck
me the most regarding learning and teaching is the fact that one becomes
more humble in terms on teaching. [AR2] What do I mean by this? Well,
remembering how my learners feel when encountering new vocabulary as well as
applying it made me think more on giving chunk clear instructions and the use
of my body language to guide them to reach my objective of class and for them
to produce the target language.
Description:
One of my teaching experience I recently
had was on August, 13th. It was a Lower
Beginners class from 6pm to 9pm. The topic I chose was on Places to Visit in
Chachagua & La Fortuna. My target language was : Restaurant, Coffee Shop,
Hotel, Clinique, Grocery Store, Supermarket, Hot Springs. It took me time to prepare several activities and
classroom material so it would be more practical
and productive the lesson. With that said, this was my objective: SWABT: Use 3 to 5 places (Restaurant,
Coffee Shop, Hotel, Clinique, Grocery Store, Supermarket, Hot Springs ) to
visit in Chachagua & La Fortuna, to explain
where they go to get coffee, medicine & food supplies in a role
play.
I would say that at first, I was
nervous, however, for me, it is important to get nervous right before my class,
that way I am aware and ready for anything that can happen. As an example if a student does not arrive on time,
or if a topic is to advance for students etc.
While I was teaching, I felt excited
because I wanted to start the activities and since I love teaching, it is
always so gratifying seeing my students learning and applying new vocabulary as
well, as phrases in their daily basis. As the activities were moving on, I was observing
how my students were reacting to each of my activities. That was a direct
feedback for my future classes so I would know what kinds of classroom
activities they like. [AR3]
When the class finished, I felt
awesome!!! It was so cool! Why do you ask? Well, first of all because I felt I
had achieved my objective by having my students produce the target language
established by that class. I also
observed that they enjoyed doing each classroom activity. Best of all, was I
had prepared myself with several games/classroom activities so I would not have
to improvised at the last minute; (like my previous class). Overall, it is
always great to hear from your students direct feedback when it comes to your
class. There was this student (Eylin), she told me after class: “Great class
teacher”. I felt so happy!!![AR4]
I consider students did get to
produce the target language on my objective at the end of class. However, there
was this one activity ( Tic Tac Toe), it took me 14 minutes on it.
Unfortunately, this was an issue due to the fact that it affected me getting
into the Internalizing stage. Inspite of this, my students could get to that
Fluency stage!! How do I know this? Well, in the last activity. My students had
to do a role play in which one was the visitor in town (Chachagua & La
Fortuna) and the other one was the citizen. The visitor was looking for a place
in town to get something like a cup of coffee and the citizen would tell him/
her where to go. While
my students were in the role play, I noticed they added extra vocabulary in
their conversation and that made it both more meaningful and productive! [AR5]
I believe that my students learned
additional items that belong or are related to the different places taught
throughout the lesson. I noticed in their different communicative activities that
they used a couple of words they had
asked me how to say in English during class.
When it comes to observing how
students learn when another fellow teacher is performing, is absolutely
awesome!! There is a saying that goes: “It is not the same to be in the game,
than watching it from outside”. With that, I mean that being outside watching
the ESOL classes, I could noticed many important aspects, such as how my
students learn, how fast they learn, when to change activities before it
becomes too boring. It made me reflect on how I teach and what I can do under
certain circumstances. [AR6]
One of the things I learned was about the town where we are, places we can go to and visit them,
but overall, about their learning process, struggles in some cases to come to
class, why they are motivated on learning English, and also their learning
styles so I can take them into account for future classes. My questions would
be what else can I learn from my students?
“Learn to listen. Opportunity
sometimes knocks very softly.” [AR7] .- Life’s little Instruction Book
“Assessment time!!”
DESCRIPTION
Something I learned
about Nathalia Salazar this week was what she has studied at the university
which is Criminology. She is currently still working on her thesis. Based on
this info, she is very interested in learning more English since in her field,
it is highly required. I noticed this week she has slight problems to participate
in class when she is only sitting down. She needs to move around in class and
participate. Otherwise she gets bored
easily if the class environment is not motivating. Clear and chunked instructions are very
important when handing them out to students, as well as, C.C.Qs. Nathalia also needs to know why & how what
is being taught, is important. [AR8]
During my class on
Tuesday, Aug. 11th, I noticed she sat down just waiting to stand up
and move. I had seen that in her previously in another class, so I decided to take
different kinds of activities [AR9] just to see if she liked them and
thank God she did. I could see that she was trying real hard to participate and
learn the new vocabulary as well as the Support Language written on the board, (What do you do on weekends? On the weekend
I________) This one activity where she had to work in teams of 3 and ask
questions regarding what they do on the weekends, I noticed she had fun describing her
activities to her team since she knew how to ask and answer questions.[AR10]
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INTERPRETATION
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GENERALIZATION
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PLAN ACTION
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Not having enough information from your students can hinder their
learning by not explaining a strong reason to know how they will use the
content taught in class in real life context. I
agree with you. You have a valid
point, but I’m wondering what did Nathalia not know that hindered her
learning in particular?
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I believe that it is important to find out the main reasons why
students are currently studying English and the use they intend to use it for
in a real world context.
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In the future I will always write notes on my students background so I
can help them improve their English and give them a stronger reason to learn
new each day in class.
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She might have been hindered at
first in my class for not giving clear instructions. Elvis, I didn’t read about this in your
description. For which activity?
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I believe that it is important for one to keep simple and clear
instructions in mind to avoid forgetting them in class.
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I will give clear chunked instructions to students so they can
communicate in a more effective way.
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I would say that something that helped Nathalia was having
me giving clear instructions plus handing out C.C.Qs. In which
activity?
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Students feel more comfortable knowing what exactly to do before an
activity once they get the instructions and if you C.C.Q them.
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So in the future I will keep using clear instructions & C.CQs.
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One more thing that helped her was the fact that a real world context
was given to her and her classmates so they could do the activity. Elvis, I don’t remember reading about this. What was the context? How do you think it related to her world?
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It’s important to always think as your student, where they live, how
they live and what they do to understand their real world context and connect
it to the class.
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Based on what I learned I will always be more aware of student’s
surroundings and apply to the class. How will you
do this?
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DESCRIPTION
On Thursday, August,
13th, I had the honor of teaching Places to visit in Chachagua &
La Fortuna. We had several activities to do in class. We started having
students describe each other favorite food, sports and drinks. There was this
one activity where students had to think quickly words related to the target
language of the class (restaurant, hotel, hospital, coffee shop, grocery store,
supermarket, hot springs, school); and shout them out afterwards. Something I
noticed was in the next activity which was “Tic Tac Toe”, we spend too long on
it, 14 minutes to be exact and even though students were talking, it was more
like teacher to student activity. It did
affect my class since we could not get to the Internalizing stage.
We went straight to
the Fluency stage where I observed Eylin enjoyed it very much. It was a role
play where one of them was the visitor in Chachagua or in La Fortuna. I
remembered she said, “yeah”!. I believe it was challenging for her and she
likes that. Best part of it was the fact the Support Language I had on the board for them to use
in the role play. In the end the
successfully did the role play and had fun!!
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INTERPRETATION
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GENERALIZATION
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PLAN ACTION
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Something that hindered my students this is
very broad. Who was particular was
hindered? in the Tic Tac Toes was that they spent too much on it.
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It’s important to make activities no more longer than 5-6 minutes.
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I will make this kind of
activity more communicative so they can work simultaneously and give them
less time on it.
What about the timing?
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The fact that my students could not do the Internalizing stage hinders
them to get to the next stage which is Fluency. They need to practice and
relate the target language to their real life. Good point.
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It’s convenient to have students experiment each stage of the ECRIF so
they can successfully learn the target language. Agreed.
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So in the future, I will make games/ activities shorter and more
communicative so students can reach each stage on the ECRIF.
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Students felt more relaxed when it came to the role play since the
support language was given to them to perform.
Definitely.
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Students feel more comfortable knowing what and how to do the fluency
activity if it they are guided properly. True.
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I will continue to have support language for my students so then
perform more effectively and communicate!
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Eylin felt challenged in the
fluency stage with the role play and she loved it! For her, it helped learning!
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It’s important to know how to challenge your students in class so they
can feel they learn something new each day. Yes.
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I will take into consideration on knowing & giving students
challenges in class so they can produce the target language.
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Dear Elvis,
I love the heading, the cube and
the phrases because unlearning is one of the most difficult things any of us
will ever have to do. Unlearning means
humility and making space in your heart and brain for new ideas. This is not an
easy task to do, however, those who do it are more flexible, compassionate and progressing. Your easy mentioned all of these qualities in
your essay. Seeing and experiencing learning has humbled you, given you a way
to empathize with your students and been your fuel for advancing as a
professional. This was a heart warming
read, Elvis. Thank you.
In regards to your DAPAs you’ve
shown that you can pull interpretations and take them through the ELC by
creating generalizations and action plans.
You make some really good points about learning and more specifically
about Eylin’s learning. I noticed that
both your descriptions have multiple potential moments. I would like to read about one of those
moments in more depth in your next DAPA in order to see you exploring the
richness of student learning.
Elvis, you have met the
requirements for this assignment.
Pura vida,
Amanda
[AR1]Elvis, I can’t tell you how vital
this is as the world constnatly
changes. I’m currently studying about
how this theory is what is going to bring about a crucial change in how the
world works. We have to unlearn the
patriarchy in which we live in order to be able to make a more humanistic and
cooperative. (Hint: this is one of the topics
for the ADVANCED TESOL.)
[AR2]I couldn’t agree more. Seeing teaching from the perspective of the
learner has opened a new lense for me from which I view my profession. It has made me more connected to what my
students might be feeling and thinking.
It is Mary’s NVC workshop in practice.
[AR3]What did you notice about your
studnents? Who struggled? Who thrived?
How did you know?
[AR4]So sweet. What a nice boost! Congrats!
[AR5]I would love to read about what you
heard!!!!! What does this tell you about
the content and structure of the fluency activity?
[AR6]Observing with genuine curisosity
can open you up to new ideas and possiblities.
The more aware you are as an observer, the better equipped you can be
when it’s your turn to teach.
[AR7]This quote makes me think about how
the quietest student in the class can be the strongest indicator of
learning. What they do or say can show
progress for the entire group. I would
recommend applying this quote to your own lessons. Let me know how it goes! J
[AR8]Can you describe a specific example
where this happened?
[AR9]What were they? Was there a particular activity that you
noticed that Nathalia shine? What did
they activity involve? Who did she work
with?
[AR10]What did she say or do?
[AR11]Elvis, you have various moments here
that you could explore. Which one was
most meaningful for you? Which students
were involved? What did they say or do?
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