Richard and Lockharts, guide to happiness

Part 3, Reflection questions to guide journal entries. The first lesson, third grade Elementary school

(1) I and my KET set out to teach the task, within the function of asking about the weather, in particular weather patterns (cloudy, rainy, snowy, sunny, hot, cold) (2) In teaching the lesson, I feel that the students were able to identify different weather patterns and, with my prompting, use the target language. (3, 4) When I initially elicit weather patterns I don't use and realia but myself. I was able to elicit all of the weather patterns. In the second part of the presentation stage (re: PPP methodology), I used flash cards. To which I stuck them onto the board. These were then used to elicit the TL as a freer practise stage. Throughout the elicitation/ introduction stage a certain amount of repetition/ modelling was used. I've only used repetition when necessary. The students were able to say the TL in the correct pronunciation. (5) The students were sat in their seat, in a typical aisle configuration. (6) In my opinion, the lesson was extensively teacher lead but with the provisos that it was to get feedback, and to model for the students correctly. An example of this is asking comprehension check questions about the video. These are to target their listening, and to get feedback on whether they understood what happened. (7) To this, the interactions were very student centered. (8) Though not in this class, the students wondered (in Korean) why  big sister didn't look before she stepped off the veranda. For them it was a question of logic rather than mirth. (9, 10) Teaching the third grade is exceedingly simple, with no variations from the plan in this lesson. (11) The kinds of on-the-spot decision making I use are that of error correction (finger modelling) and re-modelling for pronunciation. (12) I simply stuck to the lesson plan, with a successful lesson taught. (13) The main accoplishments from this lesson was the revision of weather patterns and the practising the task of function of asking and answering the question about the weather. (15) The parts of the lesson that I think were the least successful were perhaps the instruction giving. Their English comprehension is low, and trying to get an ICQ answer from them is difficult and potentially confuses things for them. (16) I will teach this lesson plan at least 3 time in a week. The more I've taught it, the more it had changed, though not in any major way. I note that the third class taught had more repetitive coralling in it to make it more enjoyable for the students. (17) I feel that my individual style of teaching was partially reflected today, in that getting the target language from the students was done, but in modelling and drilling the students, I don't particularly enjoy but see as a necessary evil. It's Elementary school after all, in a Korean school system that urges repetition and little individual thought. (18) I find it difficult to reflect on minor nuances of my teaching. Video is great to see what I can't. Mannerisms, loose bits of speech. (19) What I might change about my teaching style would be to give better and precise instructions.

lesson one, 3-3

Part 3

Apply some of the CIs to your warm up routine in class and video it.

Some of the Ci’s I have tried and are the most applicable to this classroom and level are modeling and repetition, comprehension checks (what happened in the video) plus an observation by the students.

About the class. These are third graders at an elementary school who have been learning English for about a semester at this school and possibly more elsewhere. In this class, there are about 30 students with a two teachers, KET and NET, team teaching. I see this class only once a week.

The lesson

The task to be taught what to ask and answer about the topic of the weather. Initially, I approach the class to warm them up and to have them get used to listening to English again.

These questions and answers were modeled previously, with the emphasis on adjectives that describe feelings.

The next part involves elicitation of the weather which is done using mime, with the resultant answer incorporating the target language e.g. (It’s cloudy, it’s snowy). This is done for up to five weather conditions and two feelings of temperature (hot and cold). A second practice stage is done by flash cards, also by asking and answering using the target language. All of this stage involves a repetition chant involving the TL.

The SS then watch a video involving the task language. The ss are asked who asks it, and what (weather) they would be asking. I then ask the students to check by watching the video. This is done again with the second, similar video.

Methodology, lesson one: Reflections in a hall of mirrors

Have yet to teach this class, so these are the answers to the questions I can ask. All good for preparation.

Questions about your students
(1) I only see the third grade only once a week. They, like all young kids are a cute bunch, noisy and have yet to learn self control. (2) How ever they respond well to the activities, once they know what we want from them, and it usually goes well.
(3) There are as in all classes, different students at different levels. The slower one I try to assist, but for the the higher level students I intend to give them some extra tasks like a short puzzle or word find to keep them busy. (4) It's a low level class and the resources are tailored toward that student. I really don't think they are challenged. Of course, the education environment doesn't tend to challenge them at all. The students draw from previous lessons, and the resources are there to 'input' when necessary with knowledge for the task.
(5) He or she learned the target language, and possibly a little bit of the culture with stories translated into Korean. (6) What I think they enjoy the most are the games at the end of the lesson. I aslo think that they enjoy my eliciting at the beginning of the lesson too. (7) Generally, most students respond well, be that a task or a chant or a game. With regards to elicitation, some students don't do well or just don't know but, these students are in the minority.

Questions to ask yourself as a language teacher
I have to teach from the book. As to the start of the lesson, I use mime, flashcards, pictures on the LCD screen all to elicit words, sentences, ideas and phrases. This is getting in the context and leads to an initial task for the students to do. (2) I've done a CELTA course and its highly practical.At the moment my practical skills are fine, but there's always room for improvement. So I'm looking to learn more theory about teaching and about students; that's why I'm here. (3) As far as development goes, it's going at a slow rate, but taking classes  do help, and also prevent myself from failing into a rut and crystallisation of my meodology. (4) I think I am creative, inventive and a good skill base. (5) Though, this can lead to lessons that are too difficult for the students. More empathy for the students perhaps? An external observer to give me feedback would be helpful too. (6) I do tend to favour higher level students. (7) I would like to know more techniques and also to know my students better. (8) I can help my students by helping those who need it. Taking the time to get to know my students by playing, talking to, and taking an interest in their lives. (9) What is satisfying is the happy faces at the end of the lesson and the satisfaction that I've taught a language point successfully.

I'l update the section on what happened in the lesson when I have taught it.

Gimme my 10 minutes of fame and glory, please!

Cute as buttons

Tough to get time in the limelight if you co-teach and your fellow tag-team member is a strong exponent of the audio-lingual method. I did mention the SM TESOL, and getting a whole ten minutes to do my chosen classroom interactions. Still I did get some of my techniques onto video, only just not long enough. Better luck on Wednesday with the new KET and my fifth graders. More later.