Reflectionwhat
I have learnedfromteaching
Most Thai teachers usually would like to teach
students with the traditional teaching strategies such as content-based
teaching, not focused on the student-centred or cooperative language teaching.
The students are taught to remember too many vocabularies without learning how
to create correct English sentences. In addition, they are taught to know only
the grammatical structures without using English in the real life situations
that are happened nearly what they faced. Using English for hotel, English for
asking or giving a direction, asking for helping, etc. are as examples. They
are the function that means how to use English effectively. Today is on seventh
October, 2013. There are nine persons presenting how to teach the students with
communicative language teaching. It is containing four skills of English (macro
skills); listening, speaking, reading and writing skills. More 90 % of speaking
skill is focused, but less than 10 % of other skills are focused. In this
class, only one focuses on teaching writing skill. In this section, I would
like to talk about what I have learned from teaching. There are three factors affect to effective teaching or
not; performance, and activities that are to say.
Showing performance is one part of
teaching effectively. The first
teacher asks students some questions and shows a video introducing the tourist attractions
of Pung-Ha province. It is so impressive and can motivate students’ interest.
She teaches the structure for asking and answering questions. She shows picture
cards; the mountain, cave, island and beach related to places of Pung-ha
province. The second person shows a video presenting tourist attractions of
Nakhon Si Thammarat province and asks students some questions after finished
playing this video. After that, students are taught by the structure “what are
the tourist attractions in (province)?” She also has students listen to a
conversation pronounced by the native speaker’s sound, so it is good for
guiding students to practise. However, she offers the difficult structure for
some students. The third person focused on writing skill. He started the lesson
by asking some question. For example, where did you go on your holiday? / How
was your holiday? He teaches places of Krabi province and past tense form is
focused. He has too much information about there and can teach students
continuously. On other hand, he offers too much content, cannot pronoun verb in
past form correctly and some words showing on power point are incorrect. For
example, he types “with” to “witch.” In addition, he should the same word
function such as go fishing, play a computer, go diving, etc. The fourth person
teaches about asking and giving a direction related to places of Patthalung
province. She can continue the lesson as good. She cannot a classroom because
few students are chatting on social network during the lesson. The fifth person
shows video presenting information about Songkla province with English sound.
After that, she asks students “How do you know about this province?” “Do you
want to go there?” She can motivate students’ interests into the lesson
(warm-up) by asking “if you want to go there, we will plan to go there with
this structure; future with to be going to.” She teaches the structure for
students. The sixth person shows video about places of Narathiwat province. She
asks some questions for students. Then, she teaches students to know the
structure for asking and giving a direction. She should improve how to use
language as more fluency and edit the details of the lesson and rubric. The
seventh person teaches about occupations in Trang province. She shows picture
cards about them. Occupations may be related to local lesson plan only a little
bit. However, its function can be used in the real life situations. She
sometimes is so excited when she is teaching. She can continue the lesson as
very well. On other hand, she may not understand how to plan standard of
rubric. The eighth person teaches about local food of Nakhon Si Thammarat
province. She prepares interesting picture cards that are the puzzled game. She
teaches students how to order food when going to a restaurant. There are lots
of mistaken grammatical structures. For example, she types that let’s we know
about how to order food. She should check them the detail. The ninth person
teaches about the hotel and reservation. He uses the authentic materials such
as video, a brochure, a postcard presenting about hotel in Nakhon Si Thammarat
province and interesting game about facilities and types of room having in the
hotel. Therefore, both terminal and enabling objectives are so clear and
concise. In contrary, he still does not understand how to design rubric.
Everyone has both strengths and weaknesses because they are own good idea for
designing the lesson plan, materials, activities and how to evaluate by using
rubric.
Several activities are an important
part of the lesson plan.According to
observing how to teach of my friends (nine persons), I gain too much new
experiences for developing my second lesson plan. There are three types of
activity happened in class such as the whole class, pair or group work and
individual work. In this section, I would like to tell what types of activity
that my friends used for teaching students. The first person uses game for
group work by diving students into four teams. She shows picture cards covered
by six papers with numbers 1-6 on each paper. She would like students to choose
a paper per a team and guess what the place of Pung-Ha province is. Which team
can answer a correct answer with only one paper is discovered, that team will
get five scores. She has students to do individual task and converse in pair
about a conversation. The second person uses the whole class activity on
warm-up step and practice an example conversation. Then, she gives an exercise
to students to change some information as individual work. After that, she
allows students to work in pairfor practicing a conversation. The third person
shows picture cards and lets students repeat after him for the whole class
activities. He gives an exercise for individual students to match pictures that
related to activities on holiday. He also allows them to complete an exercise
and practise a conversation with friend as pair work. In production step,
students are allowed to work in group for writing sentences describing pictures
about holiday. The fourth person shows video and asks students some question
about it as the whole class activity. She lets students play a game by diving
students into groups. She gives students a conversation and would like them to
change some information in their own idea as individual work. After that, students practise a conversation
with pair. The fifth and sixth persons show video and ask some questions for
students as the whole class activities. Students practise how to ask and give a
direction with friend. The seventh person shows picture cards and lets students
to pronounce them as the whole class activity. Students practise and make a new
conversation with their pair. The eighth person divides students into two
groups for playing a puzzled game. After that, she shows picture cards and lets
students to pronounce them after her. She would like students to read a
conversation as the whole class activity. For individual work, students change
some information of a conversation about how to order food. Next, they practise
a conversation with pair. The ninth person divides students into two teams for
rearrange words about facilities and types of rooms within hotel. Students make
a conversation as individual work and practice a conversation with friend.
A
result of teaching usually comes from good lesson plan. Before teaching, a
teacher should prepare themselves; lesson plan, materials, content, activities
(the whole class activity, pair work or group work and individual work) and
etc. The teacher should teach what students like and do not be difficult for
students’ ability. The teacher should focus on teaching strategies that
students can have participation in activities all the class. Communicative
Language Teaching (CLT) and Cooperative Language Teaching should be related
together for teaching. According to this essay, there are several materials
using in the classroom such as video, game, picture cards, worksheet, song,
etc. There also are four types of activities, including the whole class
activity, pair work, group work and individual work. Most of teachers sometimes
do not understand how to design rubric appropriate in which skill they would
like to teach students. They can find example rubrics showing on the internet,
but they should adapt it into their own idea. In addition, someone does not
understand how to draw their objective; terminal objective and enabling
objectives. In my opinion, I think everyone can teach students as very well. I
think they can develop how to teach next lesson plan that is better that the
first one.
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