12/27 Micro Teaching Senior High- Group 2

The teaching presentation was really thought-provoking.
I was amused with all the teaching techniques shown... and learned an awful lot!
Much of the things learnt is hard to write down, for they are things that are subtle and are concerned with the teacher's detailed gestures, emotions, and also full preparation and familiarity with the content.
What was learnt was the kind that you get influenced by, and hopefully be able to reflect it out yourself ... then absorbing it to re-innovate something of your own.


Sufficient preparation is important for a good teaching.
So I've asked our professor what we can do in the Winter Break to prepare for the teaching next semester.
Below are ideas on what to prepare for:
- Review all the lessons covered this semester, get familiar with the high school teaching content
- Do more research on grammar that are related to the content
- Can prepare ppt slides beforehand
(Below are things I think I could add to my list of preparation items)
- Listen and read the English magazines the students listen to, to better understand what they're exposed to
- If time permits, practice blackboard writing
- Write reflections regularly and proof read past writings
- Watch movies or related clips sometimes to be exposed to more lively English

12/20 Micro Teaching Senior High- Group 1

Today, Group 1 did an impressive job of micro teaching senior high.
Much technique was learnt from today's observation, including how we can make the introduction of vocabulary and reading more interactive and connected with the student's prior knowledge. 


As usual, below are some precious tips learnt:
When teaching English it is important to let students feel connected to what is learnt; so that they will be motivated to learn on their own. 
The colours and layout of PPT should be clear.
When introducing vocabulary, it is good to add some additional example sentences that are relevant to the students' experiences, however the example sentences on the text book are also good. But be sure that the additional relevant phrases or words the teacher adds to the vocabulary are only ones that are really important and commonly seen... don't add too many things, or else the teacher will spend too much time lecturing and talk too much. 
When teaching writing, it is important to give clear instructions and then a model of the writing. Tell the students what to do, and show them how to do it (unless they are advanced students) to make sure they understand exactly what to do.

12/13 Micro Teaching Junior High- Group 4

Today, it was our group 's turn to Mirco Teach.
It's always enriching to learn from your mistakes.
Here are some tips for better teaching:


It's suggested that teaching be taught in all English.
If necessary, Mandarin explanation can be added but the portion should be very very small, and avoid sentences that co-mix English and Mandarin lest the students get used the co-mixing of languages.


When introducing vocabulary, it is a good idea to ask students to make their own sentences, because this way they can connect the vocabulary with their daily experience. However, be sure to alter the sentence a bit when you ask the whole class to repeat so that the sentence will be suitable for all who repeats it. For example, when a particular student make the sentence of "My favourite singer is Jay", the teacher can change it to "My favourite singer is him" so that all students will not feel awkward when repeating it... for some may not like the singer that another has proposed.


When playing hammer games with the new vocabulary, the teacher should remind students to call out the vocabulary they hit in order to win... this way not only the meaning of the word but also the pronunciation of the word can be re-emphasized through this game.


When teaching English grammar to junior high school students, the teacher need not teach them the English name of the term but simply use the Chinese... or else it'll become a new vocabulary the students need to spend time to digest. The more time they waste on adjusting the name, the slower they'll get to actually understanding the grammar content. It is also a good idea to use Chinese to write instructions of the worksheets, this way students won't get stuck on understanding the instruction... and will get to the core of practice without wasting time figuring out something they will eventually know in the long run of education.


Teachers should be careful when making grammar charts, make sure the arrangements of sections and the content will not confuse the students.


One of my favourites is the tip about not using "correcting" exercises. I added some exercises about correcting grammar mistakes in my worksheet, it turned out that this would not be a good idea. TOEFL used to have such types of questions, but now they have eliminated that. This is because it is better to tell the students "what to do" instead of "what not to do", because students will get mixed up if you tell them what not to do. And I think this is a concept that is very reasonable and true. I remember when I was in high school, my geography teacher would teach us some common sayings about the geographic nature of different local places, and then sometimes they would tell us the mistakes some people make about the sayings. They told us the mistakes to remind us not to make the mistakes, but it just got me confused all the time and I kept forgetting which saying was true. I guess that's probably why it's better to just tell the students what to do.


Furthermore, I took a baseball class this semester, and the coach who is a professor teaching PE psychology graduate programs, taught us the best way to coach is to never tell the players "what not to do". Always tell them "what to do", because the brain reacts and tends to shift to the things it hears. "For example," he said, "if I tell you to not think about elephants right now. It's impossible for you to not think about it. If I didn't say it, you never would have thought about elephants. Now that I've warned you, you think about it even more." Another reason is, when playing baseball, the reactions are often done instantly, the brain will respond with the most emphasized information it received recently. For example, if you tell a player to not bat on high balls, you make the player's mind filled with the message of "high ball". When a high ball flies near he will automatically hit it because it was on his mind... by the time he realized he shouldn't have hit it, he would've been half way finished his swing of hitting.  So, I guess the mental reason for just telling people what they ought to do is... it takes time for the mind to switch from the negative mode. The mind is a brilliant masterpiece that has a sharp focus on the things it is told, and when one speaks of negative things it is natural for the brain to automatically obey it... it takes extra effort and time for the brain to switch from the negative mode to the positive, not to mention how much time it takes for it to turn that switched mode into action. So, after some personal experience and lessons about PE psychology, it really makes sense to just tell students "what to do" and correct them only when they do wrong.

12/6 Micro Teaching Junior High- Group 3

Today, group three presented a well devised teaching plan.

Much was learnt.

Much creative thoughts were applied.

One of the creative ideas were the use of Scaffold Reading.

Scaffold Reading method includes:

1. Scan: Ask students to circle words they don't know

2. Roughly read for a general idea

3. Teacher reads aloud (so students can connect the written words with spoken pronunciation)

4. Time students, and ask them to read as much as they can in limited time, see if their speed improved

This teaching method is an option teachers can consider when teaching reading, but of course there are other methods, and every method has its different purpose. Teachers should consider the many successful ones and blend them in teaching.

Comments and suggestions from teacher:

-教單字要字形(spelling)、字音(pronunciation)、字意(meaning)、字的使用(in context)都兼顧

-請學生造句後，叫全班再複誦ㄧ次，因為通常其他學生會分心，不知道學生造什麼句子

-要講解worksheet上的內容前，記得先把worksheet發下去

-叫學生分組討論時，確認每個人都有分到組別，若沒有直接分配

-可用“愛的小手“指vocabulary(if there are too many of them on board)

-使用的單字照片要清楚，如果用線條就可以表達單字內容，則用之，只是線要粗點

-做drilling時，可邀學生上台模仿老師的例句，ask student to rearrange the nouns and do a new drilling with the rest of the class... this way students can have the experience of choosing for one self

-make good use of different colours to separate different concepts

-instructions ought to be clear, tell students exactly what to listen or read for and write the instructions on board for students to see

11/29 Micro Teaching Junior High- Group 2

Wow~
Group 2 did a splendid job today!!
I learned a lot, such as how to use flashcards better, how to use the board better.
What I learned the most was the technique to ask questions, teachers switch from asking the whole class to a group to individuals, this way it'll keep the rhythm flowing which can keep hold of student's attention.

Suggestions from our teacher after presentation:
-字跡夠大、寫字注意有沒有被擋住
-字跡要練，可用馬克筆練習寫word flashcard
-一張字卡限寫ㄧ個單字，不要多於一個，背面可以寫相對的中文或是圖案
-字卡可以固定在右上角剪ㄧ角，方便辨認正反
-字可上下排列於黑板上，不要左右排列（因英文書寫方向是左右向）
-PPT對於呈現圖片或是連連看等效果好
-可以把要學生做到的只是寫再黑板上，例如練聽力前把要學生聽的東西寫在黑板上
-造句事先想好，才不會零時想不出來，想到不是很適合的句子
-字卡中，文法用辭與一般用辭可以用不同顏色區別... 擅用顏色的功效
-多練習，有助學生理解，內化知識。（multiple layer emphasis is good, you can use pictures, flashcards, repetition, make sentences etc 把同樣的東西放常常在一起，同學就會自然理解哪些東西是要放在一起的）
-在教文法pattern時，可用drilling（可用substitution技巧，改一個字，請學生把整句說出來），以加強fluency, accuracy

最後兩個對我收穫最大，因為我下次試教時負責教文法pattern。

11/22 Micro Teaching Junior High- Group 1

Today, Group 1 did an impressive job on Micro Teaching.
The lessons covered vocabulary, grammar, dialogue, listening, reading and more.
I learned a lot from their well designed teachings.
They were able to present same content in different and creative layers, and able to find natural ways to help students engage in learning.

After their presentation, our professor gave us some practical tips in teaching:
(valuable tips, because these derive from years of experience)
-做任何活動之前，要先示範，確保學生了解要做什麼
-老師的ㄧ言ㄧ行都很重要，給鼓勵、回饋的時候要敏銳，給予適當的 feedbacks
-課堂上，若要學生做某項任務，可以先告知學生要花多少時間在任務上
-字卡可以厚ㄧ點，材質好一點，這樣可以回收再利用、而且不易損壞
-字卡後面可以直接貼上磁鐵，方便教學

-板書可把黑板分三塊，左右放句型/單字等學生需要參考的東西，中間可進行其他活動

-板書不用太大，最好要先練習過

-板書單字時，非專也名詞或句子開頭，不要大寫

-板書單字，小心拼錯字

11/15 See English Teaching Up Front

Today we went to NTNU Senior High to watch English Teaching up front.

This is my third time to go there and observe teaching.

The first time was to observe history teaching in a senior high class.
Second time I observed English teaching in a high class.
Today I observed English teaching in a junior high class.

There was much to learn in every observation.
To sum up, the following are the precious teaching skills learnt:

1. How to deal with questions that you don't have an answer to? 
Be honest. You can encourage the students to go research for the answer, and promise them you will give them the answer next time after your own research, this you can both anticipate in the discovery of the knowledge. The worst thing you can do is to make up an answer, if you're not certain of the answer tell the students you will get back to them on it, and really go back to search for the answer.

2. How to deal with very active students who may become too active and disturb class order?
You can set strict and clear and reasonable rules in the beginning of your teaching, make sure you and the students know the boundaries of your teaching atmosphere. An active class can create a happy and relaxed learning atmosphere, therefore it is suggested that you allow some small discussions between the students in a couple of occasions. However, when the class becomes too active or begins to get a bit violent, then you have to use clear and firm words to cease the commotion and minor punishment (such as asking the violent students to go to stand up for a while) if necessary.

3. What attitude should the teacher have towards the students?
I think, it is a good thing to become friends with the students, but a teacher-friend is different from a colleague-friend, a teacher still has the role and responsibility to conducts the teaching flow. Therefore, I think teachers shouldn't be the same kind of friend to the student as the students are to themselves, she still has to be firm and clear about some insistence in order to keep students on track and keep the teaching flow moving. What I love about these visits and observations is, the smiles the teachers always have on their faces. These smiles are smiles that are very special, because these smiles are used when the teacher asks a question and patiently waits for the students to do a little discussion and answers, used when the students give funny reactions, used when students gets excited about some parts of the lesson and chats with their neighbours... the smiles are patient, kind, but with a sense of direction and firmness upon the eyes.

11/8 English Teaching Video Watching

Today, our class watched two videos of English teaching in junior high schools.

The first one impressed me the most, it was amazing how many activities she managed to do in one class, and what's more is that it seems like a lesson that was taught by principles; somehow the many features we learnt in the current communicative language teaching approach seemed to be realized in it. This was the kind of teaching I'd like to present to my future students.

After watching the video, our professor reminded us of a very abstract view of the video. It is kind of hard to explain, but I'll try my best. Our professor reminded us that she presented the lesson in a small scale; all the activities seemed very fragment but were stringed together to reinforce the learner's comprehension of the text. There is, however another alternative she could've considered, which is to introduce the lesson on a larger scale and comparing it with other relevant fields of content. But both the small scale and big scale has its pros and cons. In doing the big scale, because the content varies drastically, therefore can easily grasp the learner's attention, however it's drawback is that learners with more beginner's level will have a hard time learning anything at all because the content focuses more on comparing and less on the textbook lesson itself. Small scale would insure that beginners will learn more, and other levels can review as well, however it may get a bit boring unless the teacher thinks of different meaningful ways to emphasize the lesson text. I think then, that a teacher can start with a small scale teaching, and then when there is time, advance to the large scale teaching; however when there is no time maybe it will be better to have a larger proportion on small scale ... for all levels can learn something, I think the "boring" problem can be reduced by adding more innovative ways to review within the small scale.

11/1 The Structure of a language lesson

Four dimensions of structuring:
1. Warm up: How a lesson begins.
2. Sequencing: How a lesson is divided into segments and hot the segments relate to each other.
3. Pacing: How a sense of movement is achieved within a lesson.
4. Closure: How a lesson is brought to an end.

In the Sequencing part, there's an teaching of reading in ESL example.
Usually the lessons in this reading plan is conducted in the following activities:
1. Pre-reading activities
2. While-reading activities
3. Post-reading activities
What stood out to me was that having the students to come up with "predictions" of the reading is an important part of "While-reading activities". This can help the students build their own good habits when reading and become a part of their own learning strategy in the long run.

10/25 Website Resource

Today our class had group presentations on Website Resources for English Teaching, based on the four skills of English (Listening, Speaking, Writing and Reading).

I was really surprised at all the available resources there is online! Especially surprised at how many free materials there is online... free and of good quality.

Also amazed at the different ways we can use the resources, this would make English Teaching so much more efficient and effective!

Websites that impressed me, ones that I'll definitely browse through for English Teaching includes TTMS (Teaching that makes sense), and Sean Banville's lesson plan websites.

The presentations today allowed me to discover how the Internet can really be a big help to English teaching if we searched hard enough for the right resources! However, us teachers should deal with the resources with care, and always bear in mind the objectives of teaching so that we can make the best of these resources and not the other way around.

10/18 「小組討論」＆「個人設計」的互用

在英語教學設計過程中，
「小組討論」與「個人設計」都有優缺點，
以下將二者優缺點條列出來，並且提出一個能將二者互補，達到更高效率的交互使用方式。

「小組討論」優點：
-能很快得到多元的可行方式
-可很快發現個人可能有的盲點，互相提醒（盲點：不合教學目標、細節可能有問題等）
-因為每位成員日常接觸的資訊與資料不同（exposed to different information），因此有個"information gap"，可以互相激盪出多元想法
「小組討論」缺點：
-若要以多人小組方式把一個教案詳細討論出來，將耗費很多時間（因為內容的各個部份是由不同組員所提出，所以每個組員要把自己貢獻的部份解釋給他人聽懂，而溝通與接收之間難免會有落差，因此如果要把所有細節都溝通清楚再修正的話，會花費很多時間！）；換句話說，小組討論不利於快速架構教學設計的細節

「個人設計」優點：
-細節的部份，可由個人自行思索，不會有溝通誤解的問題
-很清楚活動間的橋梁、活動背後的因果脈絡；換句話說，擅於快速架構教學設計的細節
「個人設計」缺點：
-個人想活動需要花很多時間。每個人日常接觸的資訊有單一形態，不易快速想出多元、更恰當的教學題材，因此需要額外花時間收集相關題材

「小組討論」與「個人設計」交互使用：
在教學現場，不可能奢望能有很多時間討論教案，若要以小組方式討論出一切教案細節將會消耗很多教師個人休息的時間。因此，可以考慮將「小組討論」與「個人設計」交互使用，一個有效率而長久的教學小組（若每次時間都拖太長，壓縮到個人休息、個人充電時間，這教學小組將不易持久）。

建議在設計教學教案時，可分三階段：

*第一階段為Brainstorming Structure，小組討論出教案輪廓：
在這個階段，進行小組討論，先brainstorm出教案輪廓，大方向以及可行的活動。

*第二階段為Stringing Details，個人思索教學細節：
以第一階段的小組討論輪廓為基礎，進行個人設計，依據個人對輪廓的假設與解讀設計出活動的細節與活動間的銜接。並且在腦海中將整個教學活動復習過，重點式地寫成小紙條，以在教學時提醒自己。

*第三階段為Preserving Success，小組分享、傳承成功經驗：
每個老師教完課程，回到小組，自願分享教學成功的經驗，並且把成功的經驗（執行細節＆教學實況）記錄存檔。（此時每個老師已多次在不同班級實習這套教案，因此能各精確又快速地分享、解釋他執行的細節。）分享可包括學生的反應，讓每個老師更熟習教學實況。

除了「小組討論」與「個人設計」外，偶而也能請教資深教師給予高見。
這三個階段都可以外加請教資深教師，資深教師可以快速指出活動設計是否合乎教學目標、是否聚焦於所要完成的能力（聽/說/讀/寫）、細節是否可行等等。

10/11 Teaching Listening and Reading Skills

10/11 Teaching Listening and Reading Skills:

Listening:

A. Features/Difficulties

Before teaching listening skills, one should keep in mind of what are the features of spoken language when listening (these features are often what makes listening “difficult” for language learners):

1)    Clusters (words are spoken in “chunks”- measurable clusters of words)

2)    Redundancy (provides more processing time for the hearer)

3)    Reduced forms (I’ll/wanna/gonna)

4)    Performance Variables (hesitations, false starts, pauses…)

5)    Colloquial language (unlike text language it contains idioms/slangs…)

6)    Rate of delivery (the length of pauses are crucial to comprehension)

7)    Stress, rhythm, and intonation (prosodic韻律的 features of English is important for comprehension)

8)    Interaction (good listeners are good responders)

B. How to help learners develop listening skills

1. Focusing listening:

ü  listening with a purpose

ü  listening for gist

ü  listening for specific details

2. Dealing with unfamiliar vocabulary:

ü  activating background knowledge

ü  predicting

ü  pre-teaching vocabulary

ü  guessing meaning

ü  making sense of connected speech 

ü  identifying linked words

ü  identifying fillers

ü  active listening

C. Standard-Stages of a listening lesson

           I.     Warm-up

Lead-in:

Ø  engage learners’ interest

Ø  activate learners’ background knowledge

Ø  help learners’ predict the content

Language focus:

Ø  introduce “key vocabulary” (allow learners the chance to explore and predict other words)

         II.     Main Task

Ø  Listen several times but with different tasks

Ø  Tasks: focus on gist→ details→sub skills

        III.     Closure

Language focus: vocabulary/ grammar/ expressions/ a particular structure…

Transfer: Extend the listening practice to reading or writing or speaking skills based one what has been taught. (Ex: homework)

D. Selecting listening texts

Select texts on the basis of interest, relevance and level (i+1).

Select a wide variety of texts:

ü  Different text types 多樣化

ü  Different situations 不同情境下產生的文本

ü  Levels of formality 不同風格與場合的文本（正式程度）

ü  One way listening/ Two way listening

ü  Different accents 不排斥其他口音，但仍然以常聽口音為教學基礎

ü  Different sources 不同來源的資料/不同型式的資料

E. Principles for teaching listening skills

1)    Include a focus on listening in an integrated-skills course.

2)    Use techniques that are intrinsically motivating.

3)    Utilize authentic language and contexts.

4)    Carefully consider the form of listeners’ responses.

5)    Encourage the development of listening strategies.

6)    Include both bottom-up and top-down listening techniques.

Reading:

A. Features

ü  Permanence (cp. spoken language is fleeting)

ü  Processing time (allow readers to read at their own rate)

ü  Distance (between the author and reader)

ü  Orthography (read between the lines)

ü  Complexity (different modes of complexity)

ü  Vocabulary

ü  Formality (more formal than spoken language)

B. How to help learners develop reading skills

Ø  Focusing reading

Ø  Reading in different ways

o   Skimming (read all the context very quickly to get the general idea)

o   Scanning (quickly look through the text, look for a particular piece of information while skipping the rest)

o   Reading for gist (reading for a purpose)

o   Reading for detail

o   Extensive reading (extensive readings are for fun, the level of the text should be a little lower for the learner; while intensive reading text should be 1+i level, intensive reading is what we use in classroom teaching)

Ø  Sub-skills

o   Activating background knowledge (by brainstorming/ mind-mapping/ only introducing the new vocabularies that are essential to comprehension)

o   Predicting

o   Guessing new words

o   Using linkers (because, however… etc transition words; help learners learn to pick up these signals and to understand the organization of the content)

C. Standard-Stages of a reading lesson

           I.     Warm-up:

Lead in & Language Focus--learner’s interest/ background knowledge/ predict/ key vocabulary

         II.     Main-Task:

Tasks--Read several times; skimming/ scanning; gist/ details

Sub skills—guessing meaning/ identifying signals; check comprehension and explain after each activity

        III.     Closure

Language focus—最後才回到語言結構的本身

Transfer—use the reading work as basis for work in a different skill, for example, speaking or writing.

D. Selecting reading texts

Ø  Be interesting and motivating

Ø  Be appropriate to your learner’s level (i+1); 有成就感才有動力往前走！

Ø  Have a variety of different text types (authentic texts taken from real life)

Ø  Include both extensive reading (for enjoyment and fluency) and intensive reading (what we use in class teaching)

E. Principles for teaching reading skills

1)    In an integrated course, don’t overlook a specific focus on reading skills.

2)    Use techniques that are intrinsically motivating.

3)    Balance authenticity and readability in choosing texts.

4)    Encourage the development of reading strategies.

5)    Include both bottom-up and top-down techniques.

6)    Follow the SQ3R sequence.

7)    Plan on pre-reading, during reading, and after-reading phases.

8)    Build an assessment aspect into your techniques.

10/04 English Curriculum Guidelines

今天葉老師來專講臺灣國小、國中、高中的英文課綱演變與發展。
收穫良多！
覺得自己非常有幸能夠在師大，因為全國的英文課綱是由近在咫尺的教授們編撰、設計的！

今天的內容，著重我們英語系教授如何切磋出一系列適合師生的課綱，還有教育專業與政策考量的妥協與溝通。今日的99課綱，可說是本國英語系教育專家與教育部政治家溝通、協商後的成品...從教授對課綱內容的解釋可見，這個課綱是個頗為完善，符合現代教學理念的引導。

英語教學未來的願景：
-以溝通功能為主、文法形式為輔的教學
-了解不同階段有不同的焦點，初學階段聚焦於accuracy但同時也有一不份的fluency，進階階段則聚焦於fluency因為accuracy已經成為類似反射作用、不用太多的顧慮
-開始著重教案、課綱的落實（教育單位也推出教案比賽）
-重視"action research"，教學可視為一種研究，以不斷更進教學
-單字學習，強調循序漸近，要「螺旋向上」，ㄧ次不要教超過學生所能負荷（應使用1+i的難度），否則會消化不良，本末倒置！要有多次暴露的概念，漸漸地把相關的不同面向介紹給學生。
-多元化評量（英文課綱最近對於此項，加上了說明，讓老師能了解怎麼落實）
-課本分初階與進階程度，以符合不同層度的學生所需（以免初階的學生學太多消化不良、而進階的學生學太少飢腸轆轆）
-最好給同ㄧ屆學生使用同ㄧ本版本的課本，不要半途換版，若不得已，換版要做好版本銜接的責任
-高中英文教學中，思考能力頗重要，要盡量讓學生有能應用於日常生活中的邏輯判斷能力（例如：能區分事實與意見/能判斷事件間的相關性、共通性、連貫性/能歸納、比較、排序資料/推得事件的因果脈絡/判斷所得資訊的可靠程度與參考價值...）


～This is the kind of writing one produces when one is stressed and out of time to sit and express oneself thoroughly. Pray I'll have more time to express myself and be in a more sunny state next time I record reflections.

9/27 Approaches to classroom investigation in teaching

9/27
For today's lesson, we looked at the article "Approaches to classroom investigation in teaching".
Below are some concepts I especially liked:
-Reflect is the source of personal growth.
-The two main reasons for keeping a journal are:
(1)To reflect later. (2)The process of writing it triggers insights about teaching.
-Review your journals regularly, and the important elements that you neglected may surface and help you enhance your teaching.
-Lesson Plan and Lesson Report serves different purposes. In a Lesson Report, you list out all the possible methods you could use and then mark down the one you actually used, by doing this you can compare your teaching method among the pool of choices. In a Lesson Plan, it only records what methods you use, it does not show what other methods you could've used, but it serves the purpose of systematically recording what you did so you can later reflect on it.
-Other than doing a survey or audio recording, one can also use interview to better understand a student's needs.
-The checklists for the Reflection Journal looked very useful. Some of my favourites... also ones that I need to focus more on are:
1.Did you discover anything new about your teaching?
2.What changes do you think you should make in your teaching?
3.What do you think students really learned from the lesson?
4.Where am I in my professional development?
5. What satisfaction does language teaching give me?
*A short reminder for myself: Do try to record the reflection of the class on the same day, or else you may forget the many innovative ideas and reflections you came up with and you may not find time to do it anymore.

9/20 The planning of a successful teaching career

9/20 The planning of a successful teaching career

Today, it's been our honour to have two experienced teachers come and share their experiences with us.

The first teacher focused more about the details of practical teaching, while the second teacher focused more about the importance of attitude when teaching. 

The precious concepts I conceived from the lectures:

-Define your Belief in Teaching and Act upon it!

-Love what you Choose, and Choose what you Love!

-Delight yourself in your teaching: be jubilant at the smallest progress of your students and beam at the biggest efforts you've put in your teaching plans...knowing all this will make a better person out of you and all your students!

-Be familiar with the methods to teaching, for only when you know the highest standards of it will you reach near the ideal state of teaching.

-When taking an essay test upon teaching, remember to first list out the method and then the practical examples.

-When you are taking an internship, be active and eagerly absorb the experiences from the experienced teachers... these experiences will save you years of searching and stumbling!

-When you are taking an internship you should take photos to keep a record of your process of learning.

-When you are taking an internship, you should see it as a formal and professional duty, do your best in everything, give yourself the highest standard and people will respect you and help you.

-When you are teaching, you must do a really thorough job of preparing for the lessons, and when you are on stage you must answer the students' questions with sincerity...do not lie about what you do not know... you can be candid about not knowing and come back to the question next time when you have found the answer.

-When teaching, it is important you discuss with your colleges for ideas, and that you all share the handouts and other teaching resources together.

-When teaching, you can handout feedback sheets to see if there's anything you can improve on.

-Being considerate to your students, your student's parents, and your colleges is a good thing, but when you don't hold on to your principles... the good becomes sour. 

-Our "Attitude" is the key to making our life and our teaching 100% effective, meaningful, and fulfilling.

-When you face your students, you should have the attitude of the following saying: "I am not a teacher, but a fellow teacher of whom you asked the way." Because one day they may all become a president, a doctor, a mayor, a lawyer, a reporter, a taxi driver, a professional farmer and all those important people who will drive our future forward... so we must respect them and keep them on track when they are still students.

-Chicken Soup for the Teacher's Soul: "Teaching is the choicest of professions, because everybody who is anybody was taught how to be a somebody by a teacher."

-You have to innovate and work hard... and your teaching will keep up with the trends of time... if you add to the innovation and hard work with “passion” then you will be ahead of the trends of time.

A small suggestion to both of the teachers:

The first teacher shared her experience in a rather firm tone- this has its pro and con; the good thing about it is that it'll push the teachers-to-be to be punctual and responsible when in internship and in formal teaching. The bad thing about a tone being to firm is that it might be mistaken as arrogance, people will feel they are not respected if they sense an air of arrogance... and in the end, they may have a hard time absorbing your ideas, as brilliant as they may be. However, she still had her very practical experiences expressed in a clear way and fluent way.

The second teacher smiled a lot, and added some fun elements to her presentation. One can tell that the flow of the presentation has not been practiced enough beforehand, making it not so fluent, and also making the presenter nervous... we can tell she was nervous for she scratched her hair and chin often. Therefore it may be suggested that she can spend some time reviewing the flow of her presentation beforehand. However, she still did express authentic experience upon the attitude towards teaching. 

Testing

This is a funny video from veggie-tales: