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。
2011年11月29日 星期二
2011年11月22日 星期二
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
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
2011年11月15日 星期二
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.
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.
2011年11月8日 星期二
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.
2011年11月1日 星期二
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.
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.
訂閱：
文章 (Atom)