9/27教學觀摩- 舍欣穎老師

舍欣穎老師，9/27（四）10：10-11：00，高一123班。

舍老師是一位年輕的老師，是師大英語系的學姊。從學姊的教學中學到很多技巧。

            學姊教學時大部份都使用英文講授，偶而用中文補充說明。這堂課在教單字，使用自編的補充講義。講義中有填空，有些填空是片語、單字三態、字根字尾、整句翻譯等。學姊通常答案都用口頭講述，只有在答案太難或是需要補充時才會使用板書。最令我欽佩的是學姊強調，要不時幫學生復習已經教過的東西，把課本、雜誌、學習資料三個教材都教的內容盡量連結在一起，這樣學生才會印象更深刻，而且這樣學生學到的東西才會是連貫的、而不是破碎的。

9/27教學觀摩- 洪惠芳老師

洪惠芳老師，9/27（四）3：10-4：00，高一109班。

            洪老師是ㄧ位建中資深的老師，非常佩服老師竟然能使用文法句型來與學生互動。

老師這堂課在教單字，使用自編的單字補充講義，講義上有填空。有些填空是練習慣用片語，有些則是練習文法句型。老師解釋完一個文法句型後，就請學生馬上練習例句，這時老師會走下去巡看學生寫的狀況。老師巡看後，邀請寫對的學生上台寫答案，然後讓有寫錯的學生自己改正。

老師藉由學生現場練習，來確認學生是否真的會使用該句型。學生練習時，老師走下去巡看有多重互動功能：ㄧ為查看學生是否專心在寫練習。二為查看學生常犯的錯誤為何，同時提醒寫錯的學生要再想ㄧ想。三為鼓勵寫對的學生上台公佈答案。

這種演練能讓學生印象深刻。老師挑選學生上台公佈答案，也間接給予學生一種榮譽感，使學生希望自己都能寫對。巡視時，老師每次看兩排的學生，因此能掌控時間；每次練習會看不同排，讓每ㄧ排都有機會被老師指點。

9/25 試教心得

試教班級：128（13：00-13：50）、122（15：10-16：00）
試教內容：龍騰ㄧ冊Unit 3 課文

試教狀況：
今天需要在一節課內把剩下的單字教完、課文上完、並且留時間幫學生分組做作業。
因此時間實在有些緊湊。所以我發現我準備的東西太多，後來需要取捨很多東西。
改進方向：
1. 補充內容的取捨：這次板書雖然有些進步，有把中文意思也寫上，但是還是有待加強...因為我要補充的東西太多，版面配置不是很好。我發現學生抄筆記需要很久的時間，所以我下次打算跟指導老師學習，就是不論教單字還是課文，都挑幾個最重要的東西補充就好，否則學生很難抓到在講什麼。我發現有時我不知道考試重點在哪裡，所以可能抓不到最該補充的東西，所以下次我可以先把要補充的幾項拿給老師看，請老師點出可以增加或減少的重點。這樣我上課補充的內容就不會太累贅、太冗長，而且有助於時間掌控。
2. 板書的準確度：這次還是一樣，有時寫在黑板上的字我可能會漏寫，或是中文意思我忘記事先查看所以不知怎麼寫。下次要再改進。如果能做到第一點「內容取捨得當」，那應該能更聚焦，更有充分的時間與心力去準備核心的幾個概念，不會因為想補充的東西太多而頻頻寫錯字或是漏字。
3. 如果帶學生看課文：今天看課文大部份都我自己念，偶而請學生念。但是覺得不是很順暢，下次應該上課前先想好課文該怎麼帶過，什麼時候補充內容等......才不會很混亂的感覺。有時若時間有限，而且又碰到比較簡單、學生可以自修的課文時，可以請學生事先閱讀，然後問問題或是在延伸補充，也許效果會更好。
4. 分組不夠清楚：這次分組別時，交代作業好像不太清楚，而且因為沒有留下足夠的時間交代作業......所以好像學生半知半解的。雖然有事先把分組內容印出來給各組組長，但是剩下的學生好像不知要做什麼，又需要在半天或ㄧ天內完成作業，所以感覺下次需要更好的說明設計，或是每個人都印ㄧ張作業說明吧。

9/20教學觀摩- 曹靖儀老師

9/20 教學觀摩

曹靖儀老師，105班，10：00-12：00。

上課技巧：

老師全程使用電腦與投影機（把東西打在word檔），把單字文法等補充都投影出來，並且給學生時間抄筆記。

如果上課突然需要補充單字，直接打在電腦上。

偶而使用圖片輔助學生理解一些陌生的單字。

會標出上課內容可以參考學習資料本的第幾個句型，方便學生回家復習。

常提醒學生需要劃重點的地方，也教學生使用不同符號來顯示該單字或句型的重要程度，常叫學生repeat單字。

常問學生問題，讓學生思考某個概念該如何呈現。

上單字前先帶學生把所有單字都念過一遍。

偶而與學生小聊一下，增加趣味。

9/18教學觀摩- 蔡易蓉老師

9/18 教學觀摩

蔡易蓉老師，106班，10：00-12：00。

上課技巧：

這兩節課上第二課單字與課文。

最令人佩服的是，老師單字的補充講義上全部都使用英文，每個單字都給學生一些很好的例句參考。用全英文講義，可訓練學生從上下文猜測英文字意的技巧。

老師特別提醒學生，抄筆記時要把老師給的整句例句抄出來，不要只抄片斷，否則下次看筆記時看不懂。

常點學生用英文回答問題。

下課前，學生一定要回答老師一個問題才能下課。

鼓勵學生回家同時使用英英與漢英字典查單字，並且給予查單字的作業練習。

第二課內容比較簡單，因此老師教完單字後，就叫學生現場花5分鐘把課文讀完，然後叫學生把課本蓋起來，馬上用幾個問題抽問學生課文內容，老師與學生的問答幾乎全都用英文，若有學生覺得難用英文表達，老師就鼓勵他用簡單英文表達出來、如果真的不行就先用中文表達老師再翻譯。

上第二課時，老師會特別說明這個課文是故事性的文章，學生應該好好觀察，三年後升學考試的寫作也會要求學生寫出故事性的文章。

教句型練習時，會給學生很多練習句型的機會，譬如在復習某句型時，老師會直接用口頭講ㄧ句中文，叫學生翻譯成英文，而且要使用該句型。

在整理相似句型時，會把句型清楚地寫在黑板上，然後讓馬上給學生題目，點學生站起來練習這些句型。

下課前交代課文考試日期，跟學生說第一次考試會給學生多一點時間完成，但是後來時間會減少，直到達到能在45分鐘寫完考卷的目標，這樣可以加強閱讀速度與考試速度。

9/13教學觀摩-王星熹老師

9/13 教學觀摩

王星熹老師，120班，14：00-16：00。

上課技巧：

這兩堂課上第三課，還有考英文雜誌考卷。

上課文時，前面幾段都由老師朗讀，然後補充同意詞或是翻譯文句。

最後一段，老師請學生自己閱讀，因為最後一段是個surprise ending出乎意料之外的結語；讓學生自己閱讀，能讓學生更印象深刻。
老師上課時，會穿插一些話題與學生互動。

最令人佩服的是老師補充句型時，使用很簡要的方式把相似句型都列舉出來，讓學生容易抄筆記又一暮了然。

Ex: 

「A」Robert had enough energy, he asked ...

「B」his having enough energy, Robert asked ...

Robert had「C」had enough energy, 「C」he asked ...

A= As soon as/ The moment/ The instant

B= Upon/ On + Ving(動名詞)

C= no sooner... than 

C =hardly/scarcely... when/before

9/11教學觀摩-徐先慧老師

9/11 教學觀摩
徐先慧老師，113班，11：00-12：00。
上課技巧：
這節課上英文雜誌。
最令人敬佩的是，老師為了復習上ㄧ次上課的內容，老師在黑板上寫ㄧ句填空英文句子，然後講它的中文，給學生填空翻譯。透過翻譯，讓學生加深印象。
老師上英文雜誌時，常補充很多同意詞、常配搭之介系詞。
老師會把學測、指考常見的單字、文法概念補充給學生，但是如果有學生消化不了，沒關係，老師說就鼓勵他們自少把雜誌上的東西學起來。
有時舉例還會使用考古題的題目。
會舉不同例句來解釋一個問法概念。
英文雜誌考卷，老師會自己編製，因為會融入上課額外補充的內容；此外英文雜誌商提供的考卷是ㄧ週ㄧ次，老師如果自編考卷不只能加入上課提供的內容，也能減少考試次數，不用每週考。
此外，老師上課會不實穿插笑話，與學生互動。

Finland's "less is more" quality education

Key points to Finland's successful education:

1. Less can be more, because of quality. Quality includes "trust", getting used to "diversity" and learning to solve problems with "diversity" people.

2. No competition, no win or lose...learning is more like a team game! Everyone has a talent to spark.

- relax lesson

- many teachers teach a class, there are some who especially help the ones who are not good at some subjects

- the teachers are especially good at math, science, elementary teachers have master's degree

- teachers know where every child is at, and can help accordingly with their profession

- "I see the problems they have when they are small, and now I still do see what has happened in their youth and what is the best thing they can do."

- Learning is like a team-game, the best and worst in any subject are taught together, controversial maybe, but something works.

- Giving pupils extra help is standard practice

- Ease in achieving quality education

- "Trust" in the head educator

- every school has the same quality results!

- every school principle knows there are still more to improve upon "need more attention for those who have learning difficulties and those who are very talented, now we've started a pilot program for the students who are very gifted"

-NOKIA maintaining high standards in the cool subjects and consistency across the work force

- "diversity", the talented people can teach others, everyone can work with different people and to accept diversity

- education success if part "home-made", they have a culture here valuing education, and parents know they have a key role to play too; the parents kids and school have an "active dialogue"
** Why do Finland's schools get the best results? **
BBC World News America travels to Finland to see why the Finns are consistently top of the class. Tom Burridge reports from Helsinki
< http://news.bbc.co.uk/go/em/fr/-/2/hi/programmes/world_news_america/8601207.stm >

The Finnish philosophy with education is that everyone has something to contribute and those who struggle in certain subjects should not be left behind.

A tactic used in virtually every lesson is the provision of an additional teacher who helps those who struggle in a particular subject. But the pupils are all kept in the same classroom, regardless of their ability in that particular subject.

Finland's Education Minister, Henna Virkkunen is proud of her country's record but her next goal is to target the brightest pupils.

''The Finnish system supports very much those pupils who have learning difficulties but we have to pay more attention also to those pupils who are very talented. Now we have started a pilot project about how to support those pupils who are very gifted in certain areas.''

Primary and secondary schooling is combined, so the pupils don't have to change schools at age 13. They avoid a potentially disruptive transition from one school to another.

Teacher Marjaana Arovaara-Heikkinen believes keeping the same pupils in her classroom for several years also makes her job a lot easier.

''I'm like growing up with my children, I see the problems they have when they are small. And now after five years, I still see and know what has happened in their youth, what are the best things they can do. I tell them I'm like their school mother.''

Children in Finland only start main school at age seven. The idea is that before then they learn best when they're playing and by the time they finally get to school they are keen to start learning.

Teaching is a prestigious career in Finland. Teachers are highly valued and teaching standards are high.

The educational system's success in Finland seems to be part cultural. Pupils study in a relaxed and informal atmosphere.

Finland also has low levels of immigration. So when pupils start school the majority have Finnish as their native language, eliminating an obstacle that other societies often face.

The system's success is built on the idea of less can be more. There is an emphasis on relaxed schools, free from political prescriptions. This combination, they believe, means that no child is left behind.

4/24 教學心得

這是第十堂課！
今天的進度是第七課的四個文法。
教材內容包含，我自編的文法講義，以及課本的文法練習題。
教學流程：
點名。跟學生交代週四英文詩發表的事情，提醒學生明天的考試以及叫同學繳交英文詩與習作。接著請同學拿出文法講義，請同學用5分鐘把答案寫出來，可以跟左右鄰居討論，5分鐘後對答案。5分鐘後，講解答案，並且點名，請同學分享他的答案。上完講義後，請同學做課本的文法題目，然後對答案。
（會在一開始就提醒學生作業與考試是因為，有時會上課上到打鐘，打鐘後再講作業有時學生會心不在焉，所以我換策略，都在一開始先交代作業與考試，然後課程結束前，再提醒ㄧ次）
教學反思：
今天課程內容準備得很充分，只是前面交代作業的時間可能用太多，不夠簡潔利落，壓縮到後面上文法的時間。所以課本有幾題還沒有上完。今天先請學生做講義，效果不錯！他們雖然有點錯愕，但是還是照做，把所有題目都看過。後來，我講解答案時，他們就很投入。講解答案時，有用遊戲請學生回答問題（叫ㄧ個學生的名字，他本人不用站起來，但是他左右、上下那ㄧ排的學生要站起來，最慢站起來的要回答問題），而且在叫人時有把他們之前資料卡上寫的喜好都用上（例如：「我要叫喜歡畫家梵谷的OOO」），這樣他們會動很快，不會睡著，而且也對同學喜歡的東西很有興趣。今天教學時有點緊張，因為後面突然有三位英語系同學、兩位指導老師觀看，但是還好，後來有穩住，教學流程沒有受太大影響。

英文實習+讀書會相輔相成

目前，星期ㄧ到四，到師大附中教英文。
週五下午則花兩小時，主持大學生的小型英文讀書會。http://www.facebook.com/groups/351082191597455/
相輔相成！！

4/9-4/13 第一週教學心得

第一週教學，

但由於他們校慶放假，外加美術班要參與專講，因此實際只上到3堂課。

但也因此能看更多人上課，本週看了三位同儕教學，收穫頗多！

由於Lesson 6 單字片語少，因此指導老師建議上課時數要比Lesson 7, 8 還少。

Lesson 6 教學模式—

1. 引起動機：引導學生發表對「談戀愛」的看法，引起動機，與愛情詩的課文連結

2. 課文總攬：拋出3個問題，請學生在聽課文時尋找答案，訓練學生瀏覽重點的能力

3. 單字片語：講解時，挖空隔給學生邊聽邊寫，加入相關圖片增加趣味，加強理解力

4. 課文閱讀：先請同學聽課文朗讀，再挑句/詞解析，提醒同學抄筆記

5. 文法寫作：將文法整理與個人詩歌押韻創作等活動放於同ㄧ講義上教學

6. 習作考試：上課時，先發給同學課文cloze的考卷，認同學回家事先背誦。上完課文，馬上考，並且請同學回家做習作，上課對答案。以上做完後，考Lesson 6考卷。

教學改進—

第一節課，我時間控制不好，他們雜誌的考試應該半節課，我不小心讓他們考太久，因此壓縮到上正課的時間。

第二節課，指導老師給了很多實用的建議：

(1) ppt 字體可以再大一點，插圖不用太多、有特別需要再用插圖，插圖可發揮不同功用，例如教單字時，可先給圖，讓學生猜單字的意思再給解答

(2) 不用每個例句都請同學repeat，會越來越不起勁...可以換個方式，偶而全班repeat例句，偶而問學生例句填空的答案

(3) 單字復習的遊戲很好，能讓同學站起來，一同參與，熱絡起來熟悉單字

(4) 發音很順暢、很標準

(5) 教單字時可以先讓他們猜猜單字的意思、讓他們填空，再給答案；也可以適時補充相關片語、不同用法...但是不用太多，學生可能會ㄧ時消化不良

自我反思：

(1)下次要提早把講義寄給老師列印，單字教法可以更深、更多元，這個可以由查字典做到，從字典中篩選出1-2個實用相關的片語/相反詞/相似詞等。

(2)我的插圖真的有點多，每個單字都有，原本的用意是，覺得可藉由圖片引起美術班的注意力，但有點太多，多到我的檔案太大，播放速度有時會慢一些。但是，我發現圖片真的能吸引一些人的注意力，所以還是可以放一些，也許下次可以放一些與課文相關的藝術作品，例如素描的圖片、有名的油畫等，能連結他們的專業知識。感謝老師的建議，真的不用每張都插圖。

(3)可以把要教的內容都放在ppt上，才不會手忙腳亂找課本/講稿等。
(4)今天例句很多能與學生的生活連結、也有套用現場學生例子做造句，反應很好，下次也可用。

(5)這週來不及記名字，點名都用號碼，或只叫名字不知道是誰。所以這週有請學生把座位表給我，下週應該就能更親切地叫出學生的名字，來請他回答問題！點名，抓到技巧，就是先數數有幾個人，再問同學是少了幾位，然後跟風紀股長確認

(6) 週三連續兩節課，第一節他們體育課剛回來，特別累、有些人還在練習大隊接力所以晚到...這次我剛好加入兩個需要站起來玩的遊戲，同學反應熱絡，以後週三都可以使用一兩個這種活動，他們才不會太累、撐不住而睡著

(7)本週放假特多，好險有事先想到下週考試的規劃，才能及時再課堂上公佈下週考試調動、考試時間，讓同學事先準備。以後也應該每週，訂出每節課的進度，考試確切進度，好讓學生準備。

觀摩同儕心得—

1. 觀摩其他同儕教學後，提醒自己很多更好的教學方法，譬如，講義的編制、教單字的方式、遊戲活動的設計、如何處理設備壞掉等突發狀況。收穫超多，我還把其中一個單字復習遊戲，馬上應用在我的班級上。

2. 有時看別人教書，就知道ppt字體太小，但自己教書，卻不知道自己的字體也太小，感謝有老師提醒我。

3. 不同班級，風格差很多，所以多看看，可以激盪出更多加強教學的方式，然後套用、轉換成適合自己班級風格的模式。我看到一位同儕交得方式很好，很想套用，但後來才提醒自己，他的跟我的班級英文的吸收能力與背景知識不同，因此還是需要轉換、取捨。

4/11 同儕教學觀摩

Learned much from the observation! Helpful ideas listed below.


John:
- combines all handout into a "packet"... staple it, so students will know exactly where they are at in the lesson
- effectively put cloze example sentences on ppt for various activities, such as for in class quiz, it is also effectively used when summarizing the reading (the teacher writes a summary of the reading, and then pick one or two important phrases and make it a blank for students to fill in in class)
- very good control of time and all facilities including when to play CD are all set, wasting no time
- uses questions to interact with students, and when students don't know how to answer, uses paraphrase or another aspect of questioning to help them out
- allows students to guess before giving the answer
- moves next to the ppt to point to where the teacher is talking about
- relates the content of the poem with the author's personality
- encourages students to comprehend the poem better by asking comprehensive questions now and then
- uses a clear graph to show the paragraph structures and main ideas of the reading

4/10 同儕教學觀摩

今天規模兩位老師的教學，收穫超多！


Anita's: 
- 突發狀況，設備壞掉，ppt播不出來，音樂也播不出來時能冷靜應對，請同學去借設備、繼續用板書上課
- 可提前準備沒ppt時的備案
- 事實請同學安靜、別睡覺，維持秩序
- 明確告知講義算分分式
- walk around to see how students are doing somtimes
- use popular music relevant to content as material


Vian's:
- 提醒學生考卷要寫名字
- 單字補充非常充裕、加了很多實用的相關片語
- 每交代完ㄧ單字與相關片語後，隨即給例句挖空，請同學馬上應用，效果佳
- ppt 使用多種顏色，方便同學辨識
- 教單字前，事先預告有單字遊戲，鼓勵學生認真聽
- 單字復習遊戲（分組比手畫腳猜英文單字/片語）有趣、簡單、又能每個人都參與，且不會用掉太多時間

3/27 與師大附中英文指導老師碰面

今天到師大附中與指導老師碰面，
了解一下學生英文程度與班風，很期待下下週的教學！


教書注意事項：
-服裝、儀容、言談有老師榜樣
-務必點名、掌握學生出席狀態
-上課內容應皆事先給老師過目

-不得遲到

-充分備課

3/20 師大英語系學長分享精彩教學經驗

It's a great pleasure today to hear the lecture from Allen, it was filled with practical, positive, and "powerful" tips towards teaching.


Useful notes:
- you're fully responsible for teaching the lessons to the students
-mental establishment: "While we teach our children about life, our children teach us what life is all about."
-principles of teaching: be *Professional & Powerful & Precise
-"Professional" as in you have to be well prepared, and let the students feel they can trust in you for receiving knowledge
-"Powerful" as in making the students feel it natural to follow you because you're a teacher who knows the right thing to do... and how to achieve higher purpose
-"Precise" as in be specific but concise in teaching instructions and explanations
-Q: What should I know about my class? A: English level/ class types (all girls, boys, coed, gifted)/ names (memorize them, how? ex: tell them you need to memorize their names and then take photos, visit their class website...)/ homeroom teacher (maintain harmonious relationship with the homeroom teacher)/ class learder/ English TA 英語小老師/ weekly class schedule (know when to give exams, know their self study classes, know when they have energy-consuming PE classes...)
- "The more organized you are in teaching, the more co-operative the students will be."
- have a schedule of teaching (ex: 4-5 periods for a lesson + magazine)
- give the unit test in their self study classes
- arrange at least 2 periods for review before big exams
- Q: What to say to them for the 1st time? A: be professional looking, tell them your expectations (participation/ attitude/ scoring criteria/ specific catchy slogan), simple and straight-forward rules (create a negotiation space between you and the students, but the difference is the rules are set by you)
- Q: Should I go to my advisor before every class? A: Yes. At least email the advisor of your procedures and major activities before class, so you can get good advice, and save a lot of trouble experiencing the wrong ways of teaching. Also it's polite to invite the advisor to your teaching regularly.
- Your feedback comes mainly from your teachers and peers, need not ask students to give feedback sheets every class... but you can give them one before you leave
-When you ask questions in class, be fast paced to keep the flow... can call their names/ use "big cross" etc fun ways
- rehearse lesson before class, memorize outline, download short funny videos
- General class management principles: 1) discipline & cleanness 2) positive atmosphere 3) advancement of scores and build-up of confidence
- *suggested fun and short video clips on youtube "kid's reaction to _____"
-擅用相機 ---解決髒亂問題、讓學生表現好點
-幹部老師選，學生推薦
-提深成績的方法：pair up 比賽、make a bet, (30-70元/大冒險ex: 帶蛙鏡唱歌)
-agenda: 感謝欄、佳文分享、連絡本“學生與你溝通想法的平台！你月認真回覆、他們越認真與你分享！“...Tina you can do that in English some day...
-在乎學生的表現，雖不代表他們的成績會立即好起，但他們絕對會改變態度，變得更肯定自己、更積極

3/13 文學教育＆英語教學

今天師大前英語系主任，莊教授來專講。


Useful notes:

-Literature can...活用於生活中、呈現文字之美、具音樂性（押韻）、趣味性、提供wit and humour

-Literature can... in literature there is ambiguity between the lines, and life itself is filled with various ambiguity and uncertainty, so by reading some ambiguous good literature, students can learn to adjust to the real world. This can then be a good balance from the one-way, planned atmosphere of traditional teaching, telling students the world is not all planned out, there are some uncertainties that needs to be adapted and coped with skills of being flexible and creative

-語言是思考... 並創新
-"richness of simplicity"
-語言溝通4層面：1.表層意思（文字＆修辭）2.深層意思（隱喻, similes, metaphors, literary allusions）3.跨文化（communicate effectively/ critically, bring in the culture behind the language, it'll mean much more and more interactions can be sparked）
-4 levels of questions: 1. factual 2. interpretation 3. application 4. evaluation
-矛盾修飾法：bitter-sweet, terribly good, a wise fool (often seen in Shakespeare plays), laughing tears (喜極而泣), weeping laughter (悲極而笑), cautiously optimistic, the sound of silence
-改編名句，激盪新意"Not that I love Caesar less, but I love Rome more", "You can lead a horse to water, but you can't make him drink"..."You can sent your boy to school, but you can't make him think."
-Einstein: "Education is what remains when one has forgotten everything he learned in school"
-Poetry can be taught by introducing songs with simple lyrics... and guide students to rewrite the songs
-英文老師評分好文章，通常重視內容。遇好文章則讚歎："Wow! This kid can really think~"
-global "Englishes" (plural), versus traditional value of standard American English
-經典文學＆兒童文學 是培養學生對英文樂趣的好文本
-Don't teach too much, let them learn and express and participate
-Creativity is connecting things
-Say "no", by saying no you can focus on the more important things in your life... and that makes all the difference!

2/24 建中教師專講

2/24  建國中學 教務主任 蔡哲銘、 英文科主席 科文菊 至台師大分享教師實習建議


重點提要：
-專業化的教師；學科專業、教學專業、班級經營、輔導知能
-教學中，互動很重要，引起學生共鳴
      互動技巧：
      1）記起學生名字
      2）引導學生的對話、思考、發問(ask questions and spark discussion among students)
      3）走動式的管理
-了解學生每個動作背後的意義，由觀察學生行為背後的動機、用來調整教學
-導師實習重要功能：凝聚班級意識/維持班級常規、秩序
-態度決定人際關係！行政實習=訓練跟人的溝通與協調
-態度祕訣：1) smile at all times  2) 誠懇待人、主動學習  3) 經常思考、省思改善
-了解目前教學政策 ex: 特色招生、免試入學、教學評鑑、教師分級、十二年國教 etc...
-記錄！照片集錦。要有教育意義的活動纔會長久。把教育意義找出來，然後把活動有系統地記下來。
-做好時間管理，擅用零碎時間
-實習心態：做別人的事，學自己的功夫。學到就賺到！
-關心學生，學生成績自然上來
-良好實習特質：情緒穩定、能舉ㄧ反三、態度積極、虛心求教、重團體和諧、真心花時間去關心學生
-實習必做：一定要找時間去觀摩資深老師教學，可至少觀摩10幾位老師，但記得要事先得到老師的許可。
-試教很重要，要充分準備，把握每次上台機會
-實習時，隨身攜帶記事本，被交代的事情多，記下才不會忘
-導師實習，管理教導學生維持整潔秩序，具生活教養的意義
-班級經營祕訣：花時間關心學生，透過行動讓學生知道你的關心，例如考試前打電話關心/發簡訊
-班級管理：除了口頭交代，還要到現場陪伴學生，指導學生。常常關心，找對人才負責不同任務；若某同學實在不適合某任務，在換任前要事先與學生、家長等各方面溝通清楚，免得誤會或使人受傷...有良好溝通才能維持各方正向的觀點
-認識你的學生，可先閱讀基本資料、請教其他老師
-定時與學生談話，把談話重點系統記錄下來，以便下次談話時順暢。記錄下來，才不會忘，能更周到地關心學生實際所需
-教學小建議：講故事、傳遞大道理，平時搜集故事
-老師要有"Welcome!"的特質，令人感到安全、溫暖、願意敞開心
-面對家長：家長可以是朋友，彼此尊重
-師生界限：be friendly to students but do not become friends, you still have the responsibility to guide them when they tilt off track
-待人處事要用心，別人從之得知你的個性（稱呼可常用「您」以顯尊敬）
-英文教師甄試：多背單字（托福、SAT），多閱讀（Time, Newsweek），板書，內容重質不重量（ㄧ行ㄧ行教，跟真實教學情形一樣，但是要講到重點）
-可多熟練電腦技能
-上課用全英文很簡單。Ex: 買本文法書，套用裡面簡單的英文解釋文法


*建中需要能培育多元人才的教師，能培育出自主、自治、自律的學生者
*建中「使節團」到科展陪伴國際學生
*建中實習教師可7：20到校
*建中裡，科學是強項，人文（生活教育）也要兼顧

1/10 Micro Teaching Senior High- Group 4

GLORY TO GOD !!!
PRAISE GOD!!!
THANK YOU DEAR GOD!!!


My micro-teaching today went miraculously well!
Of course, there are still some places that needs slight adjustments. 
But, OH! 
What a miracle!
I've spent so much time on preparing, and it never worked out...
Yesterday, when our group did a rehearsal, I couldn't even speak fluently, couldn't catch the flow of it!
Was so depressed and pressured.
Then I remembered to pray to God, and rely on Him, ask Him to help me.
After switching my attitude, and began focusing not on how I can present but on how I must do my best to GLORIFY GOD... yesterday night's preparation was peaceful, efficient and effective~
Yet, this morning, just before the teaching, I kind of got arrogant again, couldn't focus on what I should say. And I realized, I couldn't remember what to say next... and had to keep my eyes on the script! All that inspirational and organizational feelings were gone.


Then did God remind me to focus on Him, to relax and just do my best...
Finally, just before the teaching begun... I was able to find that "inviting and professional" me again on stage, was able to cope appropriately and warmly to sudden situations so everything can be in control... while maintaining a cheerful, professional and fluent atmosphere.  
  
   Thank you God for answering my prayer, and heal my small cold, so I would have voice and energy to teach today!
   Thank you God for reminding me many times on different occasions days before the presentation, to change grammar or translation mistakes on my ppt slide!
   Thank you God for reminding me, through my groups' suggestions from yesterday's rehearsal, to make my ppt slides look more compact and easily readable.
   Thank you God for giving me the idea of putting all the procedures (yesterday night! ^^), including the different layers of reading into ppt slides, so I would establish a fluent flow of teaching.
   Thank you God for waking me up today full of energy, which was a miracle because I didn't sleep until 2 am for the preparation, and I had to wake up at 7 am to be in time for the teaching!
   Thank you God for controlling the weather, so that the weather forecast of the cold front arriving today, to make the day extremely cold... did not come true, because I am afraid I shall catch a cold and afraid the cold will numb my fingers and reaction.
   Thank you God for reminding me this morning on my way to school to think beforehand about what things I should do, what things to skip if I run out of time... and oh~ that came in handy today!
   Thank you God for giving me a chance to ask for the two students names (that I've forgotten) before teaching, so I can address them properly and successfully interact with most of the students.
   Thank you God for reminding me to turn off the lights beforehand, for it'll make the ppt sides appear more clear.
   Thank you God for reminding our group to hand out the textbook and worksheets beforehand so it will not interrupt my teaching.
   Thank you God for reminding me to replay the youtube video clip before class, so it'll "warm up" and not get stuck when I teach, so that the teaching flow will not be interrupted.
   Thank you God for making so many "close calls" as above, I know you always do that when you want to let all know it was by You that the glory was made possible... for THOU ART THE CREATOR and all the best dramas and suspense on earth cannot compare to the ones THOU MAKETH PERSONALLY!
   Thank you Lord for giving me wisdom to give delightful, humorous, firm and professional feedback to students during the teaching.
   Thank you Lord for the loveable and co-operative "students", my classmates... so that the interactive element (a very important element that will spark interest from the appropriate dynamic of students' participation) of the teaching and learning can be gracefully sparked.
   Thank you Lord for asking Ms. Cheng to wave and make sure I am reminded there is only 4 minutes left, so that I can quickly decide what to skip and what to keep without interrupting the teaching flow too much.
   Thank you Lord for answering my prayer, that not only me but all my group members did a splendid job... much much better than yesterday's rehearsal!
   Thank you Lord for being with me even after the teaching, so that I was able to do a pretty good job of the exam of the History of Chinese Political System at 12:10 right after the teaching. 
   Thank you Lord for letting me experience such GREAT JOY of excelling and GLORIFYING THEE!! Such GREAT JOY it was... couldn't stop smiling, couldn't stop PRAISING THEE, couldn't stop THANKING THEE... couldn't stop chuckling with jubilant joy~
  And I thank you Lord God, for you will be with me with the rest of my final term exams and reports, and you will be with me as I prepare for the internship in the winter break, so that I can have good time management and be efficient and can accomplish my best in THY HONOR. 


"For this cause I bow my knees unto the Father of our Lord Jesus Christ,
That he would grant you, according to the riches of his glory, to be strengthened with might by his Spirit in the inner man;
And to know the love of Christ, which passeth knowledge, that ye might be filled with all the fulness of God.
Now unto him that is able to do exceeding abundantly above all that we ask or think, according to the power that worketh in us,
Unto him be glory in the church by Christ Jesus throughout all ages, world without end.
Amen."
-Ephesians 3:14, 16, 19-21

1/3 Micro Teaching Senior High- Group 3

Group 3 did a fantastic job of the micro teaching. 
I learned a lot from their ppt layouts and how they arranged the teaching activities.


Some tips for better teaching from our discussion today:
-When introducing vocabulary, it's good to add example sentences that are relevant to the student's experience. One can also ask students questions about the example sentence just read to make sure everyone is still paying attention. 
-When explaining text, it's not necessary to translate everything, teacher can ask students questions to see if they understand. However, the questions have to be well thought out, have to be important questions if one wants to test the comprehension of the students by it. 
-When introducing grammar patterns, one can put the phrases down first, and then ask the students to rearrange the phrases into the pattern taught...(on ppt of course)
-Ask questions during the teaching to make sure students are listening and to make sure they understand.
-Revise all teaching text, proof read... minimize language mistakes
-Check a good grammar book, minimize grammar mistakes