Once that relation is formed, the student can easily go to speak to his or her teachers for extra help if needed. Due to the impression the teacher has left on the student, the student would feel positively reinforced every time he or she approached the teacher. This would encourage the student to continue asking for help all thanks to the fact that the teacher applies polite speech in his or her language. This would come in handy, especially when the student would need a recommendation letter for
During the PBL interview, most of them enjoyed the lesson and prefer the lesson to be conducted in PBL style. Most of them find the activities conducted in the lesson were fun, exciting and challenging as most of them prefer to work collaboratively with other students. This shows that Student engagement in this lesson was better compare to the first lesson (Sherr and Teeter 1991). With both results from participation observation and interviews in both teaching approach, the result shows that Problem based learning approach are more engaging compare to traditional approach. Finding shows the way Problem Based Learning approach engages the students in class are by allowing them to research independently and discuss dynamically what they know about the topic and share to others (Sherr and Teeter
Furthermore, changes could be noticed in the classroom atmosphere in the recorded reflective journal where the numbers of students that actively participate in the classroom discussion were significantly increased. In the beginning of the study, the ESL classroom is only dominated by few students while the rest tend to be invisible. After the treatments given, the students were more confident in speaking English and majority of the students were willing to share their ideas in English with the class. Even the quiet students were motivated in expressing their view on their friends’ comments in the classroom discussion. Besides that, some of the students have gained high level of confidence in speaking where they stand up and provided another example to support or differ from the point discussed earlier by their friends.
It unlike some less formal types of writing, academic writing focuses on technique and how it should be used to best communicate ideas. If students learn about style and how to write essays early on in their academic careers, they find it much easier to write essays in college and university. Lecturers in the college and university have preferred styles or formatting requirements, so academic writing forces students to take these into consideration and create a paper that will impressed (eWritingService 2017). Academic English is often a good idea for students to ask for essay writing help if they are having issues with their skills, as this is something that can be solved with a little
5.2 Critical Reflection Essay The students from the Form 2 Avicennia were such a pleasure to work with and the cooperation given was wonderful. The lesson which was conducted by using the teaching kit for the element of character went quite splendidly and I was comfortable with how the flow of the lesson went. When I prompted the questions to recall some background knowledge on the previous lesson on the short story “Cheat!”, the students I have randomly picked were able to give their response quite fast and some of them were almost instantaneously. When the students were told that they were going to learn more about the characters by playing the mime game, most of them showed a positive spirit to learn and enthusiastically waiting for the game to start. During when a
Also, during the peer discussion phase of Peer Instruction, we can make sure we direct students to discuss their answers with another student who has a different answer. This helps moves students into richer conversations about their reasoning and can facilitate resolution of dissonance. At the end of the day, all good teaching takes time and energy. With Peer Instruction, as with lecturing, there is a lot of preparation required at the beginning. Then, subsequent times through, we would expect lesser preparation with either technique.
Indeed, switching between different languages is common in many everyday contexts for many people, and the classroom is no different in this regard. You are the best judge of how to support your student’s learning in the classroom. There are lots of different ways that you can use English, however. You can use English to organize the activities in the classroom, to control the class while they do them and to talk to the students on a one-to-one basis. It is not necessary to use complex language; simple, encouraging comments are effective .
During the first session we did a lot of exercises, which made me learn the following; - Standing in front of people while maintaining an eye contact with the audience makes the they feels that you are talking to them. Familiarizing with the environment by standing firm in front of the audience contribute to my confidence. Sharing everyone thoughts with regards to presentation skills, helps me to understand that most of us do not like presenting, but what I like most is seeing one of my fellow student admitting
For example, I write on the board a key word of the topic in study and I ask them to brainstorm words that they relate to it. I have noticed that this activity helps them to focus and at the same time it motivates discussion regarding the topic and the words being said. Another activity that my students love is the KWL (Know, Want to Know, Learned), it is a pre-reading activity that they complete based on the title of the chapter or the text. They have reported to feel involved with the text because they discover that they actually have questions and that they may find the answers in the text. In the case of while reading activities, I always motivate them to underline important ideas and when we read together I stop at the end of each paragraph to ask them questions.
Therefore, in this book, the discussion, role play, and speaking exercises, as well as the Interchange activities, provide speaking opportunities that systematically build oral fluency. In addition, the conversations illustrate different speaking strategies, such as how to open and close conversations, ask follow up questions, take turns, and use filler words (e.g., well, you know, so). Moreover, almost all other exercises offer fun, personalized speaking practice and opportunities to share opinions. Usually, when I teach speaking skill, two important questions raise in my teaching. The first one is “my students often have problems understanding my instructions.