A small sample of qualitative feedback was received from pupils and teachers. Formative assessment strategies were used to evaluate pupil’s opinion using exit slips (post-it notes). When feasible, 3 pupils were asked to remain after class and to write down their opinion on the starter activity. As Black et al. (2003) states encouraging pupils to share their opinions about the strategies used in class, enables pupils to take greater ownership of their learning, encourages self-assessment and empowers pupils to become active learners.
He stressed that asking daily questions was imperative. The teacher should check student understanding informally by asking open ended questions about their performance at the end of the class. Each student should respond to the question on a piece of paper. Rubrics are very important in the self-assessment process. Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective.
It is advised to seat the child fairly near the class so that teacher is available for help, or the dyslexic pupil can be supported by a well-motivated and sympathetic classmate. A lot of dyslexics have really poor handwriting. Reasons for poor handwriting can be poor motor control, tension, badly formed letters, speed. A cursive style handwriting is the most useful to children with dyslexic problems. Teachers should encourage students to study their handwriting and be self critical.
I asked him if he wanted to leave so that his classmates that did want to be there could learn which he did for about 10 minutes and then returned with a calmer demeanor. I want to 3 Lessons from the classroom. teach and I will not let one student hinder the others learning. Gertrude Moskowitz states that good rapport (sympathetic relationships) with learners is the basis for effective EFL learning in the formal language class. Discipline measures are based on a democracy that should be fomented and established in the classroom (ITTO Textbook Pg.
Down=I could try better next time. (Record their responses) 13. After the majority of the students have finished their work then have the student turn in their papers. a. Use their work samples to determine those who are understand the objectives and where other students might be falling short of meeting the
Secondly, the student will know from the teacher some connectors, especially those who show contrast and addition, the difference between them will be clarified and also the use of punctuation. After that, the meaning of the connectors will be explained with examples; this will help the student to identify the reason why the connectors are helpful. Then the student will complete a grammar activity using connectors, this will be provided by the teacher. Finally, the student will use the connectors to express what she did in her last vacation, the student will have some time to write a paragraph and then she will read it. Additional material will be provided to Paola as an extensive learning such as web pages where she can keep practicing the use of connectors.
Our teacher asked us to listen to an English song, try to write the lyrics and catch the meanings. The teacher prepared the answer sheet with some lyrics, so we could guess what we needed to fill in the blanks. It was not just a listening practice but also a reading practice. I liked this type of subjective classes at Junior high school. However, the English class was getting boring as high school examination approached.
To determine if the evidence I had previously gathered was accurate, I observed the class, analyzed my observations, consulted rate my professor, reviewed the average class grades, and interviewed a friend in the class. At the beginning of class, Dr. Hansen made a few announcements and reviewed some syllabus changes with the students. The syllabus changes were made very clear, and the students all received a handout with the updates, which basically stated that their participation grade is now worth 15% of their total average rather than 10%. On the day of my observation, the lesson was on how children develop their reading and writing skills. The students were given a warm up activity (paper attached) where they had to work in small groups to decode a story, which in the end showed the strategies that children use when learning to read.
There are twelve students in this Speaking 2 (d). This class is supposed to improve students’ speaking skill through small group discussion according to the class syllabus. However, what the students did was big group activity rather than small group discussion. In my opinion, it makes learners feel nervous to do speaking activities in a big group. It prevents the students from language acquisition and interrupts their output.
However, most of studies focus on students at high schools and universities as well as young learners (children). How about students at the secondary schools? Their English level at this stage also affects their English studying process when they continue studying at high schools and universities. And in listening section, whether students are satisfied or dissatisfied with their teachers’ using bottom-up strategies to teach English listening skill. Therefore, I would like to set the first footstep towards the matters by investigating secondary students’ attitudes towards their teachers’ using bottom-up strategies to teach English listening skill.