Teacher’s English Language Use in The Classroom The teacher has tried to use English as much as possible with her students. She used English when she explained the material and gave an instruction for the students, for example when she asked to the student to ‘listen and repeat after her’, ‘open page 49’, ‘submit your homework’ something like that. In my opinion, it is good enough because indirectly she invites the students to use English. But, sometimes I saw some students who didn’t understand the meaning of the teacher’s instruction, as the result they asked to the other
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Teachers should be explaining, modeling, and using guided practice in the classroom. By modeling what they want their students to do, students will be better able to work through their assigned tasks. The teacher acts as a coach for learning to take place. Hence, educators need to actively involve learners and make learning environment conducive
Tactile learners prefer use writing and drawing as memory aids and learn well in hands-on activities like projects and demonstrations or role plays. For example, ask students to fill in a table while listening to a talk, or to table a diagram while
Teachers are expected to reflect on and continue to improve their own professional practice. On our teaching practice, we are provided with opportunities to engage in professional development. We are provided the opportunities to receive formative assessment on our teaching practice from our university tutors. Based on the feedback given, we analysed and critically reflected both perspectives and develop our learning to improve our professional practice. The artefact displayed the area for improvement.
He takes admission in a teacher training institution for a training programme, where he is exposed to psychological, philosophical, sociological and technological thoughts and ethics. This stage develops in him vital knowledge and skills imminent to the profession and some key skills as required by him during teaching learning process. This stage provides theoretical knowledge of teaching and learning with some variety of practical teaching experience in actual classroom and simulated class. Agochia (2002, p.29) perceives pre-service education as in shown in figure
That is, I should always reflect on my work. For instance, when I teach in a class, I should reflect whether my lesson was well planned and the techniques used were correct. For me, the goal of this module is to provide opportunities for trainee teachers to see and feel teaching as a form of enquiry and as a continual learning
Name: Kate Harney Module: ED6331 School Placement: Research and Professional Experiences Portfolio A Student Number: 112428502 Degree: Professional Masters of Education Lecture: Dr. Alicia Curtin Date: 30/09/15 Title: I’m starting with the wo-man in the mirror, I’m going to reflect on my ways. - How through active self -reflection on classroom management I can help improve the quality of my students learning by managing disruptions more efficiently and refocusing their attention to the lesson quicker. Description: I experienced a critical moment during a PowerPoint presentation describing famous people ranging from Disney characters to celebrities. The activity required them to use adjectives to describe the person in a sentence; such as Simba is sad when he abandons the pridelands. I made my error when the infamous Kim Kardashian was to be described by a first year student.
In this report, I will describe a teacher and her students in an observation I did in the Phonetics and Phonology class at UCSI University. The purpose of this report is to reflect on the teacher’s teaching strategies and class environment in relation with what I have learned in my Principle and Practice in Language Teaching class. Throughout this paper, a variety of students’ and teacher’s behavior will be discussed that will be analyzed in the reflection section. One of the biggest features of this lesson is the way the lecturer interacts with her students. Basically, the lecturer used different kind of questions during the class, such as questions that helped the lecturer to review the previous lesson with students, questions that were used to introduce the new topic to the students, or questions that moved the class from one stage to another stage.
In the studies, to elicit teachers’ beliefs and cognition, metaphor analysis was exploited (Tobin, 1990; Thornbury, 1991; Akbari, 2013). Lakoff and Johnson (1980) suggest that using personal metaphors is a way of self-understanding which “is the continual development of new life stories for yourself” (p.233). In teaching contexts, metaphors are considered as a means for teachers to verbalize their profession as a teacher (Pajak, 1986). The investigation of metaphors was also considered as a valuable tool to be used in understanding classroom processes (Marshall, 1990) and in training programs (Thornbury, 1991; Tobin, 1990). Tobin (1990) searched practising and prospective teachers in a project based on a constructivist approach to reveal the change process in conceptualizing teachers’ beliefs and roles through metaphors and the finding were used to implement teacher change.