Journal Theory & Practice in English Teaching Ma. Catalina Fonseca V. ULACIT 2015
JOURNAL INDEX
Entry number
Topic
First entry
First class, general perceptions
Second entry
Implementation of Module #1
Third entry
Importance of efficient class management
Fourth entry
Reflection on the implementation of Module #2, how did it go, what were my main learnings?
Fifth entry
Fifth entry Students’ motivation: a challenge for the professor
Sixth entry
Reflection on the implementation of Module #3, how did it go, what were my main learnings?
Seventh entry
Discipline and error correction in class
Eighth entry
Self-evaluation of professional teaching competency
Ninth entry
Importance of professional growth, and plan for continuous improvement of teaching skills. Final reflections on the course.
First entry First class, general perceptions At this point of the subject, I have been in two lessons from English 1. So, during these first sessions, I was constantly monitoring students’ answers and their use of English. This is when I noticed the different levels of English some students have. The level is very similar, but there are some people with quite a difficulty with the language. For example: I heard some saying “I have # years”, or “hir name” instead of her name, because in the board the example was with “his name”. Also, some attitude problems that cause students to have bigger problems with English. As a future professional teacher, I am sure that this kind of problems, the ones related to students’ attitude, are the hardest to fight. As this course is totally different from any other I have had, is a very new experience. It is a little bit more relaxed, because I’m not totally focused on learning what the teacher is explaining, but I can observe some other aspects from the class. It is very interesting like my perspective changes when I became a teacher. When I was only a student, I wasn’t aware of all the planning and time-consuming preparation that is required to give one class. Now, I switched roles, and from being sitting in the chair and participating in the teacher´s activities, I am that teacher that tries to engage every student in class, so nobody is left behind. The group is very diverse, which is good of course. The students are from different ages, they come from different majors, and they have very different motivation toward English –or any other language- learning. I was able to notice their willingness to learn, that is very important. As I mention before, attitude is very important when learning a new language. It can make everything easier –or more difficult-, depending on how much students strive to achieve their goals. The hardest part of teaching is making the activities, class, materials, methodology, approach, and so on, interesting for at least most of students. A teacher is not able to match everyone´s learning style, but we have to try to make every person in the class important and make them realize they do can learn English as anyone else, maybe there will be more obstacles in some cases, but at the end, it will be possible to learn. Besides that, taking into account their likes and preferences is important. I believe it is important to analyze which learning styles are more present in the group, so they can be advantages. In this specific case of English 1, they are very young students –most of them-, so the activities can involve music, movement, videos, and daily topics-based conversations. In summary, the group and the subject is going to be a challenge. It is a double-learning opportunity because even though, it is a very basic level, there is always something new to learn every day. As “soap operas”, “charity deeds”, or that homework is never pluralized, or the phrase “every other day”. And learning how to teach, and having more and more practice at it.
Second entry Implementation of Module #1 The first in-class implementation was done in Monday, September 28th. I was really nervous to teach English in such a high level as university is. I have taught teenagers and adults in a language institute, but their level was so basic. In this case, the students have a good English background, which is a challenge because they already know somethings from Nivelatory English, or from these four weeks of English I course. It was a challenge to adapt the activities from the module to the lesson plan because not all of them were appropriate to apply. And due to the specific class in which I was implementing the module, writing was not a possible option because after my class, they were having their first writing assignment. Then, I tried to focus on the other three skills; speaking, listening, and reading. Also, one of the most difficult parts from planning is setting an accurate timing for the activities. I do not have enough practice or knowledge of the group to know in advance if they will achieve the objective in five or twenty minutes. But, at the end of the activity, I handled very good the time, because it took me some more minutes in the listening activity than I thought, but in the speaking activity, they were so fast that it gave the correct balance at the end. I did not need extra time, or extra activities. I would have liked to have a smoothly change from activity to activity, or having more oral participation form students when I asked them something. I know that is because they are beginners and they have a kind of boundary that stop them from talking freely and without shame. For my next implementations, I think I would have more reading and speaking activities, and include a video or song because I noticed they liked it. I like shorter activities, like for five or ten minutes, but with a wide variety so I can match everyone´s learning style and preferences. Also, I know a little bit more of what works with that group.
Third entry Importance of efficient class management The classroom environment is such an important factor that directly influences the learning process of students who are inside the room. So, as teachers, we have to take into consideration the several aspects that classroom management involves. Classroom management is not only getting the students behave properly so the teacher can teach freely, without interruptions. The following physical aspects are also part of C.M., according to Brown (Brown, 2001): 1. Sight, sound, and comfort Students are affected by what they see, hear, and feel when they enter the classroom. It will be worth your time if you can control the following: • Classroom is neat, clean, and orderly in appearance. • Chalkboards are erased. • Chairs are appropriately arranged. • Take advantage of visual aids. 2. Seating arrangement Always try to have the desks in order, and let students to feel free to sit where they want. With older students, such as adults, there is no need to have a previously assigned seating arrangement. Arrange the class in a way that students are close to each other, but not too much. Let them feel a team, but with enough space between them so they can remember they still are individuals. 3. Chalkboard use (board use) This is one of the greatest allies. It gives visual input to the students. It allows you to illustrate with words, pictures, graphs, and charts. 4. Equipment The classroom may be construed to include any equipment you may be using. You would be surprised how many lesson plans get thrown out the window because of some very minor practicality surrounding the use of equipment.
Requirements of good teaching: • Good voice projection. You should not have a loud, booming voice, but you need to be heard by all the students in the room. Keep in mind that all the students in the class need to hear what you are saying. • Nonverbal communication. - Let your body posture exhibit an air of confidence. - Your face should reflect optimism, brightness, and warmth. - Make frequent eye contact with all students in the class. - Do not “bury yourself” in your notes and plans. - Do not plant your feet firmly in one place for the whole hour. - Move around the classroom, but not be a distraction. Unplanned teaching: midstream lesson changes Classroom management involves decisions about what to do when: • Your students digress and throw off the plan for the day. • You digress and throw off the plan for the day. • An unexpected but pertinent question comes up. • Some technicality prevents you from doing an activity. • A student is disruptive in class. • You are asked a question you don´t know the answer to. • There isn´t enough time at the end of a class period to finish an activity that has already started. Teaching under adverse circumstances 1. Teaching large classes Large classes present some problems, such as: • Proficiency and ability vary widely across students. • Individual teacher-student attention is minimized. • Student opportunities to speak are lessened. • Teacher´s feedback on students´ written work is limited. Some solutions to these problems are available. Consider the following: • Try to make each student feel important. Learn their names and use them. • Assign students as much interactive works as possible. • Optimized the use of pair work and small-group work to give students chances to perform English.
2. Teaching multiple proficiency levels in the same class The problem here is challenging the higher-level students or overwhelming the lower-level students, and at the same time keeping the middle group well-paced toward their goals. How to deal with this? • Do not overgeneralize your assessment of students´ proficiency levels by blanket classification into “good students” and “bad students”. • Identify the specific skills and abilities of each student in your class. • Offer choices in individual techniques that vary according to needs and challenges. • Take advantage of whatever learning centers or tutorial laboratories may be available in your institution. • Your classroom teacher talk will need to be gauged toward the middle of the levels of proficiency in your class. 3. Compromising with the institution Another circumstance is teaching under institutional conditions that do not meet their ideal standards or philosophy of education. Sometimes such circumstances focus on an individual in charge, a director or principal. Some examples: • Classes that are far too large, to allow for the kind of results that the administration expects. • Physical conditions in the classroom, that are onerous. • Administratively imposed constraints on what and how you teach. • Courses that are test-focused, rather than language-focused. 4. Discipline Some pointers of “discipline problems”: • Be comfortable with your position of authority. • Gain the respect of your students. • State clearly your expectations to your students. • Be firm but warm. • Try to solve disciplinary matters outside of class time. • Try to find the source of the problem rather than treating symptoms. 5. Cheating Cheating is a surreptitious violation of standards of individualized responses to tests or other exercises. Minimizing opportunities to cheat may prove to me more fruitful than trying to tangle with the mixture of emotions that ensue from dealing with cheating after the fact.
Teachers´ role and styles 1. Roles Think of the possibilities: authority figure, leader, knower, director, manager, counselor, guide, friend, confidante, and even parent. 2. Teaching styles It will almost always be consistent with your personality style, which can vary greatly from individual to individual. 3. Cultural expectations Listed are some cultural expectations of roles and styles:
Creating a positive climate 1. Establish rapport It is the relationship or connection you establish with your students, a relation built on trust and respect. How to set up that connection? • Show interest in each student • Giving feedback • Ask for students´ ideas and feelings • Respect and value what students think and say • Laugh with them, not at them • Working with them as a team, and not against them
2. Balance praise and criticism
3. Generate energy. Energy is what you react to when you walk out of a class period and say to yourself “wow! That was a great class”. Energy is the electricity of many minds caught up in a circuit of thinking and talking and writing. How to create this energy? • Sometimes energy is unleashed through a quiet, reserved, but focused teacher. • Sometimes energy forces gather in the corporate intensity of students focused on rather mundane tasks. • Teacher is the key. Because students initially look to you for leadership and guidance. Teacher is the one to begin to get the creative sparks flying. • It can be done by overtly manifesting preparation, confidence, positive belief, and joy when walking into the classroom.
BIBLIOGRAPHY Brown, H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. N.Y.: Pearson Education.
Fourth entry Reflection on the implementation of Module #2, how did it go, what were my main learnings? My second module implementation was on Monday, October 26th, on week eight. This was due to some changes that I had to do with my activities. I was supposed to apply my activities a week before, but that extra time helped me to be more prepared and relaxed at the time of teaching. I was more confident when teaching, asking for students’ attention, and giving explanation. I have assisted to more classes, so I know the students in a better way and that helped me a lot. It is easier to teach them now that I know their names, and that they have asked for my help in previous classes. As in the previous module, I applied a listening activity. My goal was for them to get the examples from first conditional by listening, but it was over their abilities in English. The song I chose was too fast for them, so the activity needed a little adaptation on the way. It was a good experience because those things happen all the time; you prepare an activity but when applying it, it does not work as you thought so you have to change it or delete it. I prefer to try to change the activity and adapt it to the needs, than not applying it at all. For the next, and last, module implementation I hope to include a big speaking activity, and readings, of course! In this second implementation, around four students asked me about the readings, and they told me they liked them very much. Reading is a good exercise for vocabulary
Fifth entry Students’ motivation: a challenge for the professor Many teachers, or professors, deal with the lack of motivation from the students. This turns out to be a daily issue in classrooms, because as any other human, students have very good or not so good days. Motivation varies from day to day, or even it can change in the same lesson. But it is on teachers’ hands to motivate students and help them to be willing to learn. Teaching style, class routines, activities, and teachers own attitudes will directly influence students’ motivation. Educational psychology theories showed that there are two types of motivation: intrinsic and extrinsic. “Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject.” (Kirk) This comes from students only, there is nothing that influences this, only students’ self-desires and goals. “On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome.” (Kirk) In this other type of motivation, the students are influenced by external factors like getting a job, making friends, or even getting scholarships in other places or countries (in the case of language learning). There are some strategies to motivate students, such as: • Become a role model for student interest. • Get to know your students. • Use examples freely. • Use a variety of student-active teaching activities. • Set realistic performance goals. • Place appropriate emphasis on testing and grading. • Be free with praise and constructive in criticism. • Give students as much control over their own education as possible. (Vanderbilt University)
Also teachers, or professors, can provide several experiences that will positively influence on students learning process. For example: • Have meaningful learning experiences. • Plan activities thinking about each learning style. • Don’t be too strict, or too permissible. • Reinforce team work. • Be a facilitator, and let students discover knowledge by themselves. • Try to get to know students so the planning is according to their needs. • Give constant and relevant feedback. • Praise in public, criticize in private. • Allow students to understand that there are positive and negative consequences for everything they do. • Encourage metacognition processes. • Address students’ interests inside the classroom. • Set achievable goals. • Include fun and enjoyable activities in the planning. • Let students know how much they have advanced – or learned- since they started the unit/trimester/year. References Kirk, K. (n.d.). Motivating Students. Retrieved December 5th, 2015, from On the Cutting Edge: http://serc.carleton.edu/NAGTWorkshops/about/index.html Vanderbilt University. (n.d.). Motivating Students. Retrieved December 5th, 2015, from https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/
Sixth entry Reflection on the implementation of Module #3, how did it go, what were my main learnings? The topics of this third module were simple present, simple past, and first conditional. I had some activities and materials that for me were great. There were six activities to be implemented, one for each skill. I always like to start with the reading activity because it gets students to think and get in full contact with English. I have started my three modules that way because reading is a very complete activity. Not only for the vocabulary part, but also because implicit are grammar, critical thinking, word analysis, and understanding. In this specific case, the implementation did not go the way I thought it would be. It took me a lot of time to get the result I wanted with the reading and vocabulary activities. The article I chose was too technical, and so, too advanced for English I. The students had a gigantic hard time trying to get and understand the text. At the end of the hour that I had for the implementation, I only did half the activities I had for them. They were really connected among each of them, like one activity lead to the next one, and so on. I thought about good connections but it was not possible for me to have a good time management during the activities. At the time of selecting activities and materials, it is so difficult to have an accurate choosing. They can be too easy, too difficult, too boring, too long, too short, too anything, and that influences new teachers, as me. I do not have a huge teaching experience, and so, these things about choosing and planning get me really stressed because I still do not get that my activities go the way I want. When I review and have some metacognition thinking, I realize that I failed in very simple aspects that could have changed the result of my teaching. But I cannot skip that part – and if I could I do it, I do not know if I would do everything perfectly-, because avoiding those mistakes would impede me to learn how to do and how to not do things.
Of course I did not like to not finish my plan. It frustrates me for not being able of something. I know I could have done it better, but I never thought I was that far behind from completing the objectives of my activities. When I chose the reading, I thought that giving them the word list was enough, but I should gave them the opportunity to read and check the words (the vocabulary activity) before going to the reading part. May be they would have been able to understand the reading easily, and not requiring so much time. Another option, besides the change of the sequence of the activities, would be to change the activity in the way, explain the article while students were reading, like having a read aloud or read altogether.
I can say that this implementation had very good planned activities that were not carry out in the best way, so they could not reach their full potential. It was the “least good� implementation of the modules, but I felt that students were more engaged in those three activities, than they were in the rest of the previously implemented modules. I had the opportunity to call every student at least one time, and as a teacher, I really like to give everyone an opportunity to speak up and participate, even though sometimes it is against their will. At the end of the implementations, the difference of ages and levels did not make a huge gap in the group. Struggling students really put their effort on the activities, and at the end, they were able to work and do everything as the others.
Seventh entry Discipline and error correction in class Discipline is always important inside a classroom. It sets a right and peaceful environment for both teachers, and students. However of its importance, it turns out to be one of the greatest challenges for teachers. Actions and attitudes count as misbehaviors, and that leads students to get distracted during the lesson. Always make a first impression to be a good one. “Effective discipline is important for maintaining a positive atmosphere in the classroom and supporting students’ learning” (Kids Matter) Also, it is important to keep in mind that there are aspects or things to do to improve and increase the level of discipline in the classroom. For example: the first –and most important one- is to set and explain very clear and simple classroom rules. In that way, students know in advanced what is and what is not right to do inside the room. When setting the rules, think about easy and sticky phrases for students. Of course, write them in positive way, and avoid using “don’ts”. Some other aspects to take into consideration when trying to promote discipline in the class can be: • “…Makes expectations clear… • Teacher positive behavior… • Reinforce and praise good behaviors… • Use logical consequences…” (Kids Matter) According to Dr. Allen Mendler, who is educator and motivational speaker, and a very experienced person in this subject, says that “…although effectively managing student behavior is a multifaceted practice, there are four central things that you can -- and should -- do very early in the school year to set the proper tone.” (Mendler, 2014). He also gives those four main aspects, which are:
1. “Make your first words and actions confident, enthusiastic, and welcoming.” (Mendler, 2014) This means to make a good self-introduction and make your students feel comfortable and part of the group. 2. “Set guidelines for how you plan to handle misbehavior.” (Mendler, 2014) Once you already have the classroom rules, specify what actions you might take in case of disobeying each one of those rules. Set clear consequences, and give students the chance to help you with their ideas so they can take their part in the process. 3. “Let students know when and how they can give you feedback.” (Mendler, 2014) Always create these spaces and opportunities where you as a teacher can receive feedback and opinions from your students. This process is good to have because it helps to renovates lessons, planning, and of course, teachers attitude. 4. “Define the difference between fair and equal.” (Mendler, 2014) There are situations that require different types of consequences for each student. There is no perfect option that works for everyone, some students will need more severe actions than others. Always explain to your group why you are giving this or that consequence to the student. And of course, be clear on why you are giving them a bad consequence. Discipline is always necessary inside classrooms. The lack of it would definitely lead to disorder and interruptions in the learning process. Every teacher makes mistakes, as any other human, but the time to correct mistakes is anytime, it is never “too late” to try to improve your students behavior. References Kids Matter. (n.d.). Effective discipline in the classroom. Retrieved December 11th, 2015, from Kids Matter: https://www.kidsmatter.edu.au/families/aboutbehaviour/discipline/applying-effective-discipline-classroom-suggestionsteaching Mendler, A. (2014, September 11th). 4 Early-Year Keys for Effective Classroom Discipline. Retrieved December 11th, 2015, from Edutopia: http://www.edutopia.org/blog/early-year-effective-classroom-discipline-allenmendler
Eighth entry Self-evaluation of professional teaching competency Constant self-evaluation is very important in the education field because teachers and professors are forming future professionals. It gives them a huge responsibility because they have to give the students an excellent basis for further education they will get. Besides that, teachers and professors are permanently in the public view, and they are criticized by parents, principals, and education administrators. Furthermore, self-evaluation is a must, and not an option. Teachers who do not worry about their performance are fated to make the same mistakes year over year. So, how to self-evaluate? How to know if things are being done right, or wrong? Well, teachers and professors can create rubrics, or different assessment instruments, which main objective is to evaluate the efficiency of teachers. And who will be completing these instruments? Students, of course! They are receiving the lessons, they know the teachers, and they are able to say if there are important flaws or lacks in their school staff. A good example of this is the CEPA that ULACIT implements each period. CEPA gives students the opportunity to have a say in what they are receiving and what they are expecting from their professors. Besides, it gives professors a direct feedback on what they are doing inside the classroom. Also, do not forget that self-evaluation is not only about the teaching skills. It is also about the interpersonal skills, like being respectful and fair. Good teachers are not only wise in the subject-matter, but they are good people, with good values and excellent human beings. Also, when teachers and professors go into a metacognitive process, they are able to self-assess their strengths and weaknesses. In that way, they are capable of knowing what must be changed, and what must be improved; giving their best and trying to make as few mistakes as possible in the teaching process. Filling-in rubrics of personal goals can be a way to know if teachers and professors are competitive enough. The best way to self-assess teachers and professors in their teaching competency is to check if they achieve the course goals and the objectives.
Ninth entry Importance of professional growth, and plan for continuous improvement of teaching skills. Final reflections on the course. “Continuing professional development is important because it ensures you continue to be competent in your profession. It is an ongoing process and continues throughout a professional’s career.” (Kloosterman)
Professional growth is important because it assures that the person is capable and able to perform tasks in the best way possible. Also, that he or she has all the technology and modern skills needed to be updated. Keeping learning and improving the curriculum vitae will help professionals (teachers and professors) to get better job opportunities or to get higher salaries. Besides, in the education field, researchers are always getting more and new approaches, methodologies, and techniques to get to students easier than with oldfashioned way methods. As students’ generations change continuously, teachers that are going to work with them must change too. Teachers will never know “everything there is to know”, but they should be trying to look for new opportunities to advance on the planning of activities and new methodologies. Also, when teachers go to new courses or learning sessions, they get to know other professionals from which they can learn a lot. Teachers can help each other when they share ideas and get to know previous experiences from each one. Teacher can even let each other know that they go through difficult times too, and how they deal with those not-very-nice days. Furthermore, professional growth gives teachers the self-confidence necessary to keep improving day after day.
According to the site Earlychildhood News, some benefits from continuously professional learning are: • Learning all about the latest trends in education and discipline • Receiving instruction on how to implement new practices and procedures in a classroom. After all, you can read about procedures on a web site, but you may need help when it comes to how to actually put it into action. • Feeling professional. Often early childcare educators are underpaid and feel unappreciated. Investing in their education shows them they’re doing important work. • Staying on top of the industry and the learning curve. (Lebeau) References Kloosterman, V. (n.d.). The importance of continuing professional development. Retrieved December 13th, 2015, from Continuing Professional Development: http://continuingprofessionaldevelopment.org/why-is-cpd-important/ Lebeau, M. D. (n.d.). The Importance of Professional Development. Retrieved December 13th, 2015, from EarlyChildhood News: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?Art icleID=734