This is a reflection on my teaching of the group lesson in TESOL program.
Feelings:
How do you feel about the lesson you have just taught?
Through the entire lesson by group work, including my lesson, I felt that we have met SWBAT. I really enjoyed teaching, and all the students tried to listen carefully and that made me more confident and comfortable. On the other hand, I felt that managing time was difficult especially for group work.
Objectives:
What were your objectives?
By the end of the lesson, SWBAT: use the noun phrases of environmental issues to discuss global situations in a debate.
How well were they achieved?
All students were engaged in activities. In the earlier stages of the lesson, students are progressing through their ECRIF leaning progress. By carefully monitoring students, I observed the process of which students were clarifying FUMP step by step. During the lesson, they answered all the questions correctly when I asked students CCQs; hence, I confirmed that students understood the meaning of TL. During the Use activity, I observed that they were fluently using TL. The students’ performance in the final Use activity has told that the SWBAT was met.
How did the students demonstrate what they had learned or not learned?
I used elicitation a lot and asked CCQs, and students answered all the questions correctly. Students also asked questions when they needed, and they understood after I answered the questions.
Because the students’ performance in the SWBAT shows us whether or not (or to what degree) the SWBAT was met, how the students demonstrate what they had learned is what we hear and/ or see the students say in the final Use stage. This is why it is so important to monitor during this stage. Therefore, I tried to carefully monitor all students. Since the students have used the TL accurately and fluently in the Use activity, it is reasonable to consider that our SWBAT was achieved.
Why: What are some plausible reasons for this?
Through entire activities, I observed that students were successfully acquiring TL. By monitoring the Use activity, I saw that all students were using TL fluent enough so as to discuss environmental issues in a debate.
The ELC (DIGPA)
Description
For the presentation activity, I assigned pairs of two and provided students with cards of TL for each pair. When I tried to show an example, I realized that it was a group lesson; therefore, I didn't need to explain again because it was already explained by the first presenter, and students had already known what to do.
Students picked a card and placed on the map as instructed. One of the students asked me a question. He said, "I don't know the meaning of the word, consumption". I told him, "You don't need to know the meaning at this point because I'm going to explain the meaning later. So just guess what it is". He went back to the activity.
After placing those cards, students asked the question of why they put the card on this country or city. They answered the question each other. All students seemed to join the activity with enthusiasm. After finishing the activity, I pointed to one of the students and asked why her group put the card of "energy consumption" in this place. She said that she put the card on China because China has a big population.
I have chosen one of the groups and asked about the card of "water shortage". One of the students from the group answered that he put the card on Africa because the weather is quite dry.
For some other group, I asked about the card of "energy consumption". He answered that he put the card on the city, New York because we use a great amount of air conditioning in the summertime.
As for the practice activity, I assigned pairs of two. I provided each pair with a card of sentences to fill the blanks. Those sentences were questions regarding TL. I monitored carefully if all of the students understand the meaning of those noun phrases.
Through the activity of clarifying FUMP, most of the students in some of the groups were started to understand the meaning. One of the groups was still watching the card from the former lesson taught by another teacher. They were still discussing with a partner if the "species" is singular or plural. I asked them to do the activity which I instructed.
To fill the blank, they had to spell correctly, so students tried to fill out the blank looking at the cards of TL from the presentation activity. After finished, I checked the answers with students. I asked students to answer each question by pair work. After finishing the activity, we briefly shared some ideas.
For FP activity, I assigned teams of small groups of four. I provided students with cards of questions and instructed them to face down those cards and to mix them.
At this point in time, I realized that I didn't have enough time. My initial plan was to assign each student in a group the number from 1 to 4, by letting one of the students pick one card. Then, let them answer the question in a clockwise direction. Since I found that I didn't have enough time, I let any of student pick one card, and any of the other students in the group could answer the question.
During the activity, another of the group was also looking at the card from the former lesson taught by another teacher and asked me a question. He asked me if the "species" is plural or not. I answered him individually that the plural form this word has the same form as the singular, but it is treated as a singular.
Conclusion
Interpretation
I have felt the necessity of paying more attention to the characteristics of group teaching. I made a plan without thinking about what another teacher already taught. For example, Peter already instructed students the rule of the game, but I tried to explain again.
I believe it was right to instruct students to do the activity that they should do now. During the CP activity, one of the groups was still talking about the word "species" from the former lesson without doing the activity which I assigned. I instructed them to do the activity and I think that it was right.
Though it happened again, I still think it was right to instruct students to engage in the activity that they should do now. During the FP activity, the student asked me if the word "species" is plural or not. Since he directly gave me a question, I answered the question.
I think I should better answer to entire class later, instead of giving him an answer immediately.
Generalization
For students, a lesson is a continuous activity though it was taught by several different teachers. Not only focusing on an individual part but viewing the entire lesson of collaborative teaching is also an important element to improve our teaching. Stating beliefs, generalizations and theories are the starts of developing a personal approach to teaching.
They will guide teaching practice and make decision making at the planning and teaching stages more informed and most likely more effective. Learners are stuck when they face the problem, and cannot move forward until the problem is solved.
However, it is not a good idea to suspend the current activity and to go back to an irrelevant issue to the current activity. It is important to answer the question, but it was difficult to approach when and how, because students gave me a question which was irrelevant to current activity.
Plan of Action
In order to convey a lesson smoother, I would like to have more opportunity to talk about my assignment and other teachers' assignments, and the way to connect those activities in a group lesson.
Punctuality is important for a lesson; the lesson can neither be short nor long. In the next lesson, I should learn how to flexibly omit some parts to take up an unexpected issue. Managing time is a very important element for the next lesson. If I have extra time, I would take up this issue at the end of my session, and explain to the entire class, since another group was also talking about the same issue.
Instructor's comment for this lesson
You have clearly thought a lot about this lesson and have demonstrated your ability to follow the ELC for much of this part of the lesson. This ability to systematically reflect on your lesson will really help you to continue to grow and develop professionally after the course. Thank you for the obvious time and effort you pout into your reflections.
