Tesol - Observation Journal 1 Essay - 1327 Words

Observation Journal 1 Date: 13/09/2012 Duration: 1 hour Location: International House London Level: Upper Intermediate Teaching Aim: Past Subjunctive (structure lesson) Use of â€Å"I wish† for regrets and criticism Lesson Pace During the first half of the lesson the teacher moved at a particularly fast pace. Whilst understandably a swift pace is required in order to fit the breath of information into the lesson I feel this was to the detriment of student learning in some instances. For example when asking questions of students it was common for the teacher to answer before providing sufficient time for students to answer. This had the consequence of stopping all but the quickest students a chance to be involved with the†¦show more content†¦Teachers Manner Overall I felt the teacher was engaging and authoritative whilst also being able to display humorous traits which worked well to keep the class involved for the duration of the lesson. For the majority of correct answers the teacher would affirm the answer given by saying â€Å"good†. This was a positive aspect of the teacher’s manner as she used this phrase repeatedly as opposed to varying this affirmation with phrases such as â€Å"excellent† or â€Å"very good† which may have led to a degree of favouritism within the class. On one occasion however the teacher, in accompaniment to the introduction of a new concept, asks a particular student â€Å"is it clear?†. In a typical classroom setting I find it unlikely that any student would want to profess to a lack of understanding and thus the lesson moves on without really knowing whether or not the concept was correctly understood. In this situation a more appropriate tactic would have been to request the student provide an alternate example of the concept being taught. This would allow any lack of understanding to be identified whilst also presenting an opportunity for the teacher to involve the rest of the class when eliciting a correct response. Oftentimes the teacher would call students by nameShow MoreRelatedLetter Sample Essay1188 Words   |  5 Pagesof ESL and TESL Teaching Assistant Professor in the Department of Linguistics. I am currently a doctoral candidate at Ohio State University (OSU) in Columbus with a specialization in Foreign, Second, and Multilingual Language Education (within the TESOL program) and an additional interdisciplinary specialization in Educational Technology. I completed my dissertation oral defend in June and will officially graduate in this early August 2017. I look forward to contributing to your department by conductingRead MoreUnderstanding Chinese Learners Experiences Of Private Tutoring Essay1591 Words   |  7 PagesChentian Xia Student Number: 43755428 Entry one Yung, Kevin Wai, H. (2015). Learning English in the Shadows: Understanding Chinese Learners Experiences of Private Tutoring. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, Vol.49(4), 707-732. 1. In this article, the author questions about in secondary education, what learners have learnt from EPT (Experiences of Private Tutoring). The article also questions about theRead MoreEssay about Trinity Cert Tesol9662 Words   |  39 PagesTrinity Cert TESOL Assignment details Contents Self-study 2 Reading list 3 Assignment overview 7 Teaching practice 8 Language Awareness test 1. 10 Language awareness test 2 10 Language awareness test 3 11 Unknown foreign language journal 12 Materials assignment 24 Observation journal 29 Teaching practice journal 49 Learner profile 51 Agreement to participate in learner profile 59 Self-study Self study follows the day’s input. Although there is flexibility inRead MoreVisiting Assistant Professor Of Teaching English1296 Words   |  6 PagesVisiting Assistant Professor of Teaching English as a Second/Foreign Language in the Language, Literacy, and Leadership Department at Webster University. I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching EFL and ESL learners English. I am confident that my educational background and teaching experience enable me to make contributionsRead MoreMultimodal Theme Sets : Article Analysis920 Words   |  4 PagesBridging the Gaps: Multimodal Theme-Sets in the Global Composition Classroom Dr. Daniel Ruefman holds a PHD in Composition and Rhetoric/TESOL from Indiana University of Pennsylvania, A MA in Literature and Composition from Slippery Rock University of Pennsylvania, and a BA in Creative Writing from Edinboro University of Pennsylvania. Dr. Daniel Ruefman is the Associate Professor of Rhetoric and Composition at the; University of Wisconsin-Stout; The English and Philosophy Department College of ArtsRead MoreThe Teaching English Language Skills1650 Words   |  7 Pagesinteraction and speaking skills of them and their teachers. The qualitative data is used to take semi-structured teachers interview to know teachers opinion, belief and attitude towards classroom interaction and their learners condition. The classroom observation is completed by following Flanders Interaction Analysis Category (FIAC) technique (Flenders, 1963) which could help to know the teacher and students talk time in the classroom. The type of quantitative data explores the central phenomeno n for participantsRead MoreGood Language Learner- Rubin 19755558 Words   |  23 PagesTeachers of English to Speakers of Other Languages, Inc. (TESOL) What the Good Language Learner Can Teach Us Author(s): Joan Rubin Reviewed work(s): Source: TESOL Quarterly, Vol. 9, No. 1 (Mar., 1975), pp. 41-51 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586011 . Accessed: 06/02/2012 03:41 Your use of the JSTOR archive indicates your acceptance of the Terms Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/termsRead MoreAdult Esl Student Motivation for Participation in Advanced Language Learning6822 Words   |  28 PagesAdult ESL Student Motivation for Participation in Advanced Language Learning A. LANE IGOUDIN, M.A., PH.D. Published in 2008 by The CATESOL Journal, 20 (1), 27-48. ADULT ESL STUDENT MOTIVATION FOR PARTICIPATION IN ADVANCED LANGUAGE LEARNING 1 Abstract In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. This research project investigated the motivational processes of 10 adultRead MoreMotivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation8163 Words   |  33 PagesTESOL QUARTERLY Vol. 39, No. 4, December 2005 609 Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation JUDY F. CHEN The Overseas Chinese Institute of Technology Taichung, Taiwan, Republic of China CLYDE A. WARDEN National Chung Hsing University Taichung, Taiwan, Republic of China HUO-TSAN CHANG National Changhua University of Education Chunghua, Taiwan, Republic of China It is a capital mistake to theorize in advance of the factsRead MoreTESOL english answers Essay8761 Words   |  36 Pagesï » ¿1.Explain why is it more important to have a clear idea of learners needs in Business TESOL than in General English? 2.Describe the difference between an organization’s need and the cognitive needs of an individual? 3.Why is it important to consider the learners cultural background and interest when planning a class? 4.How can online sources and other electronic tools play important roles when designing and delivering a business class? 5.How can the lexical method be used to teach grammar