Click on the link below to watch a video of me teaching class
https://vialogues.com/vialogues/play/10258#time=268&comment_id=62865
Name: Holly Fernandez
Date: 6/18/13
Semester: Summer A 2013 CEP Level: A1
Strengths:
1. I think I do a good job making a connection with them and holding them accountable to the instructions. But these are highly motivated and respectful people. The real test will be when I have less motivated students.
2. I think this was a good activity. We used the same text for several activities each becoming less controlled as we went. By the time we constructed the graphic organizer they had a good understanding of the text.
3. I was into talking to them and forgot that I was being observed by Elliott and Nancy. I think it shows I have become much more comfortable being in front of the group and less worried if everything doesn’t go exactly as I imagined.
Questions:
1. How in the world can I get them to respond to me when I ask the class a question? (I was asking if they remember how we had previously done the timed reading). No matter how much I try to get them to at least acknowledge that they hear and understand me, they mostly do not even make eye contact.
2. How can I structure this more to keep them on task and save time instead of me going around group by group and reading each one of their sentences?
3. In spite of explaining to them multiple times that the task was global meaning, I notice that Hyunju is asking me a grammar question while Carol is also addressing a grammar question with a group I already spoke with. How can I get them to let go of surface structure grammar??
Concerns and Suggestions:
1. I sound like I am talking down to them. I don’t like my teacher talk! I also don’t like my body language. Too much gesturing that is unnecessary.
2. I notice that some of them got off task while I was working with another group. Should I shorten the task time? I am also not sure if they understood the possibility for variance in answers. For homework they had to do a summary of another text and post them on their blog for comparisons to each other’s summaries. I should have done more to draw that all together.
3. Especially with the Asian students, they really have a hard time with negotiating meaning because they don’t want to be assertive with their opinion. Since negotiation is vital to learning, how can I get them to be less afraid to assert their opinion?
Action plan:
1. Lower my voice, lower my hands, and stop repeating myself so frequently.
2. Work in more detail with each group when we do group work negotiating for meaning. Lead them through a discussion of negotiating when there may be doubt or disagreement over correct form/meaning.
https://vialogues.com/vialogues/play/10258#time=268&comment_id=62865
Name: Holly Fernandez
Date: 6/18/13
Semester: Summer A 2013 CEP Level: A1
Strengths:
1. I think I do a good job making a connection with them and holding them accountable to the instructions. But these are highly motivated and respectful people. The real test will be when I have less motivated students.
2. I think this was a good activity. We used the same text for several activities each becoming less controlled as we went. By the time we constructed the graphic organizer they had a good understanding of the text.
3. I was into talking to them and forgot that I was being observed by Elliott and Nancy. I think it shows I have become much more comfortable being in front of the group and less worried if everything doesn’t go exactly as I imagined.
Questions:
1. How in the world can I get them to respond to me when I ask the class a question? (I was asking if they remember how we had previously done the timed reading). No matter how much I try to get them to at least acknowledge that they hear and understand me, they mostly do not even make eye contact.
2. How can I structure this more to keep them on task and save time instead of me going around group by group and reading each one of their sentences?
3. In spite of explaining to them multiple times that the task was global meaning, I notice that Hyunju is asking me a grammar question while Carol is also addressing a grammar question with a group I already spoke with. How can I get them to let go of surface structure grammar??
Concerns and Suggestions:
1. I sound like I am talking down to them. I don’t like my teacher talk! I also don’t like my body language. Too much gesturing that is unnecessary.
2. I notice that some of them got off task while I was working with another group. Should I shorten the task time? I am also not sure if they understood the possibility for variance in answers. For homework they had to do a summary of another text and post them on their blog for comparisons to each other’s summaries. I should have done more to draw that all together.
3. Especially with the Asian students, they really have a hard time with negotiating meaning because they don’t want to be assertive with their opinion. Since negotiation is vital to learning, how can I get them to be less afraid to assert their opinion?
Action plan:
1. Lower my voice, lower my hands, and stop repeating myself so frequently.
2. Work in more detail with each group when we do group work negotiating for meaning. Lead them through a discussion of negotiating when there may be doubt or disagreement over correct form/meaning.