Final self- and peer reflections (FS19) - Classroom 2.02024-03-28T18:18:40Zhttps://www.classroom20.com/forum/topics/final-self-and-peer-reflections-fs19?groupUrl=pedagogy-of-secondary-school&commentId=649749%3AComment%3A1202312&groupId=649749%3AGroup%3A863323&feed=yes&xn_auth=noHi Karolina,
I enjoyed your t…tag:www.classroom20.com,2019-12-20:649749:Comment:12024952019-12-20T05:30:44.644ZGeomyra Granadoshttps://www.classroom20.com/profile/GeomyraGranados
<p><span>Hi Karolina,</span></p>
<p><span>I enjoyed your teaching slide. I liked how you presented your activity in your video. The usage of the video is a great hook in order to catch students’ attention and they will also be able to apply it to the follow-up activity. With regards your activity set up, the students working in pairs is a great way to start the class since they all feel engaged with one another. According to Lee and VanPatten (2003), They both suggest that one of the most…</span></p>
<p><span>Hi Karolina,</span></p>
<p><span>I enjoyed your teaching slide. I liked how you presented your activity in your video. The usage of the video is a great hook in order to catch students’ attention and they will also be able to apply it to the follow-up activity. With regards your activity set up, the students working in pairs is a great way to start the class since they all feel engaged with one another. According to Lee and VanPatten (2003), They both suggest that one of the most important phases throughout a reading lesson is the pre-reading and the post-reading. As they suggested, it is important to be able to catch students’ attention by bringing them topics of interest and making them work in groups. The one negative point that I see about your video is that as an observer I am not able to see the whole picture of the class. I can hear that the class is working in groups, but I am unable to see the whole picture. It is important to see how well they are interacting with one another.<span class="Apple-converted-space"> </span></span></p>
<p><span>Another positive point that I see throughout your teaching slide is how well you presented the vocabulary, as we have studied throughout the semester it is important to simplify our input in order for the students to understand it and be able to communicate in the target language. As mentioned in the reading by Lee and VanPatten (2003), it is crucial to simplify the input presented in the class, the reason for this being is for the students to be able to understand the content of your lesson to the fullest. Overall, your teaching slide went great, I think as an instructor you were able to deliver your topic and the students were able to understand the lesson in the target language which is the number one purpose of your lesson.<span class="Apple-converted-space"> </span> (316)</span></p>
<p><span>Lee, J. F., & VanPatten, B. (2003). <i>Making Communicative Language Teaching Happen.</i> (2<sup>nd</sup> ed.) New York, NY: McGraw-Hill.</span></p>
Geomyra af…tag:www.classroom20.com,2019-12-20:649749:Comment:12025902019-12-20T05:21:58.795ZKarolina Custodiohttps://www.classroom20.com/profile/KarolinaCustodio
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<p><span style="font-size: 10pt;"> Geomyra after watching your teaching demo, I have to comment that your activity was well presented. It engaged students and they had the opportunity to practice the TL. It is very important to let students communicate in class, in order to enhance students’ skills in the TL. According to Lee and VanPatten (2003) communicative language approach promote real communication in class, where students interact with their peers and they do not…</span></p>
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<p><span style="font-size: 10pt;"> Geomyra after watching your teaching demo, I have to comment that your activity was well presented. It engaged students and they had the opportunity to practice the TL. It is very important to let students communicate in class, in order to enhance students’ skills in the TL. According to Lee and VanPatten (2003) communicative language approach promote real communication in class, where students interact with their peers and they do not only focus on the acquisition of grammar or vocabulary. You showed them a video about “el campo y la ciudad” before the activity but something that I would have done different is to project pictures during the activity, so students can visualize the differences and similarities that exist in these two places. In this way, you simplify the language for the students through non-linguistic means (such pictures, objects and gestures), which can be employed throughout the lesson to aid students’. (Lee & VanPatten, 2003). Another aspect that I like from your video is that you approached each student individually when needed help. Therefore, it would have been better if you demonstrated them an example before doing the activity.</span></p>
<p><span style="font-size: 10pt;">As I mentioned before your teaching demo was well presented and I particularly enjoyed the way you walked around the classroom to help your students. Additionally, you managed to create an environment where some students were actively participating which it is good in a language classroom, when students are attentive and engage on the lesson. To conclude, you have applied almost everything we have learned in class and you delivered such a good demo of your lesson. (266)</span></p>
<p><span style="font-size: 10pt;">References:</span></p>
<p style="margin-left: 28.35pt; text-indent: -28.35pt; line-height: 200%;"><span style="font-size: 11.0pt; line-height: 200%; font-family: 'Arial',sans-serif;"><span style="font-size: 10pt;">Lee, J. F., & VanPatten, B. (2003). <i>Making Communicative Language Teaching Happen.</i> (2<sup>nd</sup> ed.) New York, NY: McGraw-Hill.</span></span></p> My teaching slice did…tag:www.classroom20.com,2019-12-20:649749:Comment:12024922019-12-20T05:20:01.157ZKarolina Custodiohttps://www.classroom20.com/profile/KarolinaCustodio
<p> M<span style="font-size: 10pt;">y teaching slice did not go as I planned but it allowed me to gain more experience in a real classroom setting. After watching my video, I realized that I was nervous because of something that happen before my videotaping. However, what motivated me to continue with my teaching slice was the energy of the students who were prepared to do the activity. I prepared a reading comprehension activity about Carla’s family and their jobs in Colombia. I provided…</span></p>
<p> M<span style="font-size: 10pt;">y teaching slice did not go as I planned but it allowed me to gain more experience in a real classroom setting. After watching my video, I realized that I was nervous because of something that happen before my videotaping. However, what motivated me to continue with my teaching slice was the energy of the students who were prepared to do the activity. I prepared a reading comprehension activity about Carla’s family and their jobs in Colombia. I provided students the handouts with the reading and the questions they will have to answer. Additionally, I projected the same handout on the smartboard, so they were able to visualize better. This is seen as the helpful way to aid students to make a better sense of the TL. As Lee and VanPatten (2003) states that “Visuals such as photos and drawings anchor the input making the ideas and references more concrete". On my activities I made use of different visuals as pictures of the professions and workplaces in Colombia so students could better understand the text and the questions.</span></p>
<p><span style="font-size: 10pt;"> Even though I made sure that everything was ready for my teaching demonstration, I had difficulties that I did not anticipated. One of the main issues I faced was for the consent form that students received a day before and they did not sign for the videotaping. I ended up working with a very small group of students, which interaction was very short and therefore also the video. However, the short time we had, I tried to engage these students into the activity. I asked them to read the text out loud, so they can practice the TL. After they read the paragraph, I asked them to work independently to answer the questions based on the reading. When they finished, they had to share their responses with the whole class. Something that I made sure was that they had more opportunity to practice the TL. As Lee and VanPatten (2003) suggest the importance of communicative language teaching (CLT) where students learn to communicate in the TL while communicating. For this reason, I asked them to read the text out loud by themselves. Because I noticed that they were able to comprehend the reading and to respond the questions without any difficulties. Furthermore, I have observed this class before, and these students were confidence with the TL. As I mentioned before, the small group I had while delivering my teaching demo was very participative and they were engaged with the reading. If I had to redo my teaching slice, I will make sure to have half of the period as well as making sure that students are aware of the videotaping in order to avoid any misunderstanding with the school administration. Overall, I enjoyed this experience despite the technical difficulties, but one is learning and practicing to not make the same mistakes for future presentations. (483)</span></p>
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<p><span style="font-size: 10pt;">References:</span></p>
<p style="margin-left: 28.35pt; text-indent: -28.35pt; line-height: 200%;"><span style="font-size: 11.0pt; line-height: 200%; font-family: 'Arial',sans-serif;"><span style="font-size: 10pt;">Lee, J. F., & VanPatten, B. (2003). <i>Making Communicative Language Teaching Happen.</i> (2<sup>nd</sup> ed.) New York, NY: McGraw-Hill.</span></span></p> My lesson is divided into thr…tag:www.classroom20.com,2019-12-20:649749:Comment:12023992019-12-20T05:18:35.909ZGeomyra Granadoshttps://www.classroom20.com/profile/GeomyraGranados
<p><span>My lesson is divided into three categories such as pre-reading, while reading and post-reading. The slide presented in class was my presentation part which is my pre-reading. As suggested by Lee and VanPatten(2003), when conducting a reading comprehension lesson, one must provide the student with a pre-reading, while-reading and a post-reading. I started my lesson by providing the students with a short video based on what my reading lesson is going to be about. The video usage as my…</span></p>
<p><span>My lesson is divided into three categories such as pre-reading, while reading and post-reading. The slide presented in class was my presentation part which is my pre-reading. As suggested by Lee and VanPatten(2003), when conducting a reading comprehension lesson, one must provide the student with a pre-reading, while-reading and a post-reading. I started my lesson by providing the students with a short video based on what my reading lesson is going to be about. The video usage as my hook is important since it will grab the attention of the students and therefore, they will be more focused throughout the rest of the lesson. The video presented is very easy for the students to understand since it provides students great input and a good source of introduction to the topic. It is important to provide the students easy and understandable input (Lee& VanPatten 2003) Following the video, I provided the students with a follow-up activity about what they had learned throughout my video demonstration. The reason as to why I provided the students with a follow-up activity is to assess the student and see how connected and how well they are understanding the lesson.<span class="Apple-converted-space"> </span></span></p>
<p><span>My presentation did not go as planned. In the begging of the lesson my powerpoint did not want to open. I was having technical difficulties when opening my lesson. However, I was able to work around the inconvenience and play the video that I wanted to show the class. My lesson is a reading comprehension lesson. I started by showing the students my presentation phase. First I showed them a video which related to the topic of my lesson,<span class="Apple-converted-space"> </span> “¿Dónde te gusta vivir?”<b>.</b> I started by introducing the topic and then having a follow-up activity which consisted of the students working in pairs. As the students worked in the activity, I was walking around the classroom to make students aware that I was available to answer any questions and help them with the activity if they needed me to do so. An essential element necessary for students to learn foreign language communication is engaging in the expression, interpretation, and negotiation of meaning. As an instructor it is important to engage students in the acquisition of the TL. By this Lee and VanPatten conclude that it is the instructor’s job to facilitate an easy input throughout the lesson. For this particular reason, I started to walk around the classroom to facilitate the input of my lesson since I realized that I have used a word that the students were not so familiar with which was “ Semejanzas”. When walking around one of the students asked me what the word meant, therefore I tried to simplify my input by describing the words as “similitudes” in the target language.<span class="Apple-converted-space"> </span></span></p>
<p><span>I created this lesson with the purpose of having students see the differences and similarities that there are between the rural and the urban. I believe throughout this activity the students are able to engage with one another since we will respond to the activity as a whole. Throughout the lesson, listening to the video in the beginning of the class is a crucial hook to the lesson, since later on it will aid the students when working on their while-reading and post-reading activities. The achievement of the activity presented is for students to familiarize themselves with the topic in the TL. One of the things I would change about my lesson would be the challenge of the activity since it would provide the students to challenge themselves more when conducting the activity. Overall, the part of the lesson presented achieves the purpose of students interacting with each other and connecting all the activities together. The pre-reading of a lesson is crucial for the student to be able to perform well on the rest of the lesson. It is important for the teacher to deliver a great input when presenting this activity. As Lee & VanPatten mentioned, “Comprehension is assessed by comparing readers’ performance on the pre-reading questions and the post-reading activity”. (683)</span></p>
<p><span>Lee, J. F., & VanPatten, B. (2003). <em>Making communicative language teaching happen</em>. Boston: McGraw-Hill.</span></p> Selena: After watching your v…tag:www.classroom20.com,2019-12-16:649749:Comment:12023392019-12-16T19:39:03.718ZMaria Lorena Floreshttps://www.classroom20.com/profile/MariaLorenaFlores
<p>Selena:<br></br> After watching your video, I noticed a lot of positive things, one the activity you provided was excellent and the great deal of pictures to help students with their vocabulary. Simplification was implemented throughout the whole lesson which I found impressive. Your lesson was extremely well worked and made it easier for students to grasp the lesson in various ways specially visually. Your voice was clear and loud throughout the whole lesson. Additionally, I did notice you…</p>
<p>Selena:<br/> After watching your video, I noticed a lot of positive things, one the activity you provided was excellent and the great deal of pictures to help students with their vocabulary. Simplification was implemented throughout the whole lesson which I found impressive. Your lesson was extremely well worked and made it easier for students to grasp the lesson in various ways specially visually. Your voice was clear and loud throughout the whole lesson. Additionally, I did notice you differentiated instruction by giving HLL students different activities, which helped for them to finish their activity at almost the same time as all the other students by giving them a more challenging activity. <br/> Overall the teaching slice was great, clear and on point. One suggestion might be to walk around the classroom in order to have students engaged and participant, at times I felt like they were getting lost at times and lost a little bit of interest but overall they were able to complete what was expected of them. I believe that the power point was a great useful tool to use when it came to presenting the lesson about the city and the country. Most of the lesson was modified and the interaction between the students were effective. I think you covered everything that is expected by an educator and everything was meticulous worked.</p> After watching and closely ex…tag:www.classroom20.com,2019-12-16:649749:Comment:12021312019-12-16T04:05:35.019ZFazima Kausarhttps://www.classroom20.com/profile/FazimaKausar
<p>After watching and closely examining Carolina’s instruction during her teaching slice, I could not help but notice the simplification she implemented throughout her lesson. Carolina did an excellent job at executing the Spanish language in a way that made it comprehensible for Level 1 intermediate school students. She not only incorporated Level 1 vocabulary that students may have learned or will learn, but she also made great use of maintaining clear speech while speaking at a steady rate,…</p>
<p>After watching and closely examining Carolina’s instruction during her teaching slice, I could not help but notice the simplification she implemented throughout her lesson. Carolina did an excellent job at executing the Spanish language in a way that made it comprehensible for Level 1 intermediate school students. She not only incorporated Level 1 vocabulary that students may have learned or will learn, but she also made great use of maintaining clear speech while speaking at a steady rate, as declared by scholars “it is important to begin with sentences first, the shorter the better. Short, isolated sentences give learners processing time…” (Lee and VanPatten, 2006, p. 156).</p>
<p>Unfortunately, I did notice throughout the video that many of the students were accustomed to learn Spanish with heavy incorporation of English, in a translation-based manner. As observers, and from our class discussions, it is pretty easy to conclude that teaching in such a manner is a problem that is deeply embedded in many second language classrooms. We as future educators, need to take this problem into strong consideration and be mindful to not assimilate to that of others, as research has shown “pioneers of the new language teaching, such as Henry Sweet and Otto Jespersen, emphasized the spoken language and the naturalness of language learning, and insisted on the importance of using the second language in the classroom rather than the first” (Cook, 2008, p. 3).</p>
<p>To address the situation that HLLs finished the activities a lot sooner than the rest of the class, it is important for us as future educators to get to familiarize ourselves with our students. Being that in the future, we can create activities for students adequately with the help of differentiation. </p>
<p>All in all, I can easily distinguish my Carolina's development and growth of implementing the feedback from the previous semester and the content we have been learning all along! (298 words)</p>
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<p><span>Lee, J. F., & VanPatten, B. (2003). </span><em>Making communicative language teaching happen</em><span>. Boston: McGraw-Hill.</span></p>
<p>Cook, V. (2008).<span> </span><em>Second Language Learning and Language Teaching (</em>4<sup>th</sup><span> </span>Edition). Oxford University Press.</p>
<p> </p> Maria, you were able to e…tag:www.classroom20.com,2019-12-16:649749:Comment:12023132019-12-16T03:54:34.555ZSelena Jaquezhttps://www.classroom20.com/profile/Selena885
<p><span style="font-weight: 400;"> Maria, you were able to engage the student and successfully implement your lesson plan. I was impressed by your ability to manage the classroom by yourself. It gave you the opportunity to be aware of how well prepared you need to be as a future educator. Even though you had issues with the white board, you were able to do a great job. </span></p>
<p><span style="font-weight: 400;"> After watching your teaching demo, it can be observed that the target…</span></p>
<p><span style="font-weight: 400;"> Maria, you were able to engage the student and successfully implement your lesson plan. I was impressed by your ability to manage the classroom by yourself. It gave you the opportunity to be aware of how well prepared you need to be as a future educator. Even though you had issues with the white board, you were able to do a great job. </span></p>
<p><span style="font-weight: 400;"> After watching your teaching demo, it can be observed that the target language was used about fifty percent of the time and the first language was used about the same range. Lee and VanPatten argue that is fine for teachers to use the students first language when clarification needs to be made, however when teaching basic grammar, they should use the TL. </span><br/><span style="font-weight: 400;"> As I said before, I loved the activity you proposed and the way you introduced the topic, however, when presenting topics about grammar I suggest you to bring real life objects (realia) into the classroom, this way the students are more aware of the material they are learning). Although this can not always get done, something else that can help the students comprehend the material better is by using videos, pictures, gestures or songs, this way you will have their full attention (Lee & Van Patten, 2003). </span></p>
<p><span style="font-weight: 400;"> On the other hand, I did not notice that you provided any type of feedback to the students. By doing so, they are more aware to what is accurate and inaccurate about their work. A couple of questions to consider: Don't you think next time it is better to implement activities in pairs so they can interact more? Do you think Big C and little could help students understand the lesson better? Overall, you did a great job Maria. (293 words) </span></p>
<p><span style="font-weight: 400;">References: </span></p>
<p><span style="font-weight: 400;">Lee, J. F., & VanPatten, B. (2003).</span> <i><span style="font-weight: 400;">Making communicative language teaching happen</span></i><span style="font-weight: 400;">. (2nd ed.). New York: McGraw-Hill.</span></p>
<p><br/><br/></p> Watching the video of my peer…tag:www.classroom20.com,2019-12-16:649749:Comment:12023122019-12-16T02:30:48.949ZCAROLINA PUERTAhttps://www.classroom20.com/profile/CAROLINAPUERTA
<p><span style="font-size: 12pt;">Watching the video of my peer Evelyn Salazar, I could see some good points and others not so good, but I think in general the purpose of the teaching slide was fulfilled in an expected way.</span></p>
<p><span style="font-size: 12pt;">Started with the not-so-good points, I think that the position of the camera prevented me from seeing the activities, and when you were helping other students, because of the position of the camera I did not see you and then the…</span></p>
<p><span style="font-size: 12pt;">Watching the video of my peer Evelyn Salazar, I could see some good points and others not so good, but I think in general the purpose of the teaching slide was fulfilled in an expected way.</span></p>
<p><span style="font-size: 12pt;">Started with the not-so-good points, I think that the position of the camera prevented me from seeing the activities, and when you were helping other students, because of the position of the camera I did not see you and then the minutes passed and I could not know that I was happening, but I think it was only because of the position of the camera. Another small point that you yourself said in your reflection is that you forgot some Spanish words, but I think it's normal, it happens to all of us.</span></p>
<p><span style="font-size: 12pt;">Positive points: the activities were very well done and the students were motivated. I really liked the activity where they had to go to the smart board, and I could see the motivation of the students to accept the challenge of going and writing. I also liked the activity of the groups where they were divided by "Red and Blue" colors since apart from what they are learning, they are challenging each other as a group and they took it as a game, I was glad that you asked them the "why?" " of each answer, and not only "false or true."</span></p>
<p><span style="font-size: 12pt;">In conclusion, I congratulate you for the work done, you did very well.</span></p> After observing this class an…tag:www.classroom20.com,2019-12-13:649749:Comment:12017732019-12-13T16:05:41.560ZCAROLINA PUERTAhttps://www.classroom20.com/profile/CAROLINAPUERTA
<p><span style="font-size: 12pt;">After observing this class and having taught my lesson, I am not completely satisfied with several aspects. The students had learned the lesson of the family, where they knew the vocabulary of family members and relatives. They also had knowledge of the verb "tener". My frustration began from the beginning where the students had to individually read a reading about "Miguel and su familia" had 5 minutes to do it. While they were reading I saw that some students…</span></p>
<p><span style="font-size: 12pt;">After observing this class and having taught my lesson, I am not completely satisfied with several aspects. The students had learned the lesson of the family, where they knew the vocabulary of family members and relatives. They also had knowledge of the verb "tener". My frustration began from the beginning where the students had to individually read a reading about "Miguel and su familia" had 5 minutes to do it. While they were reading I saw that some students did not know how to read in TL. After 5 minutes we all read the story again, asking students for help reading some sentences from the story, the majority of students willing to read were students whose L1 is Spanish. I made use of illustrations, which I think helped me. Authentic speech evidently needs to be made comprehensible in one way or another if it is to be useful. Its lack of any concession to the learner needs to be compensated for in some way, for example, with explanations or visuals. (Cook 2008, pg 162).</span></p>
<p><span style="font-size: 12pt;">Second, during the two activities that I use as production. Taking into account that my teaching slide was "reading and reading comprehension" the activities were prepared to work in pairs. I chose the couples myself, but I realized after they were seated by students like, (L1, L1) and (L2, L2) then, the L1 students finished much faster than the L2, I realized in the middle of the first activity. What I did was help the L2 students. I think it would have been better if I had combined students from L1 and L2, so they would help each other, but, I also think that if L2 knows that L1 can do it, it would leave work alone to L1.</span></p>
<p><br/><span style="font-size: 12pt;">Finally, during my observations I could see that the students are accustomed to the translation method, where the teacher gives a list of vocabulary words in TL and at the front is what it means in English. In my activities only the instructions were in English, the rest in TL. Many students were lost because they did not have a guide with the meaning of the words (family members) in English, so I saw that they found it difficult to perform the activities. I have learned that we should teach the lessons in a contextualized way, and not letting ourselves be carried away by traditional teachings such as "traditional method" Grammar-translation method: the traditional academic style of teaching, which places heavy emphasis on grammar explanation and translation as a teaching technique (Cook, pg 238)</span></p>
<p><span style="font-size: 12pt;">Among all the frustrations I had, I can say that the students are very respectful and are motivated to do the activities and participate, regardless of whether they are wrong or not. Many participated. My frustrations are for those who did not, but I know they were lost, they were not connected to the subject, so I do not blame them, there was no connection between them and the subject.</span></p>
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<p><span style="font-size: 12pt;"><span>Cook, V. (2008). </span><em>Second Language Learning and Language Teaching (</em><span>4</span><sup>th</sup><span> Edition). Oxford University Press.</span></span></p>
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<p><span style="font-size: 12pt;"><span>Words 511</span></span></p> The teaching demo presented…tag:www.classroom20.com,2019-12-13:649749:Comment:12018432019-12-13T14:51:09.573ZMaria Lorena Floreshttps://www.classroom20.com/profile/MariaLorenaFlores
<p> The teaching demo presented allowed me to gain some experience and knowledge in the classroom. One of the main difficulties I encounter was the fact that my cooperating teacher was not in that specific day, which I found challenging for me to be able to perform in the class alone. On one hand it gave me the opportunity to try to have some classroom management. Overall students interaction was good and I managed to have them do their activity provided. All students felt comfortable with…</p>
<p> The teaching demo presented allowed me to gain some experience and knowledge in the classroom. One of the main difficulties I encounter was the fact that my cooperating teacher was not in that specific day, which I found challenging for me to be able to perform in the class alone. On one hand it gave me the opportunity to try to have some classroom management. Overall students interaction was good and I managed to have them do their activity provided. All students felt comfortable with the activity and actively participated in what was asked for. Some students did have a hard time understanding the instructions in the Target Language which made me simplify the content, however I was able to tell they did not understand instructions such as going up to the board and completing the assignment, therefore it left me with speaking English in order for them to be able to understand what it was expected from them. Every teacher knows that some students will learn a second language effortlessly, others will struggle (Cook 2008).</p>
<p> Also, another aspect that was not anticipated was the whiteboard I was planning on utilizing was not available since the teacher was not present I had to improvise and instead had the students go up to the board and complete the sentences. Perhaps for the future I would always have a second plan in case the first one does not work. My activity was created inductively containing a reading about a nurse who went to Perú to help people who did not have an opportunity to obtain health care and its was primary based on the verb ser / estar. During my instruction all students were motivated and actively participant. </p>
<p> Students interacted accordingly and respectfully with each other, the activity presented was expected to be worked individually, one particular thing that caused my attention was that one student created a conjugation table on the side in order to complete the activity, for the future would use one on the activity sheet to be used as a reference, which was provided in the power point created. Mainly I was focused on meaningful learning rather than grammatical correctness. In order to be able to teach a following class, I would go over the work from the previous day for about five minutes and present the next lesson based on professions.</p>
<p>References:</p>
<p>Cook, V. (2008). <em>Second Language Learning and Language Teaching (</em>4<sup>th</sup> Edition). Oxford University Press.</p>