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As an English teacher, I have learned a lot from this training course. There are a lot of things that I didn''t know before I have been trained. First of all , teachers need to write their teaching plan carefully ,including leaner needs, main aim, subsidiary aim, personal teaching aim, assumptions, language systems analysis. The stages must be logical , all the activities must serve your all aims , and at last you can achieve your aims. At the same time , you must prepare your plan B. If your plan isn''t be prepared well, how your lesson will go well?
During the class, firstly teachers have great confidence, enthusiasm and rapport. Most learners will be motivated to participate simply because the teacher is enthusiastic, smiling and making good use of body language. Your presence and enthusiasm will effect your student. Teachers should create a strong start . In this way, the student will be interested in your class, then make sure we have a variety of different activities with students moving around . Because all the student like all kinds of activities. Otherwise, they will feel bored . And all activities must be student centered, teachers create opportunities for students to apply the language to their own lives , to use it to talk about themselves. We should move around and monitor carefully, to make sure all the student are on task, they have to speak English only. If the students aren''t on task, they do their own things or chat in Chinese , they will learn nothing from your lesson. In my fifth lesson, one of the boys was very naught , he was always ready to talk in Chinese. I noticed that , so I asked him to answer my question at any time. I wanted him to behave himself. In Rosemary''s fifth lesson, she found two students whispering instead of being on task, she just walked to them and tapped the desk. Teachers elicit, instead of giving out information ,ask questions to involve and stimulate the learners, don''t tell. Eliciting and using body language also reduce TTT and increase STT. The other important thing is instruction. Instructions must be short, clear and simple. Also don''t forget to ask concept questions to replace inferior questions such as “ do you understand? Right? OK? Or yes /no questions. At the same time , don''t forget peer help and peer correction., not the teacher giving out answers. Help should come from classmates first. On the one hand, peer help and peer correction can help student practice their oral English, on the other hand, you can reduce your TTT.（Teacher talking time） Next thing we should do is nominating students , give everyone a fair chance to participate , don''t ask the same student again and again, that'' not fair to the others. Teachers should appropriate use of praise, because every student needs to be praised, let students become confident. Don''t forget to have a seating plan, in order to let our lesson go smoothly, we must arrange the students'' seats properly, we can move around and monitor easily. Sometimes , the students chat in Chinese during the class , we notice that but we can''t move to stop them, or we don''t know our task whether works well or not because of bad seating arrangement. Last thing also important thing is time management, to plan our time properly, finish our time with a strong ending, we will have a good lesson. I have done the fourth lesson. I have great confidence and rapport, I''m good at using body language and facial expression. For example, in my second lesson, I used body language to express the adjectives ” long, short , thin, heavy, big, small“. The students can understand easily. In my fourth lesson, I taught verb phrases like ” raise your hand, put down your hand, look at me, clap your hand, clap your hands, snap your fingers“ and so on. I also used body language. My classroom management and teacher presence and enthusiasm are clearly my strengths. Due to my strong teacher presence and enthusiasm and classroom management , students generally were on task all of the time. Before this training course , I don''t know how to elicit and I never think about how to reduce TTT and increase STT。In my second lesson I started eliciting of adjectives through gesture or facial expression ,or by giving students the first part of the word. When I taught “older” , I said “ I am young, my father is…”, the students said “old ”. I compared two students “ he is heavy, he is …”,the students said “heavier”. Doing that helped keep TTT relatively low and STT suitably high. Secondly , let me talk about peer help and peer correction. From my second lesson plenty of examples of peer and self correction were encouraged. I realized that peer correction not only can reduce TTT but also can give students chances to practice their oral English. To think about activities , I started appealing to kinesthetic, visual and auditory learning styles. In my fourth lesson , I used body language, drew a monster and other activities to appeal different learning styles. And also activities must be relatively student-centred . In my four lesson, my pace was brisk and students kept busy on task and students seldom spoke Chinese.
There were some weaknesses in my four lessons. My biggest problem is CCQs , From the first lesson to the third lesson , I got three unhappy face about CCQs. There was a general lack of CCQs to support students'' understanding of instructions. I always fail to use CCQs, I tried my best to use CCQs. In my fourth lesson, I used some CCQs。But TTT was further increased by repeating CCQs or I answered my own CCQs. In Rosemary''s fifth lesson. When she gave some instructions, there were some CCQs followed, “Can you show the picture to your partner? Can you tell the words to the others? ”Should you use the words you have learned today in your dialogue?“ I will prepare my instructions carefully before my lessons and write down CCQs. When I teach new vocabulary, I also can use CCQs to check. In Rosemary''s fifth lesson. She checked new vocabulary they had learned by asking ”Can you use paper clip to dry your hair? What should you use? “Can you use the mop to clean the floor ?, ” if you want to change the channel , what do you use? Using CCQs is a good way to check whether the students understand the new vocabulary or not. I also have a problem with my instruction. Sometimes my instructions were not clear and short. So I will focus on giving clear instructions followed by CCQs. There was another big problem--- time management, in my second lesson , the ending was rushed, incomplete and unsatisfactory , I wrongly assumed that because I started late, due to technical problems. In my third lesson, I spent more time in talking about telling time and verb phrases. So I had no time to do final survey. So I plan to arrange my time properly in my lesson in the future. I didn''t have a strong ending. A strong ending that means the students can talk about themselves, they produce what they think in their mind. It is very important. Because they can express their own ideas. At the same time, it shows if the main aim we have achieved or not. In this way , we can encourage our students to speak English and use proper language in the future.
I really like what Jenny did in her class. When some students talked. In order to get their attention, Jenny waited without saying anything. I think it''s a good way to deal with .students'' bad behavior. I also enjoy Rosemary''s fifth lesson. There were plenty of activities to support to achieve her main aim. I especially love one of her activities ------ personification, let student be a thing and made a dialogue. That''s very interesting.
I will keep doing what I have done well in my lessons. I will work hard to improve my weaknesses. In the future , I will keep these things in my mind and keep my lessons active and alive, moving and changing, I will try my best to let my students actively participate as a community of learners rather than being spoon-fed by the teacher.
During the class, firstly teachers have great confidence, enthusiasm and rapport. Most learners will be motivated to participate simply because the teacher is enthusiastic, smiling and making good use of body language. Your presence and enthusiasm will effect your student. Teachers should create a strong start . In this way, the student will be interested in your class, then make sure we have a variety of different activities with students moving around . Because all the student like all kinds of activities. Otherwise, they will feel bored . And all activities must be student centered, teachers create opportunities for students to apply the language to their own lives , to use it to talk about themselves. We should move around and monitor carefully, to make sure all the student are on task, they have to speak English only. If the students aren''t on task, they do their own things or chat in Chinese , they will learn nothing from your lesson. In my fifth lesson, one of the boys was very naught , he was always ready to talk in Chinese. I noticed that , so I asked him to answer my question at any time. I wanted him to behave himself. In Rosemary''s fifth lesson, she found two students whispering instead of being on task, she just walked to them and tapped the desk. Teachers elicit, instead of giving out information ,ask questions to involve and stimulate the learners, don''t tell. Eliciting and using body language also reduce TTT and increase STT. The other important thing is instruction. Instructions must be short, clear and simple. Also don''t forget to ask concept questions to replace inferior questions such as “ do you understand? Right? OK? Or yes /no questions. At the same time , don''t forget peer help and peer correction., not the teacher giving out answers. Help should come from classmates first. On the one hand, peer help and peer correction can help student practice their oral English, on the other hand, you can reduce your TTT.（Teacher talking time） Next thing we should do is nominating students , give everyone a fair chance to participate , don''t ask the same student again and again, that'' not fair to the others. Teachers should appropriate use of praise, because every student needs to be praised, let students become confident. Don''t forget to have a seating plan, in order to let our lesson go smoothly, we must arrange the students'' seats properly, we can move around and monitor easily. Sometimes , the students chat in Chinese during the class , we notice that but we can''t move to stop them, or we don''t know our task whether works well or not because of bad seating arrangement. Last thing also important thing is time management, to plan our time properly, finish our time with a strong ending, we will have a good lesson. I have done the fourth lesson. I have great confidence and rapport, I''m good at using body language and facial expression. For example, in my second lesson, I used body language to express the adjectives ” long, short , thin, heavy, big, small“. The students can understand easily. In my fourth lesson, I taught verb phrases like ” raise your hand, put down your hand, look at me, clap your hand, clap your hands, snap your fingers“ and so on. I also used body language. My classroom management and teacher presence and enthusiasm are clearly my strengths. Due to my strong teacher presence and enthusiasm and classroom management , students generally were on task all of the time. Before this training course , I don''t know how to elicit and I never think about how to reduce TTT and increase STT。In my second lesson I started eliciting of adjectives through gesture or facial expression ,or by giving students the first part of the word. When I taught “older” , I said “ I am young, my father is…”, the students said “old ”. I compared two students “ he is heavy, he is …”,the students said “heavier”. Doing that helped keep TTT relatively low and STT suitably high. Secondly , let me talk about peer help and peer correction. From my second lesson plenty of examples of peer and self correction were encouraged. I realized that peer correction not only can reduce TTT but also can give students chances to practice their oral English. To think about activities , I started appealing to kinesthetic, visual and auditory learning styles. In my fourth lesson , I used body language, drew a monster and other activities to appeal different learning styles. And also activities must be relatively student-centred . In my four lesson, my pace was brisk and students kept busy on task and students seldom spoke Chinese.
There were some weaknesses in my four lessons. My biggest problem is CCQs , From the first lesson to the third lesson , I got three unhappy face about CCQs. There was a general lack of CCQs to support students'' understanding of instructions. I always fail to use CCQs, I tried my best to use CCQs. In my fourth lesson, I used some CCQs。But TTT was further increased by repeating CCQs or I answered my own CCQs. In Rosemary''s fifth lesson. When she gave some instructions, there were some CCQs followed, “Can you show the picture to your partner? Can you tell the words to the others? ”Should you use the words you have learned today in your dialogue?“ I will prepare my instructions carefully before my lessons and write down CCQs. When I teach new vocabulary, I also can use CCQs to check. In Rosemary''s fifth lesson. She checked new vocabulary they had learned by asking ”Can you use paper clip to dry your hair? What should you use? “Can you use the mop to clean the floor ?, ” if you want to change the channel , what do you use? Using CCQs is a good way to check whether the students understand the new vocabulary or not. I also have a problem with my instruction. Sometimes my instructions were not clear and short. So I will focus on giving clear instructions followed by CCQs. There was another big problem--- time management, in my second lesson , the ending was rushed, incomplete and unsatisfactory , I wrongly assumed that because I started late, due to technical problems. In my third lesson, I spent more time in talking about telling time and verb phrases. So I had no time to do final survey. So I plan to arrange my time properly in my lesson in the future. I didn''t have a strong ending. A strong ending that means the students can talk about themselves, they produce what they think in their mind. It is very important. Because they can express their own ideas. At the same time, it shows if the main aim we have achieved or not. In this way , we can encourage our students to speak English and use proper language in the future.
I really like what Jenny did in her class. When some students talked. In order to get their attention, Jenny waited without saying anything. I think it''s a good way to deal with .students'' bad behavior. I also enjoy Rosemary''s fifth lesson. There were plenty of activities to support to achieve her main aim. I especially love one of her activities ------ personification, let student be a thing and made a dialogue. That''s very interesting.
I will keep doing what I have done well in my lessons. I will work hard to improve my weaknesses. In the future , I will keep these things in my mind and keep my lessons active and alive, moving and changing, I will try my best to let my students actively participate as a community of learners rather than being spoon-fed by the teacher.