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04 - WA - Lessons From The Classroom
04 - WA - Lessons From The Classroom
04 - WA - Lessons From The Classroom
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This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
If you need to resubmit the assignment, make a copy you can edit, so that your first
submission (as marked) stays in your portfolio. You need to keep both versions in
your portfolio.
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
Written Assignment 4 - Lessons from the Classroom
Why Clear task instructions provide learners with clear understanding what they need to do.
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
this is This eliminates confusion and ensures that learners can focus on the task instead of
a trying to figure out what is expected of them. Moreover, it increases their engagement
streng and participation.
th and
why it
is
import
ant
Why this Well-presented materials can significantly improve clarity and understanding of
is a lesson content, engage learners visually, making the lesson more exciting and
strength stimulating; they efficiently utilize lesson time, which is good for time management.
and why
it is
importan
t
Teacher-centred lessons
Area 1
In TP2 and TP3, my tutor Diana commented that there were some too long open-
Examples
class feedbacks.
from your
teaching
Why this is Student-centered lessons prioritize the needs and interests of the learners, making
an area the learning process more engaging and relevant to them. It involves active
for participation and motivation.
developm
ent and
how can
developin
g benefit
the
learners?
Specific I will continue to develop in this area by reading “Teaching Unplugged: Dogme in
ways you English Language Teaching” by Luke Meddings and Scott Thornbury. This book
can emphasizes the concept of conversation-driven, student-centred lessons that are
develop based on learners’ needs and interests.
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Written Assignment:
Lessons from the Classroom
I will continue to implement this approach into my teaching, constantly developing
and improving it.
this area
In my TP3, Diana stated that “there is quite a bit of repetition of the instructions and
Examples overexplaning, which might be confusing for the learners.”
from your In my TP6 Sara also mentioned that my TTT was excessive because I “narrated”
teaching every action I did with the BORs.
Why this is Reducing TTT promotes student-centred learning. Secondly, it allows students
an area to practice and develop their language skills through meaningful interactions, thus
for fostering a communicative approach to language learning. Additionally, minimal
developm teacher talking time encourages students to think critically, collaborate, leading to
ent and a more dynamic and interactive learning environment.
how can
developin
g benefit
the
learners?
Specific First of all, I will reduce it by detailed lesson planning and taking record of my
ways you lessons in my teacher diary (I am planning to start one to observe my lessons and to
can trace my weaknesses and areas for further improvement).
develop Besides I will record my own lessons for further observation and reflection.
this area
Clarification of MFP
Area 3
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
Specific This is an important area to improve at. To achieve better results in it I need to do
ways you deep and efficient word analysis, practice making useful and clear CCQs and pay
can more attention to lesson planning. Here I aim at rereading "Learning Teaching" by
develop Jim Scrivener as well as "Teaching English Grammar" by Jim Scrivener.
this area
Teacher 1 Christina was highly effective at staging her Lesson about music.
and All the stages were logical and coherent, which resulted in
strength students’ efficient practicing listening and then speaking.
Christina’s listening tasks were achieved due to her various and
Specific
engaging tasks. For example, broadcasting listening in separate
technique
BORs, which enabled ss to discuss what they hear straight away.
s
Also, she signposted her lesson and students were completely
employed
ready for each further task.
Why you I would like to incorporate the above techniques because they
would like allow the teacher to organise a lesson in a structured and
to organised manner. It helps to think through each stage of the
incorpora lesson and sequence activities in a logical order, ensuring a
te this clear flow of instructions and students’ engagement.
into your
teaching
Teacher 2 Alyona was good at eliciting at her TP5, where she elicited all the
and answers from the students not only during the clarification stage
strength but also during the other activities.
Specific She never provided any rules or explanations, instead she
technique elicited the meaning and form from the students.
s
employed
Why you It encourages students to think, recall information and
would like participate actively in the learning process. It promotes learning
to engagement, critical thinking, and checks understanding.
incorpora Besides, this way teacher can identify the areas that may require
te this further practice.
into your
teaching
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Written Assignment:
Lessons from the Classroom
her Friday sessions with us, trainees.
Why you Various feedback caters for different learning styles, reinforces
would like understanding and learning. It encourages self-assessment and
to self-reflection. Besides, it makes lessons more various engaging
incorpora for students.
te this
into your
teaching
I would really like take IELTS exam and then prepare students
Area for for it. I take great pleasure in preparing students for tests. The
developmen main reason is a measurable result.
t 2 and why
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
● plans)
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016
Written Assignment:
Lessons from the Classroom
Your assignments need to be written in clear, accurate and academic English with appropriate in
text referencing. You should use mainly indirect quotes, meaning that you paraphrased the text. If
specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication
and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not required if indirect quotes
are used. e.g. Richards (2001).
The bibliography should be presented in alphabetical order of author’s surname. Year of
publication, city and publisher should be included. This should be presented after the assignment
and before the appendices, and should only include publications referred to in the text itself.
Referencing should follow a recognised format throughout the assignment. Here are examples of
references according to the APA Publication Manual, (6th ed., 2009); for more information see
www.apastyle.org.
Single author book: Richards, J.C. (2001). Curriculum development in language teaching. Cambridge:
CUP.
Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (pp. 13–
103). New York: Macmillan.
Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied
Linguistics 19, 254–272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers.
Cambridge: CUP
Electronic source: British Educational Research Association. (1992). Ethical guidelines. Retrieved 22
May, 2016, from: http://www.bera.ac.uk/guidelines.html
This assignment has been brought to you from International House Bangkok / Chiang Mai © 2016