In the last lesson, we had poster presentation and potluck party. First, we are a lot of foods. Every food was very good!!!It was the first time for me to attend a potluck party, so I was really excited. I really do that again.
There is variety of posters. Each poster has good point and I could learn a lot.
Through this class, we did big project multi-genre. It was very hard and fun. Without group member, Brian and Mai, I could not finish my work. I really appreciate them.
In next semester, I am going to take Method 2. In that lesson, I would like to perform better than this semester. I really look forward to take method 2.
Monday, December 15, 2008
November 24th Class reflection
Reflection of presentation
Bekir, Veronika, and I had presentation. Bekir focused on group work. Veronika and I focused on styles and strategies. In the first activity, Veronika and I asked questions by using the Power Point. Some people had difficulty in answering, so we gave them hint with pictures. This activity is like a sponge Bob game which Brian and Stephanie did.
In the second activity, we had the classmates find study buddy.
I cannot study with snacks. In Japan, nobody allowed to eat during class. It seems to be very rude in Japanese society, however, there are a lot of people eat during class in America. For the first time, I can not believe that. I think that the learning styles vary in culture to culture.
I have one question. The Asian people are ordinary visual learner. I do not know why. The cause of learning style is a genetic or something? Or prior experience? I really want to know that.
Bekir, Veronika, and I had presentation. Bekir focused on group work. Veronika and I focused on styles and strategies. In the first activity, Veronika and I asked questions by using the Power Point. Some people had difficulty in answering, so we gave them hint with pictures. This activity is like a sponge Bob game which Brian and Stephanie did.
In the second activity, we had the classmates find study buddy.
I cannot study with snacks. In Japan, nobody allowed to eat during class. It seems to be very rude in Japanese society, however, there are a lot of people eat during class in America. For the first time, I can not believe that. I think that the learning styles vary in culture to culture.
I have one question. The Asian people are ordinary visual learner. I do not know why. The cause of learning style is a genetic or something? Or prior experience? I really want to know that.
November 17th Class reflection
In chapter 15 of HDB, we learned classroom management. The author suggested followings.
First, the teachers have to make physical comfortable place. Second, the teachers have to arrange the desks in order to make the students interact each other. Third, the teachers have to know how to use the chalkboard effectively. Fourth, the teachers have to prepare well. Fifth the author mentions about our rate of speech. Even though the students do not understand what the teacher said, the teacher should not decrease their rate of speech. The teacher should speak just clearly. Sixth, when the teacher encounter unexpected situation, the teachers should poise. In the last part, the author mentions about balancing praise and criticism. I think that if the balanced is collapsed, it is hard for the teachers to teach, so we need to know how to keep balance effectively.
In this chapter, the author mentions about what we teacher can not controll. For example, the class size. In Japan we ordinary have 40 students in one class. Besides this, we have to take care deeply.
First, the teachers have to make physical comfortable place. Second, the teachers have to arrange the desks in order to make the students interact each other. Third, the teachers have to know how to use the chalkboard effectively. Fourth, the teachers have to prepare well. Fifth the author mentions about our rate of speech. Even though the students do not understand what the teacher said, the teacher should not decrease their rate of speech. The teacher should speak just clearly. Sixth, when the teacher encounter unexpected situation, the teachers should poise. In the last part, the author mentions about balancing praise and criticism. I think that if the balanced is collapsed, it is hard for the teachers to teach, so we need to know how to keep balance effectively.
In this chapter, the author mentions about what we teacher can not controll. For example, the class size. In Japan we ordinary have 40 students in one class. Besides this, we have to take care deeply.
November 10th Class reflection
In the class, we observed English class in Korea. The situation was very similar to Japanese EFL settings. Through the class, the teacher continued to speak by himself and there was no chance for students to speak. I think that the teacher should give the chance for students to speak a lot.
The content of this class is banking. The teacher explained how to use bank from the beginning. Some of our classmates said that the teacher should use the prior students’ knowledge of banking. However, I doubted that the students really have prior knowledge of banking. In my case, I started to use bank when I was the freshman of undergraduate student for the first time.
Observing class is very effective. We can learn not only our experience but also others experience.
The content of this class is banking. The teacher explained how to use bank from the beginning. Some of our classmates said that the teacher should use the prior students’ knowledge of banking. However, I doubted that the students really have prior knowledge of banking. In my case, I started to use bank when I was the freshman of undergraduate student for the first time.
Observing class is very effective. We can learn not only our experience but also others experience.
November 10th reflection of reading
Corrective feedback in the classroom
I focused on error correction in our multi-genre, so I will write findings of our multi-genre.
First, we learned that the attitude against error correction is shifted dramatically. Compared to now and past, the attitude is totally different. From the traditional point of view, mistakes are a revelation of students’ ignorance, laziness and lack of commitment and mistakes should be highly avoided. Therefore, a perfect lesson should be mistake-free. From the communicative point of view, mistakes show that students are experimenting with the language, trying to formulate sentences and responses for themselves, and are an inevitable and natural part of the learning process. Therefore, a perfect lesson is one full of student mistakes and students correcting themselves and each other.
Second, we learned that what kinds of errors should be corrected. When the teachers think about comprehensibility of learners, they should correct errors that cause a misunderstanding or lack of intelligibility. If the errors that are constantly made by an individual student or the entire class, that errors should be given priority and be corrected. Then, errors in form that students have recently learned in class should be corrected. In addition, teachers have to correct learners’ errors according to students’ proficiency levels, needs and personal preferences.
Third, we learned that errors are not only corrected by teachers but also corrected by others. There are mainly three types of correction in language classroom. Self-correction: students correct themselves. Peer-correction: students correct each other. Teacher-correction: Teacher corrects students’ errors.
Fourth, we learned that how to treat errors. There are techniques of direct and indirect corrections. The direct correction is that teacher stops the student, points out mistake, gets student to self-correct or be corrected by another student. On the other hand, indirect correction is that teacher takes notes of mistakes and deals with correction at a later time.
Fifth, error correction can have positive and negative effects on students’ language learning because most students, especially teenager and adults have high self-esteem and they are very sensitive toward mistakes. On the one hand, positive effects have students become fully aware of their area of problems and work toward solving it and become more open and tolerant of their own mistakes and those of their classmates and they are willing to try out new language items and consider teacher correction as useful guided helps. On the other hand, negative effects have students be afraid of being criticized and play it safe by not trying to produce the language anymore, become critical of their own mistakes and those of their friends, and feel frustrated and insecure during class periods.
I focused on error correction in our multi-genre, so I will write findings of our multi-genre.
First, we learned that the attitude against error correction is shifted dramatically. Compared to now and past, the attitude is totally different. From the traditional point of view, mistakes are a revelation of students’ ignorance, laziness and lack of commitment and mistakes should be highly avoided. Therefore, a perfect lesson should be mistake-free. From the communicative point of view, mistakes show that students are experimenting with the language, trying to formulate sentences and responses for themselves, and are an inevitable and natural part of the learning process. Therefore, a perfect lesson is one full of student mistakes and students correcting themselves and each other.
Second, we learned that what kinds of errors should be corrected. When the teachers think about comprehensibility of learners, they should correct errors that cause a misunderstanding or lack of intelligibility. If the errors that are constantly made by an individual student or the entire class, that errors should be given priority and be corrected. Then, errors in form that students have recently learned in class should be corrected. In addition, teachers have to correct learners’ errors according to students’ proficiency levels, needs and personal preferences.
Third, we learned that errors are not only corrected by teachers but also corrected by others. There are mainly three types of correction in language classroom. Self-correction: students correct themselves. Peer-correction: students correct each other. Teacher-correction: Teacher corrects students’ errors.
Fourth, we learned that how to treat errors. There are techniques of direct and indirect corrections. The direct correction is that teacher stops the student, points out mistake, gets student to self-correct or be corrected by another student. On the other hand, indirect correction is that teacher takes notes of mistakes and deals with correction at a later time.
Fifth, error correction can have positive and negative effects on students’ language learning because most students, especially teenager and adults have high self-esteem and they are very sensitive toward mistakes. On the one hand, positive effects have students become fully aware of their area of problems and work toward solving it and become more open and tolerant of their own mistakes and those of their classmates and they are willing to try out new language items and consider teacher correction as useful guided helps. On the other hand, negative effects have students be afraid of being criticized and play it safe by not trying to produce the language anymore, become critical of their own mistakes and those of their friends, and feel frustrated and insecure during class periods.
November 3rd Class reflection
In group work, we listed up the technology and chose the technology which we can use in teaching English. We listed up around twenty items. We can use many items in teaching English. In recent years, technologies are developed rapidly and these are used in ESL or ESL class. In Japan, almost all the university has Language laboratory. However, I think there are few teachers make the most of it. In other words, even though teachers have good technology device, they can not use them. It is waste of money! We teachers have to know how to use them effectively.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
October 27th Class reflection
Mai and I have a presentation. Before doing presentation, we met a lot and discuss what kinds of activities are appropriate for our presentation. When we come up with the idea, we thought we can do it, however, once we tried to do the activity, we noticed that we cannot do it. I learned that it is extremely difficult to create activity. Finally, we managed to create two activity.
First activity is called “racer.” the trouble was that we made too easy questions. Therefore classmates have to wait even though they finish. In order to solve this problem, we have to be flexible. We should not make the students wait and bored.
In second activity, we did skit in front of class. I am so shy, but I did my best. I am not good at playing role, however, I think that it is good for the teachers and the students to do skit because it is very fun.
In this presentation, I could not do perfectly, so, next presentation, I have to improve more and more.
First activity is called “racer.” the trouble was that we made too easy questions. Therefore classmates have to wait even though they finish. In order to solve this problem, we have to be flexible. We should not make the students wait and bored.
In second activity, we did skit in front of class. I am so shy, but I did my best. I am not good at playing role, however, I think that it is good for the teachers and the students to do skit because it is very fun.
In this presentation, I could not do perfectly, so, next presentation, I have to improve more and more.
october 27th reflection ofn reading
Syllabus design
There are five types of syllabus design which includes grammatical, notional-functional, content-based, task-based, and integrated.
In 1970’s, grammar was criticized because linear sequencing cannot represent the complexity of language and leaner does not have to acquire grammar deeply.
So, different types of approach to syllabus design were proposed. At the same time, needs analysis was developed. Munby (1987) developed needs analysis. According to him, we have to consider following things.
Participants
Purposive domain
Setting
Interaction
Instrument
Dialect
Target level
Communicative event
Communicative key
When I create a syllabus, I would like to consider those things.
There are five types of syllabus design which includes grammatical, notional-functional, content-based, task-based, and integrated.
In 1970’s, grammar was criticized because linear sequencing cannot represent the complexity of language and leaner does not have to acquire grammar deeply.
So, different types of approach to syllabus design were proposed. At the same time, needs analysis was developed. Munby (1987) developed needs analysis. According to him, we have to consider following things.
Participants
Purposive domain
Setting
Interaction
Instrument
Dialect
Target level
Communicative event
Communicative key
When I create a syllabus, I would like to consider those things.
October 20th Class reflection
The presentation of Stephanie and Chris
The presentation by Stephanie and Chris was very organized and well understandable. I really enjoy their presentation. Through this graduate study, I would like to present like Stephanie and Chris. In order to do like them, i need to practice again and again.
During the class, we have to hand in two of the multi-genre. I did not expected peer reviewing. The comments that the peer gave was really helpful to improve our work. They had us spread view point. When I became a teacher, I would like to use peer feedback.
The presentation by Stephanie and Chris was very organized and well understandable. I really enjoy their presentation. Through this graduate study, I would like to present like Stephanie and Chris. In order to do like them, i need to practice again and again.
During the class, we have to hand in two of the multi-genre. I did not expected peer reviewing. The comments that the peer gave was really helpful to improve our work. They had us spread view point. When I became a teacher, I would like to use peer feedback.
October 20th reflection of readings
The assignment was reading MCM’s book. I learned Guidelines for language classroom, instruction, ESP, and evaluation for selection and analysis for implementation.
I would like to mention about principles of lesson plan. There are mainly three elements of good lesson plan.
First, a good lesson has a sense of coherence and flow. If there is no coherence of lesson plan, not only the teacher is confused but also the students are confused, too. In order to avoid this situation, the teacher has to write lesson plan deeply and clearly.
Second, a good lesson exhibits variety. In order to avoid the students’ boredom, the teacher has to have a variety of activities. Fortunately, I found a good book for ESL activities. In that book, many interesting activities are introduced. In the future, I will use them to write a good lesson plan.
Third, a good lesson is flexible. The teacher often encounters unexpected things during lessons. In order to treat them, the teachers have to prepare for them. For example, If the teacher has extra time, the teacher has to add activity. On the other hand, If the teacher runs out of time, the teacher have to cut some activity.
I have a little experience to learn and write a lesson plan in Japan. In this reading, However, I learned what kinds of elements are needed to write a good lesson plan, so, I would like to apply this to my future lesson plan.
I would like to mention about principles of lesson plan. There are mainly three elements of good lesson plan.
First, a good lesson has a sense of coherence and flow. If there is no coherence of lesson plan, not only the teacher is confused but also the students are confused, too. In order to avoid this situation, the teacher has to write lesson plan deeply and clearly.
Second, a good lesson exhibits variety. In order to avoid the students’ boredom, the teacher has to have a variety of activities. Fortunately, I found a good book for ESL activities. In that book, many interesting activities are introduced. In the future, I will use them to write a good lesson plan.
Third, a good lesson is flexible. The teacher often encounters unexpected things during lessons. In order to treat them, the teachers have to prepare for them. For example, If the teacher has extra time, the teacher has to add activity. On the other hand, If the teacher runs out of time, the teacher have to cut some activity.
I have a little experience to learn and write a lesson plan in Japan. In this reading, However, I learned what kinds of elements are needed to write a good lesson plan, so, I would like to apply this to my future lesson plan.
reflection of class September 29th
Aaron’s presentation
I was much moved Aaron’s presentation. There are some reasons why I think so.
First, he was like a professor. His presentation was like a lecture of university. He did his presentation with only textbook. I think that explaining things with only textbook is really hard, but he did.
Second, he was a good facilitator. He did not only speaking about textbook, but also facilitates discussion of the classmates. I think that he did very well.
Types of motivations
The discussion topic was motivations. There are a lot of styles of motivations. I think that extrinsic motivation can be better than intrinsic motivation even though the author said that intrinsic motivation is better than extrinsic motivation. I think that balance between them is important.
I was much moved Aaron’s presentation. There are some reasons why I think so.
First, he was like a professor. His presentation was like a lecture of university. He did his presentation with only textbook. I think that explaining things with only textbook is really hard, but he did.
Second, he was a good facilitator. He did not only speaking about textbook, but also facilitates discussion of the classmates. I think that he did very well.
Types of motivations
The discussion topic was motivations. There are a lot of styles of motivations. I think that extrinsic motivation can be better than intrinsic motivation even though the author said that intrinsic motivation is better than extrinsic motivation. I think that balance between them is important.
September 22nd
Sponge Bob game
I love the activity that Brian and Stephanie did. That was the first time for me to do Sponge Bob game! I think that it is really helpful to have students reinforce their knowledge because students can enjoy the game and do the activity without anxiety.
Activities of the authors suggest
This week’s reading assignment was L and S chapter 1 and 2. I did not do the activity which we have to check the differences of first and second language acquisition. Dr. Smidt said that we should do the activity on the textbook. I really think so, too. Therefore, I will not only read materials but also so the activities which the authors suggest.
I love the activity that Brian and Stephanie did. That was the first time for me to do Sponge Bob game! I think that it is really helpful to have students reinforce their knowledge because students can enjoy the game and do the activity without anxiety.
Activities of the authors suggest
This week’s reading assignment was L and S chapter 1 and 2. I did not do the activity which we have to check the differences of first and second language acquisition. Dr. Smidt said that we should do the activity on the textbook. I really think so, too. Therefore, I will not only read materials but also so the activities which the authors suggest.
Journal #3 tomorrow is due day
It is quite hard and fun to create poster for presentation. In this weekend, we met three times. Because everyone is very busy and it is difficult to meet long time. We went to CSU and borrow the tools for creating poster. There are variety of tools and these reminded me my kindergarten days. I spent a good time. We have much information, so it is tough to synthesize information. We are still thinking how to present them in the class. I hope that we can success our poster presentation, because we spent much time.
Journal #2 The importance of peer teaching
I handed in our 5th genre. I draw a poster of writing center. Speaking of writing center, I always think about writing center. I mainly wrote followings, Organizing: how might you shape or organize your idea? Drafting: How can you connect your thoughts in a coherent flow? Revising: How can you re-see and reconsider your large and small scale choices? Editing: How can you improve your sentence and grammar skills? However, in peer reviewing, the peer mentioned that this poster is not suitable for our topic. So, I should rewrite. However, I really appreciated the peer reviewer because I have a chance to revise. I think that peer teaching system is really helpful.
Journal #1 How to write annotated bibliography
Today, we learned how to write bibliography. When I was an undergraduate student, I never be careful about it, because my university was not so strict with it. So, that was the first time to learn APA style. From the writer’s point of view, it is very troublesome and I sometimes tended to scream. However, from the reader’s point of view, it is really helpful to find out the references. Now that I am a graduate student, I would like to write clear and correct references. In order to do so, it is important to learn the basic style.
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