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.
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