CO #1 Ryan Milejczak
Sept. 6th, 1 pm
Speaking (Andrew Wilson)
(note: Got caught up in hurricane prep and forgot to blog this on the day it happened; thankfully, I took extensive notes.)
(note 2: This is Ryan Milejczak; I have no idea why my name is in Devanagari and I can't figure out how to change it)
Presentation: Began class with a Word/Idiom of the Day, in this case, "booming" in the sense of "business is booming". The students opened up thier notebooks and figured out the part of speech based on the example, and the definition of the idiom is given. This idiom was understood by the students on the basis of that example but from there students asked extensive questions trying to figure out exactly how they can and cannot use this term, eg, "Would it be right to say that 'the stadium is booming' during the football game?". From here, Andrew put on a video that the class had begun the previous class, explaining UN development goals on which students would be putting together short presentations. After the video, the rubric was covered and I was called on to pull straws so that topics could be distributed fairly. Once topics had been assigned, we moved to the computer lab, where students were allowed free time to research, asking occasional questions of me and Andrew.
Classroom Management: Andrew called out the occasional conversation not in English, and students overall were largely well behaved and had a great rapport with their teacher.
Materials: Notebooks, whiteboard, projector, computer lab
Student Participation: Class was extremely student focused and participatory (at least for the initial portion that was in the classroom) and took a very conversational format (appropriate, since it was speaking class).
Feedback Provided: During the discussion of the idiom, Andrew was open to all questions and provided great questions, without showing any annoyance or impatience with the students extensive questioning about how to use "booming", although he did have to eventually cut short the questions for the sake of class time. He answers a lot of questions through examples drawn from his real life (or made up to sound like they're real life anecdotes.) which students really seemed to respond to.
Lessons on Teaching: Building a great rapport with students and maintaining enthusiasm in the lesson and a positive, enthusiastic personality in general seemed to be the greatest strengths of Andrew's teaching. Class flowed very naturally because students wanted to be engaged, and likely due to a sense of friendship with their professor, were very comfortable engaging in conversation. I also got an example of how familiar assignments from my own education (research projects with short presentations) can be utilized in TEFL.
Speaking (Andrew Wilson)
(note: Got caught up in hurricane prep and forgot to blog this on the day it happened; thankfully, I took extensive notes.)
(note 2: This is Ryan Milejczak; I have no idea why my name is in Devanagari and I can't figure out how to change it)
Presentation: Began class with a Word/Idiom of the Day, in this case, "booming" in the sense of "business is booming". The students opened up thier notebooks and figured out the part of speech based on the example, and the definition of the idiom is given. This idiom was understood by the students on the basis of that example but from there students asked extensive questions trying to figure out exactly how they can and cannot use this term, eg, "Would it be right to say that 'the stadium is booming' during the football game?". From here, Andrew put on a video that the class had begun the previous class, explaining UN development goals on which students would be putting together short presentations. After the video, the rubric was covered and I was called on to pull straws so that topics could be distributed fairly. Once topics had been assigned, we moved to the computer lab, where students were allowed free time to research, asking occasional questions of me and Andrew.
Classroom Management: Andrew called out the occasional conversation not in English, and students overall were largely well behaved and had a great rapport with their teacher.
Materials: Notebooks, whiteboard, projector, computer lab
Student Participation: Class was extremely student focused and participatory (at least for the initial portion that was in the classroom) and took a very conversational format (appropriate, since it was speaking class).
Feedback Provided: During the discussion of the idiom, Andrew was open to all questions and provided great questions, without showing any annoyance or impatience with the students extensive questioning about how to use "booming", although he did have to eventually cut short the questions for the sake of class time. He answers a lot of questions through examples drawn from his real life (or made up to sound like they're real life anecdotes.) which students really seemed to respond to.
Lessons on Teaching: Building a great rapport with students and maintaining enthusiasm in the lesson and a positive, enthusiastic personality in general seemed to be the greatest strengths of Andrew's teaching. Class flowed very naturally because students wanted to be engaged, and likely due to a sense of friendship with their professor, were very comfortable engaging in conversation. I also got an example of how familiar assignments from my own education (research projects with short presentations) can be utilized in TEFL.
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