Jackie Sirianni - CO #1
Sept. 6th, 9 am
Grammar
Presentation: Class began with the instructor asking each student a series of real-world questions (e.g. What is your name? Where are you from? What is your address? What is your telephone number?). Then the class was instructed to open their books, and, using the vocabulary on that page, the class worked with a partner to describe several students in the class to form positive and negative simple sentences (e.g. She is short. She is not tall, etc.). The instructor then presented a few incorrect sentence examples using the verb "be" and had the students identify if the sentence was incorrect and why. The general rhythm of the class varied between book examples and class examples; however, each activity was entirely student-centered and direct.
Classroom Management: Whenever a student would be having a side conversation or speaking in their first language, the instructor would simply call attention to it, and the student would immediately apologize. The class seemed to be very comfortable and well-behaved.
Materials: Textbook, whiteboard.
Student Participation: Each student was given a chance to talk and practice, both out loud to the class and to their partner. They seemed interested and willing to participate.
Feedback Provided: If a student made a mistake when speaking, the instructor would first tend to repeat their sentence back to them to see if they were able to correct themselves. If a student said something correct, she would provide positive reinforcement.
Lessons on Teaching: The feedback that the instructor provided was really helpful in knowing how to navigate correcting mistakes, especially for foundation classes, focusing on only small grammar aspects such as subjects, verbs, and their agreements. Instead of of the instructor simply correcting them and instead repeating back what the student said, the students were able to think about and identify their mistakes. Also, by starting class immediately having each student speak, the instructor created an interactive learning environment.
Grammar
Presentation: Class began with the instructor asking each student a series of real-world questions (e.g. What is your name? Where are you from? What is your address? What is your telephone number?). Then the class was instructed to open their books, and, using the vocabulary on that page, the class worked with a partner to describe several students in the class to form positive and negative simple sentences (e.g. She is short. She is not tall, etc.). The instructor then presented a few incorrect sentence examples using the verb "be" and had the students identify if the sentence was incorrect and why. The general rhythm of the class varied between book examples and class examples; however, each activity was entirely student-centered and direct.
Classroom Management: Whenever a student would be having a side conversation or speaking in their first language, the instructor would simply call attention to it, and the student would immediately apologize. The class seemed to be very comfortable and well-behaved.
Materials: Textbook, whiteboard.
Student Participation: Each student was given a chance to talk and practice, both out loud to the class and to their partner. They seemed interested and willing to participate.
Feedback Provided: If a student made a mistake when speaking, the instructor would first tend to repeat their sentence back to them to see if they were able to correct themselves. If a student said something correct, she would provide positive reinforcement.
Lessons on Teaching: The feedback that the instructor provided was really helpful in knowing how to navigate correcting mistakes, especially for foundation classes, focusing on only small grammar aspects such as subjects, verbs, and their agreements. Instead of of the instructor simply correcting them and instead repeating back what the student said, the students were able to think about and identify their mistakes. Also, by starting class immediately having each student speak, the instructor created an interactive learning environment.
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