Respecfulness - yes
Order - yes
Cleanness - yes
Colaboration - yes
Cooperation - yes
viernes, 30 de octubre de 2009
miércoles, 28 de octubre de 2009
martes, 27 de octubre de 2009
lunes, 26 de octubre de 2009
viernes, 23 de octubre de 2009
miércoles, 21 de octubre de 2009
JENNY`S CLASS 2
Today Jenny explained us how to use the authentic language in a class, we can work with humour, cultural details, and made a comparison between the mother tong and the new idiom.
Ant she tell us that we can use T.V. programs or lyrics but this material must be focused in the target language.
Ant she tell us that we can use T.V. programs or lyrics but this material must be focused in the target language.
martes, 20 de octubre de 2009
METACOGNITION
Today we spoke about the metacognition, this is the way in which my students learn, I have to observe wrath is the best method in that my students lean and I must that my learners apply this methods in all their subjects.
lunes, 19 de octubre de 2009
viernes, 16 de octubre de 2009
TEST OF INTELLIGENCES
Today we analyse some test of multiple intelligences that we can apply in the next practices in order to see is what the appropriate way in which my students learn.
INTELLIGENCE
Yesterday we read an article about the different kind of intelligences, this is for our next practice, we have to check the way in that my students learn and apply these methods.
miércoles, 14 de octubre de 2009
JENNY`S CLASS
Today we did a roll play, which was about a booking in a hotel, the most interesting was that we did not read the conversation in a normal way we use the report speech, I must confess that I did not remember this structure, I should study this.
lunes, 12 de octubre de 2009
CLASS IN FRONT OF A COMPUTER
Last Fraiday We went to computer classroom becuse we uploade information to our bloggs.
jueves, 8 de octubre de 2009
COMMUNICATIVE ACTIVITIES
Task 1
Consider the definition above and tick which items on the following list are communicative activities.
a)Repeating sentences that the teacher says.
b)Doing oral grammar drills.
c)Reading aloud from the coursebook.
d)Giving a prepare speech. X
e)Acting out a scripted conversation.
f)Giving instructions so that someone can use a new machine. X
g)Improvising a conversation so that it includes lots of examples of a new grammar structure. X
h)One learner describes a picture in the textbook while the other students look at it. X
Consider the definition above and tick which items on the following list are communicative activities.
a)Repeating sentences that the teacher says.
b)Doing oral grammar drills.
c)Reading aloud from the coursebook.
d)Giving a prepare speech. X
e)Acting out a scripted conversation.
f)Giving instructions so that someone can use a new machine. X
g)Improvising a conversation so that it includes lots of examples of a new grammar structure. X
h)One learner describes a picture in the textbook while the other students look at it. X
REASON FOR SPEAKING
Task 1
You are a student in a foreign language class. The teacher comes in and says today we are going to discuss oil pollution. How do you feel as student? Why might you not feel like taking part in the discussion?
1-Perhaps nervous because I have to speak and I`ve not got good pronunciation.
2-Other reason could be that I`ve not enough vocabulary and I can take part in the discussion.
Task 2
What is the aim of discussion in the language classroom?
•That the student develops the speaking without take care of the grammatical errors, thus the most important is that the student take confidence in himself.
How can you enable as much student participation as possible?
•Showing pictures about pollution, in this way I can cache their attention and they can speak about what they think or believe.
You are a student in a foreign language class. The teacher comes in and says today we are going to discuss oil pollution. How do you feel as student? Why might you not feel like taking part in the discussion?
1-Perhaps nervous because I have to speak and I`ve not got good pronunciation.
2-Other reason could be that I`ve not enough vocabulary and I can take part in the discussion.
Task 2
What is the aim of discussion in the language classroom?
•That the student develops the speaking without take care of the grammatical errors, thus the most important is that the student take confidence in himself.
How can you enable as much student participation as possible?
•Showing pictures about pollution, in this way I can cache their attention and they can speak about what they think or believe.
martes, 6 de octubre de 2009
TECHER SKILLS AND ABILITIES
Our success as a teacher is determinate by our ability to communicate our message.
Framework for an effective teaching practice:
Technique (skill) + Style (personal presentation) = Effective teacher presentation
Variety and variability
It is important to vary all the aspects of our performance as teachers. Realize on any part of our repertory as teachers lead to monotony and loss of students interest. It is therefore worth building presentation around blocks of activities with take approximately 15 minutes.
We have to consider variations as strategies, voice, questioning techniques, feedback, assessment, instructional technology, space in the classroom, etc.
Audibility
Students must be able to ear us. Have a rehearsal in the lecture theatre with a collage at the back of the room to check your ability to project your voice.
Problems with the audibility sometimes results from slurring or poor articulation of words. Aim to enunciate as clearly as possible.
Invite students to speak up if they can-not hear you.
Pitch
Variability in pitch will add to the effectiveness of our presentation as long as it does-not become monotonous or repetitious.
A change of peach can be used to indicate the beginning of a new thought.
Articulation and pronunciation
Attempt to pronounce words correctly with proper sounds, emphasis and sequence.
Emphasis
Use the emphasis in the voice to signal to students important concepts.
Changes in emphasis can assist to create more varied and interesting presentation.
Use verbal markers to signal things of importance to students. P.g. “Now this is important” “This is a difficult idea to grasp”
Pause
Pause to give to the students time to think about what you are saying and for you to check your notes.
Students also need time to write adequate notes from your presentation, so ensure that your pause long enough to allow note-taking.
Silence can also be used as an effective method of capturing student`s attention.
Avoid what are called vocal pauses like “uhm”, “you know” etc. Students will be distracted by overuse of such words and sounds.
Energy and Enthusiasm
Your enthusiasm will be conveyed through our voice, gestures and general commitment to what we are doing.
Eye Contact
Maintain eye contact with your students so that you can establish a relationship with them. Eye contact invites them to listen you.
Do not focus on one spot in the theatre allow your eyes to roam the class and look into individual students` eyes.
If is a large group try to move your eyes from one section to other section throughout the classroom. This is useful as a management technique too, students need to know that everybody in the room is being watched, particularly anyone not behaving appropriately.
Gestures and Movements
Do not be afraid of using gestures and movements because nonverbal behaviours have a powerful impact in the classroom.
Use a nonverbal communication to complement never to contradict your verbal communication.
Avoid gestures or mannerism that are repetitive and likely to distract your students.
Do not be afraid to smile, this can make the students fell more comfortable and may assist you in reducing nervousness.
Effective communication demands that you understand the natural of your group and the context for delivery.
I focused my attention in this teacher`s abilities and skills because I consider that I have some of these problems when I give my classes.
SOURCES
Cannon, R. (1988) lecturing. HERDSA Green Guide Number 7. Sydney
Mc.Callion, m. (1988). The voice book. London: Faber and Fever.
McCarthy, P – Hatcher, c. (1996). Speaking persuasively: Making the most of your presentation: Sydney: allen and Unwin.
Framework for an effective teaching practice:
Technique (skill) + Style (personal presentation) = Effective teacher presentation
Variety and variability
It is important to vary all the aspects of our performance as teachers. Realize on any part of our repertory as teachers lead to monotony and loss of students interest. It is therefore worth building presentation around blocks of activities with take approximately 15 minutes.
We have to consider variations as strategies, voice, questioning techniques, feedback, assessment, instructional technology, space in the classroom, etc.
Audibility
Students must be able to ear us. Have a rehearsal in the lecture theatre with a collage at the back of the room to check your ability to project your voice.
Problems with the audibility sometimes results from slurring or poor articulation of words. Aim to enunciate as clearly as possible.
Invite students to speak up if they can-not hear you.
Pitch
Variability in pitch will add to the effectiveness of our presentation as long as it does-not become monotonous or repetitious.
A change of peach can be used to indicate the beginning of a new thought.
Articulation and pronunciation
Attempt to pronounce words correctly with proper sounds, emphasis and sequence.
Emphasis
Use the emphasis in the voice to signal to students important concepts.
Changes in emphasis can assist to create more varied and interesting presentation.
Use verbal markers to signal things of importance to students. P.g. “Now this is important” “This is a difficult idea to grasp”
Pause
Pause to give to the students time to think about what you are saying and for you to check your notes.
Students also need time to write adequate notes from your presentation, so ensure that your pause long enough to allow note-taking.
Silence can also be used as an effective method of capturing student`s attention.
Avoid what are called vocal pauses like “uhm”, “you know” etc. Students will be distracted by overuse of such words and sounds.
Energy and Enthusiasm
Your enthusiasm will be conveyed through our voice, gestures and general commitment to what we are doing.
Eye Contact
Maintain eye contact with your students so that you can establish a relationship with them. Eye contact invites them to listen you.
Do not focus on one spot in the theatre allow your eyes to roam the class and look into individual students` eyes.
If is a large group try to move your eyes from one section to other section throughout the classroom. This is useful as a management technique too, students need to know that everybody in the room is being watched, particularly anyone not behaving appropriately.
Gestures and Movements
Do not be afraid of using gestures and movements because nonverbal behaviours have a powerful impact in the classroom.
Use a nonverbal communication to complement never to contradict your verbal communication.
Avoid gestures or mannerism that are repetitive and likely to distract your students.
Do not be afraid to smile, this can make the students fell more comfortable and may assist you in reducing nervousness.
Effective communication demands that you understand the natural of your group and the context for delivery.
I focused my attention in this teacher`s abilities and skills because I consider that I have some of these problems when I give my classes.
SOURCES
Cannon, R. (1988) lecturing. HERDSA Green Guide Number 7. Sydney
Mc.Callion, m. (1988). The voice book. London: Faber and Fever.
McCarthy, P – Hatcher, c. (1996). Speaking persuasively: Making the most of your presentation: Sydney: allen and Unwin.
lunes, 5 de octubre de 2009
TEST
Today the teacher gave us a test for our auto evaluation:
The planning was consistent with the competence approach as follows:
• I believe that the communicative approach does not work, then use more grammar, despite the students spoke was not the purpose of communicating something, he simply said prayers for me were correct pronunciation and sentence structure.
It took into account the following lessons learned from past planning practices:
• What we consider in this practice was not giving them the traditional grammar because they do not like.
We analyze the way students learn is as follows:
• I gave an exercise for inferring the grammar and then work with her and that they were interested but I put a game in which action had to guess and say it grammatically correct in time.
Problems and conflicts were resolved, and these were the following and giving the following solutions.
• Fortunately or unfortunately I had no problems with them, because as a small group can be controlled easily.
It deals with time as follows:
• The first day for 15 minutes introducing the topic, 15 years and 15 for questions and comments.
It released the goals of the class the student being the presentation features the following:
• No, I gave them to know the objectives.
My experience to share is:
• My group was 22 students, is a small group so it is easy to work with, some of them have more knowledge of English and asked them to help their peers This makes it easier my task.
The planning was consistent with the competence approach as follows:
• I believe that the communicative approach does not work, then use more grammar, despite the students spoke was not the purpose of communicating something, he simply said prayers for me were correct pronunciation and sentence structure.
It took into account the following lessons learned from past planning practices:
• What we consider in this practice was not giving them the traditional grammar because they do not like.
We analyze the way students learn is as follows:
• I gave an exercise for inferring the grammar and then work with her and that they were interested but I put a game in which action had to guess and say it grammatically correct in time.
Problems and conflicts were resolved, and these were the following and giving the following solutions.
• Fortunately or unfortunately I had no problems with them, because as a small group can be controlled easily.
It deals with time as follows:
• The first day for 15 minutes introducing the topic, 15 years and 15 for questions and comments.
It released the goals of the class the student being the presentation features the following:
• No, I gave them to know the objectives.
My experience to share is:
• My group was 22 students, is a small group so it is easy to work with, some of them have more knowledge of English and asked them to help their peers This makes it easier my task.
viernes, 2 de octubre de 2009
NO CLASS
TODAY WE DID NOT HAVE CLASS BECAUSE WE DECIDE TO LEFT THE SCHOOL AND THE TEACHER COULD NOT GIVE US CLASS.
TASK 1
Yesterday we analice two diferents tipes of classes, the first besed on the grammar and the other focus on communicative aproach.
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