CELTA Assignment 4 Lessons From The Classroom - CELTA COURSE FULL TIME - CELTA

Sarah Rees Assignment 4: Lessons from the Classroom Aim To encourage you to reflect both on yourself as a teacher and on the methods and techniques you have been using in your teaching, and to develop a realistic action plan for your further development after the course. Part One Five weeks is a very short time to learn something, but I have really learnt a lot on this course. At the beginning of this course, I thought it was tough and stressful, because I was learning new teaching techniques. Previously I had completed my TEFl and thought that CELTA would be similar, but just as effortless, that was completely wrong. My experience with the EFL industry is teaching private students one to one in my home, so this was a massive learning curve. During this course, I have learned a lot from critiques and feedback of my classmates and tutors, the observation of peers and experienced teachers, and self-reflection. When I had taught one to one before, I seldom thought about self-reflection or gave any feedback as there was no necessity for it. I thought this part was a good learning point to help myself and other trainees on their training path. After all your own self criticism is often the toughest. To become an effective English language teacher you need to have enthusiasm and inspire enthusiasm. Also you need to be confident and help to build confidence in your learner, be friendly, have a sense of humour, be patient and know the needs of your student/s. Looking back on some of my ‘work on points’ that I have had in my feedback from my tutors, I feel that I have become a more effective teacher in this way. The main point is that I am now better at organising my lessons. This I found a problem. At first I naively thought I would not need to plan anything. Once again, that was completely wrong. Standing in front of a classroom of expectant students, planning a lesson is a necessary skill I’ve learnt. As Scrivener has said in Learning Teaching a teacher needs to be aware of what the students are thinking and feeling within her class, therefore, “She actively responds to this in her planning and methods and in building effective working relationships and a good classroom atmosphere”.(Scrivener 18/418). Thorough planning is one of the foundations of a successful lesson, and helps to keep me ‘on track’ with the lesson aims. I am also more confident, have the knowledge to maintain good classroom management, but above all I now know that I can give the student/s an English lesson that will be fun and that they enjoy. Part Two: Strengths and Weaknesses Strengths Good rapport with the students was definitely one of my strengths. My tutor said that I was friendly and used the students names on every occasion. Plus I always encouraged all students, but not in a condescending way. Since my tutor’s comment about good rapport, I think that this has only improved all the more. Monitoring is another strength that I discovered I have. My tutor said that I monitor and assist the students, but in an unobtrusive way. Plus I always used students names when talking to them during lessons. A “natural” teaching quality I did not realise I had. Good lead-ins. This is the strength that I had the most positive feedback from both of my tutors. In the planning of my lessons, I tried really hard to use lead-ins that were connected to the lesson material that was being taught. I found noughts and crosses one of the most effective. Weaknesses I have had a terrible problem with my lesson planning. I always mixed up stage skills, language, focus points ie; form, meaning, use and pronunciation. I had a look at a fellow trainee’s teaching plan, all the teacher talk had been clearly scripted and pruned to a minimum. They had also clearly plotted open ended questions, not just one word or Y/N questions, for students to respond to. Language analysis is another weakness that I have struggled with. In our lessons we have been encouraged to do lessons on at least three language and three skills. The language lessons I found I was not confident in teaching. I have spent many nights revising certain language points, not to mention the dreaded tenses. Lastly, Concept Checking Questions (CCQs) have been a problem. I keep forgetting to use them even though I have included them in my lesson plans. This has got better but there is still room for improvement. Part Three In observation of my fellow trainees I have noticed different methods of teaching both positive and negative. I like the way that James, an experienced teacher, has a relaxed method of teaching. He comes across as approachable and patient. Also his way of including the students at the whiteboard doing activities, something I definitely want to do more of. On a negative note, Hua, who I have observed on many occasions tends to go too quickly throughout her lesson. Observing this has helped me understand that it is not a good thing for the students and it does not help their learning. Part Four My future plans within the English teaching industry would definitely find me attending some seminars provided by IATEFL, this is to gain further tips on effective teaching methods, ie; feedback techniques. Also I will be approaching local language schools to see if I can observe some lessons of experienced teachers. I would also like to see if I could have some lessons on PowerPoint presentations and general IT use. I have Jim Scrivener’s book Learning Teaching and I am finding this really useful at the moment and it has already given me some really helpful pointers. As I already work for a language school, I will ask if I can teach a few lessons for them so this will give me some more experience within the classroom environment. I have thought a lot about eventually taking my DELTA, but after speaking to several experienced teachers, I think an MA in Applied Linguistics would be the next qualification I would like to study for, after completion of my degree. This will give me the qualifications I would need to be a school director in a local language school. Bibliography J. Scrivener, Learning Teaching, The Essential Guide to English Language Teaching. Word Count: 1,012

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Assignment 4 Celta

Assignment 4 – Lessons from the Classroom The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. I decided to take the CELTA because it seemed like a fairly easy way to make some money while I traveling. However, a mere month's exposure to teaching has given me the confidence to pursue teaching English as a serious career alternative, should I ever get sick of political antics and swindlers' conspiracies. All through my life, people told me I would make a decent teacher. Now, I believe it.

I believe it because I have braved the utterly nerve-racking schedule of assignment submissions and lesson planning and teaching without falling apart. Though I learned a lot from our wonderful trainers (full credits to Gabbi and Maureen) and my absolutely wonderful classmates, I really have miles to go before I sleep (literally). A month is a very short time to learn something but it is admirable that all of us have had such a tremendous growth curve. Personally, I know I have become much more confident about standing in front of a classroom full of students and talking about the finer points of the English language.

Not many noticed it, but I avoided writing anything on the board the first afternoon we had Teaching Practice (TP) because my hands were shaking so vigorously. I have definitely come a long way since then. I have learned a lot from the critique and feedback by classmates and tutors, observation of peers and experienced teachers, and from self-reflection. I discovered the very first day that it was important to establish a good rapport with the students and be comfortable talking with them.

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Observing Darin during his first lesson taught me a very valuable lesson – I learned it was important to engage students in conversation rather than assume the role of a traditional teacher. Though Maureen commented on June 23, the first day of TP, that I established a good rapport with the students, I really feel that I felt more comfortable from the second lesson onwards. Observing Porter in the first week of the class was a big bonus. He was so much at  ease in class, so much at home. He made the students feel comfortable and involved his Advanced English students in the process of teaching and learning.

I worked hard on planning from the beginning and mostly produced solid plans. On June 2, Maureen mentioned that I had a very detailed lesson plan and good language analysis. I adjusted well to the different levels of students within the class. When I was teaching elementary level classes, I made it a point to explain concepts to the weakier students and help them during the tasks if they had any difficulty. After Teaching Practice on June 26, my classmates who had observed me teaching commented that I had monitored weaker students like Carlos and Jessica well throughout the class.

I think I did well in class management from the beginning. I made sure I kept all students on their toes and working hard. From the first week, when Maureen commented that I managed my classes well, till the third week, when Gabi as well as my classmates commented that I taught a good lesson to one truant students - I think my class management skills have only improved. From the beginning of Teaching Practice, both Maureen and Gabi commented that I successfully established a good rapport with the students.

On the first day, Maureen wrote in my Teaching Practice Evaluation, "You established a nice rapport with the students, very friendly and confident. " When we switched levels, Gabi wrote in my Evaluation, "You built a good rapport with your new SS. " Even though I have switched to the Intermediate level, some of the Elementary level students often come up to me with doubts and questions. I have to mention that observing Darin while he taught was a fantastic experience because he has always establishes such a comfortable rapport with his students.

I had a problem with excessive TTT from the very beginning. I think a major reason for this is that the Indian educational system tends to have very teacher-centered classrooms. from the beginning, the tutors and my classmates have pointed out that I need to reduce TTT and make the lessons more student-centered. Though I have tried hard to do this, I still have a long way to go before I become a minimalist talker. I do earnestly believe that student-centered learning is far more effective.

It was great to observe Porter because it showed how minimalist TTT can be super effective in the classroom. Porter allowed the students to lead classroom discussion and complete his sentences. He elicited a lot of information without being verbose. I analyzed language items well before presenting them in class. On June 24, Maureen commented that I had a "detailed analysis of the grammar operation of the target language. " In the beginning, I had some trouble organizing the stages of clarification of meaning and grammar form. However, I think I improved significantly in latter classes.

On July 2, when I taught relative classes, Maureen said that I used effective CCQs and did a "thorough analysis of the form and meaning. " I did help students with improving their pronunciation by doing both choral and individual oral drilling. However, I think this is one area in which I have a lot to improve. I have tried to correct students' pronunciation errors, especially at the intermediate level, but I think I should do more of this. Fernanda consistenly drills the students a lot and tells me that it is very important for them to repeat the sounds again and again before they can be comfortable with them.

I think I did well in giving students practice in receptive skills of reading and listening during my lessons. On June 26 Maureen commented, "I think students received some useful reading comprehension practice, and you adapted the materials creatively. " I do have a problem with linking the stages during receptive skills lessons. As Gabi commented on July 8, I need to link tasks more clearly so students know why they are doing the activities you ar giving them. I haven't done a very good job at providing productive practice to students because I don't time my lessons too well.

Most often, students don't have enough time for speaking or writing at the end of the lesson. Wilson did a fantastic job at timing his lesson on July 14 - the students had more than 15 minutes of freer speaking practice at the end of his lesson. My goals for the future are to make my lesson more student centered, to reduce TTT and to improve my timing. These have been my most significant weaknesses throughout the course. I need ot hold back and let go of my control over the class. This will help me reduce TTT while at the same time making the lesson more student-centered.

To achieve this aim, I will let the students discuss everything before I step in with suggestions and clarifications. This will also make the lesson more interactive and fun for the students. I will work hard to be economical with my instructions and explanations by planning my lesson to the last detail. Timing the lesson is also a matter of careful planning. I also need to be very aware of the ticking clock. With this aim in mind, I will invest in a large clock placed strategically in the classroom so I can't miss it.

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Celta Assignment 4 Lessons From The Classroom

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CELTA Assignment 4: Lessons From the Classroom Dominic Brecken Submission Due Date:11/06/2019 Word Count:975 1) Teaching Strengths. One aspect of my teaching which has been noted in feedback as a strong point is good lesson planning. I am able to construct a detailed lesson plan that follows the logical staging required of both PPP and TTT frameworks; although it has been essential to my development to be able to observe the practical application of the above by both my tutors and peers, as prior to observation these frameworks seemed somewhat theoretical and confusing. One of my peers in particular has consistently demonstrated the effective delivery of a well planned lesson and I feel that I have learned a lot from her, especially regarding the clear sequencing of discrete lesson stages. I also feel I have made good use of the creative latitude allowed within lesson planning and have produced some well designed, student centred tasks which were relevant to the target language and allowed the students to engage in useful fluency practice. An example of this is a paired question task from lesson 8 which was noted in feedback as being well thought out and carefully constructed. I spent a good deal of time grading and modelling the questions to ensure that they were appropriate for the level, were interesting enough to generate discussion and concerned the relevant language points. Finally, the one area of my teaching practice that I am particularly pleased with is that I was able to establish a good rapport with the students and that I managed to achieve this quite quickly. This aspect was mentioned fairly regularly by both my tutors and this was was very encouraging, particularly as I saw how having a good relationship with the students worked well for them. Prior to the start of the course this was an area that worried me quite considerably, so the fact that I was able to engage with the students in a natural, friendly manner and with humour, when appropriate, was very important to me personally and also in supporting other aspects of my teaching such as monitoring and feedback. Being able to communicate naturally with the students provided me with a certain degree of confidence and made what for me is often a quite stressful experience a lot more manageable. 2) Areas for development. One of my main areas of concern is inconsistent use of CCQs and the fact that these have been, with varying degrees, an issue from the first lesson to the last. Indeed, the NS grade for my last lesson was, I believe, mainly due to the complete omission of CCQs, despite that fact that they had been included in the lesson plan. Although this problem isn't something concrete, I feel I have to attribute omissions such as this to feeling nervous which, on occasion, is still be a problem for me and which in turn tends to make me hurry the delivery of my lessons. I believe however, that this isn't an insurmountable issue as I fully understand the need for coherent and consistent concept checks and have included them successfully on other occasions. I also need to make sure that my contextualisation of target language is clear and consistent in particular when considering appropriate use of visuals for elicitation. It has been mentioned during tutor and peer feedback that some of my images did not successfully demonstrate the word or concept I was trying to get across. I relied too heavily on my own ideas about the image and did not think closely enough about how the image might have been interpreted by the students. If this point is coupled with not very particularly effective CCQs, it is obvious that more care needs to be taken in order to ensure students comprehend the desired language. Another area that needs strengthening is task demonstration. I have seen plenty of good examples of clear task set up demonstrated by my peers and understand how this is done effectively and its importance not only for student comprehension but also for reducing TTT. On several occasions I have relied on verbal instructions to demonstrate tasks and also failed to follow the correct sequence when handing out materials which should always be given out after the demonstration and not before or during. In summary, I have shown that I can plan a coherent, logically staged lesson which is student centred and effective in delivering the target language, and I understand very well the reasoning behind following the prescribed procedures. My main issue is in making sure that the lesson plan is adhered to and that important elements such as CCQs, drilling, task set up and contextualisation of language are consistent and clear. 3) Action plan. Area for development CCQs Contextualisation Task set up Overall teaching Development strategy  Watch video segments dealing with CCQs.  Continue to observe recorded lessons.  Read published material concerning CCQs.  Practice constructing CCQs.  Practice using appropriate visuals for elicitation with family and friends.  Continue to observe recorded lessons, making notes and referring back to published material.  Watch online material concerning setting up and running activities.  Study material dealing with task set up. In particular; Scrivener (2011, pp. 37-53).  Aim to secure some classroom observation time.  Continue to read recommended course books and other material.  Make use of the advice found in online EFL communities and forums. In the longer term:  I intend to develop my teaching practice by absorbing as much published material as possible, in particular concentrating on the different approaches to language teaching that are in use worldwide.  I am also going to make it a priority to continue to learn another language, in my case, Spanish, as I feel very strongly that in order to become an effective language teacher I have to know what methods are effective for me as a leaner.  Finally I hope to continue my teaching education by completing further courses when I feel I have gained appropriate experience.

Report "CELTA Assignmemnt 4: Lessons from the Classroom"


Celta Case Study Assignment

Similarities between mother tongue and se habla espanol.

Amy Tan could speak proper English, but she would try to speak simple English when she was either speaking to her mother or husband. At moments Tan would be comfortable with speaking simple English to her mom and husband, but when they were in the public's presence, then she would become embarrassed. Speaking simple English was a form of intimacy for Tan and her husband.

Summary Of Mother Tongue By Amy Tan

Amy Tan’s literacy narrative “Mother Tongue” is about the different dialects of English, she is familiar with. She explains that her intelligence is judged by the way she speaks. Amy Tan, explains memories from her life where she encounters many forms of English. Her mother, a Chinese immigrant spoke “broken English.” She describes her mother as someone who was able to understand English, well the mother claims that she understands everything, but when it came to speaking, she spoke without the correct grammar. Due to her mothers broken English, Amy Tan has adapted to the type of English her mother speaks, their own type of English language. Tan feels as if the English she is speaking with it outside world is more complex than the English she

Facing Poverty With A Rich Girl's Habits Summary

She was able to be placed in an English as a Second Language class. This class consisted of other students that were from Korea that she could speak to. Although while being in this class, she realized she was nothing like the rest of them. She was used to being in the upper class of society. Students in this class were from lower classes. She didn’t feel like she could connect with them because of

Amy Tan Mother Language Analysis

Childhood offers many difficult challenges, especially growing up in a family that counts English as a second language. Amy Tan grew up in such a family; including her mother, who spoke substandard English. Tan recalls this in Mother Tongue, where she writes the realization that she possessed multiple types of “Englishes,” she had, professional English full of correct grammar and pronunciation, and her “family talk” informal speech which she shares with her mother and husband. Tan then goes on to explain that people tend to view her mother as less intelligent because of her “broken” English. She recounts many stories in which her mother received inadequate service because she did not speak as clearly as others did. Tan states that she has even received limitations on her learning because of the diluted clarity of her “Mother Tongue.” Tan states that authors possess limitations, but, for a communicator, clarity requires severe attention.

English Homework Eng99 Essay

4) What am I trying to say ? Have I said it ? Is it clear to someone encountering the subject for the first time? These questions are important to ask yourself when you are writing your paragraph so your reader will know what you are talking about and your paragraphs will make sense and it will be correct.

Creating A Udl Instructional Plan

I will write on the whiteboard a list of the word that should be rhyming from the reading, and encouraging them to find them in the reading.

1. Students Will Determine The Meaning Of Unknown Words

After the students have shared their findings for the first word, show the visual and definition of the word. Discuss similarities and differences with the word’s true definition and what the students thought the word meant.

Case Studies Level 3 Unit 8 Unit 2

Unit 2 was driving eastbound in the left lane of 167th St. between Orchard Ridge Ave. and Anthony Ave. in Hazel Crest, IL. Unit 2's approximate speed was 35 miles per hour. A large puddle of water had formed from a very recent rain. It covered the right lane and part of the left lane. The driver of Unit 2 noticed the puddle and proceeded to slow down to a speed of approximately 20 miles per hour. The driver of Unit 2 then noticed Unit 1 coming from behind in the right lane at a high rate of speed. Unit 1 tried to avoid the puddle without slowing down and impacted Unit 2. Unit 1 was pushed back into the right lane. Unit 2 was pushed off of the left side of the road onto the slightly raised median. The front and left side of Unit 1 was severly

In Amy Tan article “Mother tongue”, Amy Tan was talking about her love and fascination of language

Amy tan was raised by her Asian mother that she did not speak proper English “broken English”. The strategies that Amy Tan used in the

Assignment 1: A Case Study

S: YMR stated that she had been living with her mother about one year, has is a newcomer. YMR lived with her maternal grandmother for many years back in her country. YMR stated that when she arrived to the U.S., she found out that her mother was pregnant, She shared that her mother did not want to tell her because she did not know how the client was going to react. YMR stated that she was happy because her mother had had four miscarries before. YMR explained that almost at the same time that she started living with her mother, the mother's partner and father of the child that her mother was going to have moved into her home. YMR stated that her mom used to work from 6am-12pm and the YMR spent a lot of time with her mother's partner. YMR stated that this man has

2.07 Video Analysis

7.) Tell me two idioms that you like to use. Why are idioms difficult for ESL students?

Benchmark Assignment

Show the list of words to the student and have the student attempt to read the words.

Identity Race Or Otherwise Is Your Lived Experience Analysis

She uses all the Englishes. She realizes the two types of English she uses in her life. The Standard English and the form of English she use at home with her mother. She lightly states how her mother talks in English and the type of English her mother speaks is likely to be described as “broken” English. She remembers the times when she had to pretend that she was her mother and help speak on the phone with proper English. She talks about how teachers and many people assume Asian American are good at math and science, but not her. She became an English major in her first year of college after being enrolled into pre-med at first. She had not started to write fiction until 1985. She wrote the stories based on thinking about her mother and off of her mother. She knew she succeeded when her mother read the book and found it

Emalie Case Study Essay

Emalie primarily lives with her biological mother (Michelle Petrosky) and stepfather (Ryan Petrosky). Mrs. Petrosky works as a nurse. Mr. Petrosky works as a fanatical advisory. Emalie’s biological father is Joseph Matthews. He currently works as a diesel mechanic. He and his current wife (Katie Matthews) live in Cinse IL. MRs. Matthew works part time as a waitress. Cinse is approximately two hours away from Edwardsville IL. Mr. Matthew and Mrs. Petrosky had one other daughter. Emalie’s sister name is Claire. She is currently a 3rd grader at Woodland Elementary. The biological parents were divorced approximately 2014. Emalie and Claire visit with their father every other weekend and holidays that fall on Mondays. The Petoskey’s have two other children together. They have a three year old boy (Ryker) and a one year old name Slone.

Ac505 Case Study 2 Essay

Springfield Express is a luxury passenger carrier in Texas. All seats are first class, and the following data are available:

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What is the word limit for the ‘lessons from the classroom’ celta assignment, what do you have to include in this assignment, how can you evidence or demonstrate the points above in the lessons from the classroom celta assignment .

In terms of answering points 1-4 above,  you can do the following:

Tips for the Lessons from the Classroom CELTA Assignment

Keep a diary, be specific.

“Near the start of TP3, I was eliciting information from the pre-intermediate students’ to confirm their prior knowledge of the past perfect. From their answers, I realised I had assumed that they would know more about this language point than they did, which caused problems for the rest of my lesson. This made me realise that making such assumptions could be problematic for future lessons, and therefore I decided to pitch subsequent lessons at a slightly lower level for that group.”

Using Clear, Accurate and Appropriate Language

Useful links & relevant resources for this celta assignment, books for the lessons from the classroom assignment.

In terms of books, you will certainly benefit from reading around the topic. Here are the most useful books to check out:

Example ‘Lessons from the Classroom’ Assignments with PDFs

Here are some examples frrom around the web that you might like to read. Remember – if you want to download  from most of the sites below, you will either need to create a free account or possibly have to pay. It is up to you whether you want to do that but all documents are free to view!

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