Reflection on Teaching
Conversation Club – June 16
Theme of class – Part 2 of Around the World in 80 Days
Initial Thoughts
I appreciate our post class conversation with Dian Henderson on how we can involve students in more conversation and less of it being filtered through us. I think the benefit of having students from Day 1, is that you develop a relationship that enables you to gear your conversation, language, topics to their learning. This was the uncertainty for me and what is the lag time of responses saying. Did they understand the question? Was their mic off while they were responding? Are they still trying to formulate an answer before they respond? You don’t know so you interject far too often and too quickly.
I liked Dian’s suggestions on how we could have taken the nuggets from the students and run with a new conversation and try to again involve others. To me this would be something I would be more comfortable with in ‘my own’ class. I know these sideline/segway conversations are good. Again its that balance between serendipitous conversation and trying to accomplish the complete lesson of the day. Sigh….
Dian made an excellent point that in order to know our learners’ abilities better we could have looked over the Course Outline. I only looked at some of the activities they were doing in class and not the outline specifically. Thinking back we could have also had this conversation with Jason to further understand their level. We are now done teaching in the TRU classes but I am making it a goal to FULLY understand what our Mexico group is all about. I want to see/hear some of the activities they have done so I can gear my lessons/vocabulary/pace better.
As for cameras on – yes it would be nice. This is our third time seeing this class and only once did we have a camera on. In classes of 40 I had all winter I was grateful for the 2 or 3 that did have them on and not a constant blank screen. I tried not to lean on the three too much for the affirmation that my message was getting across. As faculty we struggled but recognized student’s decision for privacy and their right as adults paying our fees to learn how they wanted. We didn’t push it but man it was so nice when they did ‘show up’.
Lots always to think about after these classes, I know more will be learned through watching others, and trial and error 😊. It will only get better. Thank you again for all your comments, it really does help.
This was my first experience teaching ESL students. My normal experience is teaching International students at a CLB 8 level. I enjoyed the experience and look forward to our next class together.
What Worked
I think our slide choices and theme were on track to keep students engaged. I felt I was prepared for the class. I felt I was engaged throughout the class. I kept a list of who spoke so when students needing probing I would not always call on the same students. I like the two slides we had on reading. I think that defined for the students the start and end of our conversation.
Some Concerns
Biggest concern was a comment mentioned by Dian at the end of class. We were conducting our class at a level 2 when this class was actually level 4 and 5. I now feel bad for the students. I am mad at myself that I did not find out more about this class so that I could up the conversation…grrrr….
Final Thoughts I think about how this class may have been different in a classroom. I would be able to read students confusion and be ready to explain again. It is difficult on line and we need to respect the camera and audio participation of each student. Hopefully over time with the same students you can build a rapport where more feel comfortable enough to share both visually and verbally.
Dian’s Notes
Observation Mary-Ann and Paula in Conversation Club June 16, 2021
Lesson plan sent to Dian Monday evening. Dian replied with a few suggestions Tuesday morning.
The lesson plan indicates the following outcomes:
1.0 Listen to communication from teacher and classmates, intended to strengthen confidence, to help pronunciation and to hear how new vocabulary is used.
2.0 Speak to and answer questions being asked of students. Share information with classmates in small and larger group setting.
And one learning objective:
In a casual conversation club setting students will share aspects of their culture with classmates, through a variety of activities.
**Please note, I went through some of the lesson to color code where these outcomes and objectives were being touched on.
| Time | Teacher says or does (T or M or P) Student says or does (S) | My questions or comments |
| 9:15 9:30 9:31 9:35 9:36 9:37 9:40 9:41 9:43 9:45 9:46 9:47 9:48 9:49 9:52 9:53 9:54 9:57 9:59 10:01 10:03 10:04 10:07 10:09 10:11 10:14 10:16 10:18 10:19 10:20 10:21 | Both teachers arrive and upload PPT with title “Around the World in 80 Day” and they discuss map (I had sent thought some suggestions and they responded to that by including a map😊) Slides are attractive and not too dense in content Ts talk though their slides before Ss enter and who the Ss will be and where they are from Ss begin arriving M greets one of Ss P greets a few others and calls out names M greets a few others and Ss begin typing greetings in the chat P – “I keep having trouble with their names” M asks if Ss remember T names and what they did last day M – indicates what they will be doing today M- says she would like to start again with introductions and ask Ss to one at a time, place their name on their country. M- asks Rafiki to place his name and asks what country he is sitting on M- tells ss to go to shared notes and has Ss type in how to say the name in their language Ss begin typing and T asks about one and then asks S how to say it – T asks Ss to type it in M – goes to next sS to ask to show on map Asks S to type it in and one S comes on to say it😊 M- how do we say it… Joyce show us where Equador is… M- continues on T says “look at how beautiful this is” T calls on Ss by name – “wonderful” T – asks “Everyone try to say that” M- “How do you say XXXX in Spanish?” S responds M- we have one more… Vietnam M- asks s to put how it is said in the shared notes M- Beautiful M- Thank you all so much.. We are going to go on to the next slide Think back to our class last week. Do remember where XXX and YY visited Let’s open our mics and just share T – calls on a specific student and another T -asks another student by name but no answer T- just open your mic and share What was this place? M- Do you remember how they traveled from country to country? Were they on a boat? S answers T recasts the pronunciation M- asks Ss if they have ever been on a balloon ride M -asks a specific student to read the first para. M- asks a specific s to read the next para. M – says “very good” M- asks next student M – says good Then asks who would like to read the next one. S volunteers P – says Ok – good morning class and thanks MaryAnn P – comments about the notion of tipping P – calls out a specific S name – yes no question No response P – asks another student P -asks another student and another P – comments “customary to tip 15-20%” M – introduces next topic (family in one house) and ask who Ss live with and asks Ss to type it in M -asks a specific s and S offers info about children T -asks about the children T- asks another S who begins to offer all kinds of info. T – very nice Jessica and asks if they are always happy S – responds T- in Canada, we generally don’t live with extended families P -answers also about her family P – okay, tended to “greet each other a bit differently.” goes through some examples and asks Ss how they greet S begin adding in chat P- calls out s name “That sounds so wonderful. I’d love it if we greeted …” P – calls out another student and asks how they greet in China P asks another student by name and then asks if anyone has anything different. “If you want to speak up” S – offers what happens in Mexico and offers the notion of the gesture varies depending on relationship P – offers ideas of fist pump, tap toes, M- All right – travel in your country Open your mic and let us know about your country S offers – in Japan and that things are on time and talks about apologizing for three minute delay M- asks Maliheh (Iran) what it is like in Mexico (Nallely answers) M- Does anyone else want to share S replied (Vietnam) S – another Vietnamese S comments further about the traffic (Again this is a great opportunity to expand vocabulary – traffic jam, bottle neck, congestion, road rage) M and P – comments – laughs, smiles M- In Canada, we try to be on time P – ok sports this time… What national sport in your country? In Canada, we go past each partner and shake hands and say “good game” “So we will go onto breakout rooms and I want you to talk with your partner about national sports and how to end the games “Anybody confused?” P -ok go to your break-out rooms and se you back in 5 minutes T – talk about how it is going… noting who is in which room P -I will join XXXs room because she is alone I visited rooms – some had no conversation M – stays in the main room P- type a ne in the chat if your are back P – so what is something you learned S are quiet P- asks Maliheh S says it and writes it in the chat P- Ok who would like to go next? What about Victor? What did you learn? What is your national sport? P – ok what about in Japan – what is your national sport? S replies and P asks how they end the game. S replies P – okay thank you P – okay thank you everyone So we are going to move on M- okay so circle or use your pen, what your country’s preference… S circle M- okay in Canada we do both… morning / afternoon But there is not one that is specific M- asks a student to read the conclusion of the story S replies M- okay and our final paragraph could we get Amy to read it? P – exit ticket – what is something you learned about someone else’s culture. S responds P = types in shared notes S offers something she learned about Canada P – thank you – very interesting P – anybody else M- Thank you to everyone. Have a good rest of the week P – also says thank you and calls out names | 80 DayS Impressive that you both were able to respond to my feedback that came to you just a few hours prior Q: what might you do to remember names? Q: Why not have them speak? Q: why one at a time and why type it? What was the goal here? Q: I wonder f Ss might echo how the person whose country it is – how they say it and others echo Q: Yes, that is your intuition!! Good voice volume, great smile and welcoming presence Be specific – what is beautiful? Could you call on specific Ss? Good intuition Good prompting I put Kelowna in the chat… a place near Kamloops where Ss can do a balloon ride Q – I wonder if Ss might restate what it was about? Or point to unknown word(s) This is an opportunity for pronunciation accuracy. Q: how could this be more than a Y or N response? Asking Open-ended questions Q: I wonder if Ss know the word customary and percentage Vocab could be nuclear, extended, step, etc Good intuition – how could other Ss be involved in the listening, so it becomes a conversation amongst Ss not through you? Q: Overall, I wonder how this might be a conversation between Ss not through the T Q: Are you asking both about the words and the gesture? GOLD – that greetings and gestures vary depending on relationship Q – are these new vocab? Q: I wonder how Ss will adapt when things are not on time here with public transport😊 Q: Is there a way that this could also be about note taking? So that the listener has a task not just the speaker! Both of you are clearly listening to the Ss! Not for doctor appts😊 and often not the public transport. Q: Remember comprehension check questions Good awareness Q: why not visit rooms? What are you hoping to do? What feedback might you get from the breakout rooms? You can check that by viewing their mics What a gift – Ss may need to see and hear it So does pronunciation matter for any of this? Q- notice it is different to ask what they heard / learned than what they know about their own country. Q: Do consider that this is level four, so things like academic note-taking, doing quick info searches, looking at a data sheet. ,are all expectations at this level. Q: Is there a way to connect the story with becoming orientated to knowing about Kamloops? 😊 anyone😊 Wonderful personalization |
I then had Paula and Mary-Ann spend 15 min to reflect on the lesson before we met to debrief it.
Strengths Overall :
Presence
Images on PPT represented cultural variety
The link to a reading (academic)
Using the Ss names
Connecting to students lives
Used a variety of tech tools (interactive white board and break out rooms)
Truly listened to and responded to Ss
Had a clear path and sense of pace
Demonstrated good ‘teacher’ intuition
Paula
From her notes: my attitude – the way I spoke to students (tone)
Overall demeanor – good
Welcoming – friendly encouraging –
Helps with motivation and creates calm environment
Engaged – more present
Didn’t “check-out” when M was teaching
personal performance – still a bit too quiet
One change: I still felt too quiet. I felt like I was stumbling. I was worried that I wasn’t engaging.
Mary-Ann
came in prepared with notes and for what could go wrong
I was engaged and interested
One change: If I knew the students more, I would be able to adjust the way I spoke, the vocabulary, the speed, but I feel I “dummied’ it down and I wish I knew their level better.
Together, we spoke about building on their strengths.
We also talked about asking for a course outline and checking into what that level means for language proficiencies so that they can anticipate what to put into a lesson.
Thank you both for the opportunity to observe, share, and learn with you!
Dian Henderson