Last Thursday, right
before lunchtime, I received a text message from the class leader stating that
they have picked computers as one of the topics for the upcoming class (this
was my first time to employ Responsive-Collaborative Discourse). I was quite surprised
to read this and spent a big chunk of my lunch break pondering how to approach
this topic as I have to admit that I am one of those technologically-retarded
individuals. I exchanged a few more text messages with the class leader and clarified
that, in fact, they were interested in learning about computer lingo, parts of
a computer, etc. in English. I was able to put together a handout, which
highlighted all the main parts of a desktop computer. While we were going
through the handout, I made use of morphological processing again when I was
explaining the meaning of laptop (vs. notebook as It is referred to by most
Koreans). I even cited a personal experience (once I had asked a colleague for
a notebook before rushing off to a meeting to be able to take notes but she had
thought that I was asking for a laptop!!), which they found funny. I also made use of morphological processing
when we were talking about mouse pad. I am planning to include more activities in
the future to enable them to understand this method better and hopefully be
able to use it independently in the future.
We talked about MIC
techniques last Saturday in class, namely: repeat, rephrase, preview, describe
and provide examples, and use visuals. Once I examined my teaching practices, I
realized that I am not making use of repetition and, moreover, I am minimally
using preview. So far, I have used the preview technique when I was telling my
students what we would be doing next/talking about next. I am very interested
in using this technique more to activate my students’ schemata. For example, showing
them pictures relevant to the topic to be discussed, posing some relevant
questions on the topic, etc. However, as we have discussed in class, I have to
make sure to introduce relevant vocabulary, if need be, as the lower-level
students may have the schemata but not the linguistic skills to discuss them in
L2. Otherwise though their schemata would be activated, learning would not be
facilitated. I gave my students a simple homework last Sunday, which involves
looking up some simple information on Google. I was initially planning to go
through their homework. However, a light bulb just went on in my head and I
have come up with a way to use the preview technique this coming Sunday. I
would like to include my findings as part of my reflective post next week.
Unfortunately, last
Sunday, for the first time, I could not get through my lesson plan. This would
have been perhaps a problem if I was working at a public school or for a
hagwon. I hadn’t really timed myself in the two prior classes before past
Sunday. But, somehow, I had managed to cover all I had set out just in time. This
incident may have been a result of over-planning (I had planned to talk about
computers, highlight some points about formatting emails {using Gmail, etc.},
do a storytelling activity in groups, assign homework for the following week
and explain it). Nonetheless, I have realized that I need to start practicing time
management.
We have talked about
how students’ low interaction may be linked to teacher’s discourse style and
how extended wait-time could be one ways to address this problem. I have been
practicing extended wait-time since that day. I do count in my head literally…
However, I have failed so far to get one of my low-level students to
participate more in classroom discourse. Even though, I have allowed him more time
than other students and tried hard to provoke to speak, all I could get so far was
1-2 word answers and perhaps three words at the most. It was very agonizing… The problem could be partly due to the fact
that he lacks confidence. Perhaps he fears that if he makes a mistake I will be
criticizing him. I wonder if he has been criticized before in the classroom.
However, I have reiterated in the class many times that it is ok if they make a
mistake and that this is a part of the learning process. I have been trying to
ask open-ended questions as well. I have formulated two more strategies to
attack this problem. Firstly, I am planning to incorporate more group
activities and nominate him as the spokesperson for his group to allow him more
opportunities to create with L2. I am planning to let them discuss regarding
the topic/question at hand and then answer individually one by one at times as
well. I feel that such activities would allow him more time to reflect with
other students and prepare an answer, and hence may help to increase his
participation. This being said, I would appreciate any feedback on this issue
from the members of SMU STG Community…
Lastly, I am very
thrilled to announce that I have figured out what the technical problem I have
been experiencing while trying to video record my classes was. I successfully
managed to disable the default setting of 30 minutes, which was applied to my
camera. Next week, my reflective blog will be accompanied by a one hour video,
fingers crossed.
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