Key words:Teaching Skill, Pedagogical Skills, Theries of Teaching.
We taught students Lesson4 " Turn right ". We wanted them to be able to say "Turn right" "Go straight" and so on, and understand place's name (park, bookstore, restaurant) in this class. Our group gathered many times and discussed our plans and practiced supposing a real class.
First of the lesson, we introduced ourselves. We got very tense, but we thought that students got tenser than we. So we spoke English in a loud voice with very big smile. Next, we sang “Head shoulder knee and toe”. We sang after introducing to reduce student’s anxiety. Why did we choose this song ? － First, their teacher told us that students knew this song. Second this song has movements. So we thought that students were certainly excited by singing this song and relieved their tension. We showed how to sing and how to move to them. Students imitated us. This song was appropriate. Students sang in a louder voice. We enjoyed this moment. After song, we made students repeat place's name (park/fire station/hospital/post office/restaurant/book store/super market). We pronounced them and students repeated after us. We also asked them word’s means. “What do words mean? Raise your hand” Some students raised them hand and answered. After that, we gave students some quizzes that use place’s name. We named it “ Where did I go ? ” quiz. We told them hints (what we did yesterday and what we bought yesterday). On the basis of hints, they thought where we went. We appointed one of students who raised them hand and they answered. We did it five times. When they answered, we made them stand in front of other student and speak in a loud voice. We did this activity in order that students got used to speaking place’s names in English. So we were conscious of making them pronounce many times. Next activity was picture story “suddenly”. I played a role of Wolf. First of all, Wolf and Preston introduced and explained story easily. A narrator read sentences and we acted the scene with gestures. We also always made students repeat “Suddenly me” ”Silly me” when these key words appeared. They was listening carefully. At final scene of the story, we asked them a question－whether a final big shadow was a Preston’s mom’ one or Wolf’s one. Their opinions was divided half and half. We played game “Simon says” as a last activity. We used some commands (turn right/turn left/raise right hand/raise left hand/put hand down/jump to right/jump to left/go two steps). Making students get used to how to speak these action and ways in English was also our important aim this time. So we chose this game. Before starting game, we explained rule of this game and showed them how to play and confirmed command’s mean. We tried to make students repeat the command after Simon said. By doing such, we increased chances students to be able to speak English. Two of us played role of Simon, others (include me) helped students to play game and listen to the command. We played this game three times. Final game was very fast and difficult. They looked happy. At final of the lesson, we gave students evaluation sheets to write their idea and thought. After writing, we had two students announce their impressions. I felt happy to hear them. After that we announced our impressions, too. We enjoyed this class very much. I thought that having prepare much and practicing many times was good.
We had three big critical incidents.We prepared place cards, but these cards was little smaller. So students said “I can’t see” “what is drown at the card?”. We should prepare bigger cards. We didn’t confirm whether we can see from little far or not. It caused this problem. Picture story was too difficult for students to understand story and what we was telling. We had to explain more politely and should use Japanese a little. We couldn’t understand this story when we listened for the first time. So we need to help them to understand well. I think that having proceed with prepare on the assumption that students would be able to understand well caused this problem.Game “Simon says” was also little difficult for students. They said “I don’t know” “difficult”. But we explained more politely and sometimes use Japanese to help them to understand than “Suddenly”. As a result, they gradually got to understand and enjoy this game. We supposed that they couldn’t understand very much. So we thought how to explain, express many times and figured out a good way to make them understand. But they got confused the beginning. We had to figure out more. Although we practiced keeping time, we don’t have enough time in real class. There was something that happens unexpectedly. I noticed that practice was quite different from real class.
The thing I learned this time is importance of preparing in advance. I thought that it is impossible to give lesson without planning and preparing. The day is also important, but preparations until the previous day are as important as. I thought “So we write a teaching plan”. Writing this is very difficult for us, but we can’t give classes without this. I must study how to write lesson plans more and more, harder and harder. Also, I learned that preparation were not absolute. In other words, the fact that we prepare enough always doesn’t mean success. Critical incidents maybe happen unexpectedly. When these happened, we must try not to lose our cool.I understood that I have still a lot of things to learn to be a teacher.
Posted by Yuto Honda on 19 February 2015, 9:26 AM | Comments (0)