Cambridge Tesol Celta Lessons from the Classroom
Cambridge TESOL CELTA 08/07/2013
Assignment 2.4: Lessons from the classroom
Part One: Evaluation of my teaching practice:
I am compiling this self-evaluation report after my third teaching practice in the classroom. My teaching time lasted 40 minutes each time, and my class size varied between 15 and 16 students (ss) at a time. Classes comprised a good mixture of foreign ss, representing various European and non-European nationalities and cultures.
The feedback I received on all TP sessions emphasised on my confidence in delivering the teaching practices which was good and encouraging. The other positive element of delivering the lesson that came out of the feedback was my interaction and engagement with the students (ss). I was praised on my mannerism as a teacher, and my individual rapport with the ss.
I rated my TP and overall lesson delivery as below standard, however the general opinion amongst my peers and Tutor was that my TP was up to standards.
I started my first TP session with a clear voice projection but not loud enough for all ss to hear. However it was noted, by my peers, in my last TP session that not only my voice projection has improved and loud enough for all ss to hear, my meta-language was also improving and becoming much clearer and understandable.
An area of slight concern that had been picked upon was me being too polite when giving instructions and conducting feedback during a TP session. Although, this had being discussed once again during teacher feedback, my peers felt that I was less polite than previously, and that I was improving.
During my first TP, I moved about continuously in the classroom, going from the W/B towards the ss and back again. It was observed that these quick movements distracted the learners and had a side effect on teaching. I listened, and paid attention to my movements behaviour on the follow up sessions. The feedback I received thereafter was that the distractions had been reduced
Assignment 2.4: Lessons from the classroom
Part One: Evaluation of my teaching practice:
I am compiling this self-evaluation report after my third teaching practice in the classroom. My teaching time lasted 40 minutes each time, and my class size varied between 15 and 16 students (ss) at a time. Classes comprised a good mixture of foreign ss, representing various European and non-European nationalities and cultures.
The feedback I received on all TP sessions emphasised on my confidence in delivering the teaching practices which was good and encouraging. The other positive element of delivering the lesson that came out of the feedback was my interaction and engagement with the students (ss). I was praised on my mannerism as a teacher, and my individual rapport with the ss.
I rated my TP and overall lesson delivery as below standard, however the general opinion amongst my peers and Tutor was that my TP was up to standards.
I started my first TP session with a clear voice projection but not loud enough for all ss to hear. However it was noted, by my peers, in my last TP session that not only my voice projection has improved and loud enough for all ss to hear, my meta-language was also improving and becoming much clearer and understandable.
An area of slight concern that had been picked upon was me being too polite when giving instructions and conducting feedback during a TP session. Although, this had being discussed once again during teacher feedback, my peers felt that I was less polite than previously, and that I was improving.
During my first TP, I moved about continuously in the classroom, going from the W/B towards the ss and back again. It was observed that these quick movements distracted the learners and had a side effect on teaching. I listened, and paid attention to my movements behaviour on the follow up sessions. The feedback I received thereafter was that the distractions had been reduced