Lesson aims for the students: The main aim of the lesson was to give the students an opportunity to developskills for generating a conversation more so with a stranger. Specific Skills: By the end of the lesson, the students were expected to generate a general idea of conversation starters through the completion of a specific task. The subsidiary aim of the lesson was to shine light upon the learners on they ought to speak and to learn the appropriate vocabulary for conversing with people under different circumstances. Anticipated Problems & Solutions: As is expected in every lesson, this lesson had its anticipated problems. Pronunciation was the first anticipated problem because the students would have found the new vocabulary in the text hard to cope with. Not only was the new vocabulary posing the problem of mispronunciation, it also had the possibility of making students to slow down in their reading. The students were also expected to present something that they generated from the task that the teacher gave them. It was therefore expected that some of the students would be shy during the presentation. ...
To eliminate the anticipation of the students being shy, the teacher had to make the lesson as interactive as possible and make sure that all the students participated in the activities. Assumed Knowledge: The basic assumption of the lesson was that the students were familiar with the concepts of starting a conversation, especially with a stranger. Materials: Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, Va, Asociation for Supervision and Curriculum Development. Ellis, R. (2009). A typology of written corrective feedback types. Gear, A. (2006). Reading power: teaching students to think while they read. Markham, Ont, Pembroke Publishers. Harding da Rosa, J-M. (2012) ‘Managing your classes’ in English Teaching Professional, issue 82 ,pp 22-24. Harmer, J. (2007) The Practice of English Language Teaching (4th Edition). Hativa, N. (2001). Teaching for effective learning in higher education.Dordrecht, Kluwer Academic Publishers. Hebden, M. & Mason, J. (2003).Classroom organization.English Teaching Professional. Issue 28.Pp 23-5. Jacobs, G. M. and Ball, J. (1996) ‘An Investigation of the Structure of Group Activities in ELT Coursebooks’ in ELT Journal 50/2 99-107. Saginor, N. (2008). Diagnostic classroom observation: Moving beyond best practice. Thousand Oaks, CA: Corwin Press. Senior, R. (2008) 'Developing Rapport' in English Teaching Professional, issue 54. Tudor, I. (1993) ‘Teacher roles in the learner-centred classroom’ in ELT Journal (1993) 47(1): 22-3. Widdowson, H. G. (1987) ‘ The Roles of Teacher and Learner’ in ELT Journal, 41/ 2 83-8. Wilson, K. (2008) ‘Facilitator Talk in EAP Reading Classes’ in ELT Journal, 62/4, 366-374. Zepeda, S. J. (2009). The instructional leader's guide to informal ...
Cite this document
(“Critical reflection of classroom observations Essay”, n.d.)
Retrieved from https://studentshare.net/education/77861-critical-reflection-of-classroom-observations
(Critical Reflection of Classroom Observations Essay)
“Critical Reflection of Classroom Observations Essay”, n.d. https://studentshare.net/education/77861-critical-reflection-of-classroom-observations.
Likewise, this paper will demonstrate an understanding of how these factors are identified by reference to specific child or student. In doing so, this paper will illustrate knowledge and understanding of the primary concepts and theories
The most interesting part of the plan was that Sayeski and Brown developed it for special education populations and for the general classroom. The tiers in the plan highlight how to address the needs of students who cause no classroom disturbances all the way to those who are a constant disruption.
Critical Reflection Introduction Reflection is considered the process of extensively and internally evaluating a specific incident or issue, one which prompts a deeper clarification based on varying and conceptual considerations (Jasper, 2003). Evaluations based on personal insights have also been established by Mann and colleagues (2009).
However, I deem the use of medical knowhowa in reinforcing into humanity what is natural or normal is not good. This is because similar to technology, aesthetic fantasies or view of things with time is bound to change. This is contrary to human body whose structure alterations come with aging but not using medical procedures to embrace short-lived aesthetic fantasies.
The school was peaceful and organized, with teachers having total control of the students. There was no formal dress code for students, perhaps because most of the learners originated from the loyal families that surrounded the school. There was no security guard to regulate entry into the school compound; however, there were several cameras around the school capturing the happenings of the whole compound.
The objectives in the second section deal with the overall purpose of interviews and observations. First of all, what is known about interviews as well as their main purpose is discussed. Second, what is known about observations as well as their main purpose is discussed.
al assaults, religious killings, and social dilemmas on the latest media technologies, they are adopting that specific kind of perception and are beginning to show predisposition themselves as they are growing up. People are interested in news reports about sexual harassment,
nnection with the book came from my own sense of being out of step with my classmates and the sense throughout my school life of being inferior to the other students.
My experience of self-blame, feeling inadequate and not quite good enough and of wondering what I was doing
its different strengths and core competences pertaining to their products (food offered), the service, and strategies applied to cater to the needs of their clientele.
For one, the food offered at Applebee’s is diverse; ranging from entrees, main dishes, sandwiches, salads,
th teamwork, the group reached a gallant decision of taking individual research in terms of primary and secondary sources and after that reconciling the best decision reached(Shilton, Koepfler and Fleischmann 258)..
The field notes, handwritten on lined paper, comprised of
4 Pages(1000 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Essay on topic Critical reflection of classroom observations for FREE!