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CELTA Written Assignment 4 Lessons From The Classroom

The first part of this assignment is integrated into your lesson planning documentation as a self-evaluation of each lesson that you teach.

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Лилия Васильева
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4K views3 pages

CELTA Written Assignment 4 Lessons From The Classroom

The first part of this assignment is integrated into your lesson planning documentation as a self-evaluation of each lesson that you teach.

Uploaded by

Лилия Васильева
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CELTA Written Assignment 4:

Lessons from the Classroom

Part 1 (integrated)

The first part of this assignment is integrated into your lesson planning documentation as a self-
evaluation of each lesson that you teach.

Part 2

“It is often said that ‘good teachers are born, not made’ and it does seem that some

people have a natural affinity for the job. But there are also others, perhaps, who do not

have what appears to be a natural gift but who are still effective and popular teachers. Such

teachers learn their craft through a mixture of personality, intelligence, knowledge and

experience (and how they reflect on it). And even some of the teachers who are apparently

‘born teachers’ weren’t like that at the beginning at all,

but grew into the role as they learnt their craft”.

(J. Harmer, How to teach English, p.23)

It is difficult to say, if I’m “a born teacher”, but I really feel, that after three weeks of the
course I’ve become a much more effective teacher than I used to be. I can trace my own progress
and progress of my peers. We are different people, with different personal and professional
background, but each of us has greatly benefited from the course. Every teaching practice raised
our awareness of our strength and areas to work on.

Among my strength my tutors and peers mentioned creating good rapport, maintaining a
good pace of the lesson, being able to select and adapt appropriate materials and techniques.

There are areas to work on too.

1. I must continue working on reducing my TTT. I sometimes use long explanations.

2. I must improve my monitoring, picking up points from it and providing students with
effective feedback.

3. I must improve time management.

Live and video lessons observations provided a chance to look at how experienced
teachers deal with these problems.

1. I’ve observed 6 different teachers. One of the examples of avoiding long explanations
was provided by the teacher of the Upper-Intermediate group (video lesson, 25.01.2013). The
focus of the lesson was grammar. The teacher used great elicitation technique, provided students
with all stages of practice and managed not to overload the board with long theoretical
presentation. She used the guided discovery approach. “The advantages of this approach are
clear. By involving students’ reasoning processes in the task of grammar acquisition, we make
sure that they are concentrating fully, using their cognitive powers. We are also ensuring that our
approach is more student-centered: it’s not just the teacher telling the students what the grammar
is. They are actually discovering information for themselves” (J. Harmer, Teaching and learning
grammar, p.29).

2. Our tutor, Yuliana, showed us a really great lesson. She monitored students, used
different ways of error correction and different types of feedback (whole class, peer-corrections,
selective feedback). She provided very effective final feedback on accuracy (drilling problematic
vocabulary) and on content (students spoke about their partners).

3. Tatiana Victorovna’s lesson became the example of the effective time management. It
was 135 minutes lesson, but the pace of the lesson and activities were varied. The teacher didn’t
drag on the tasks that were easy for students. She gave more time for challenging activities. The
lesson ended exactly on time after effective feedback on content and accuracy.

To improve the outlined areas in my teaching I’ve worked out my action plan.

Action Plan:

Area to work on: Action plan:

 reducing TTT + record my lesson to have a look at my teaching manner


+ use the elicitation technique instead of explanations, plan
and script my elicitation and CCQs before the lesson
+ rehearse my elicitation
+ read Chapter 3 “Classroom management” from
‘Learning teaching” by Jim Scrivener and Chapter 3
“Managing the classroom” from “How to teach English”
by Jeremy Harmer.
+ read “Down with TTT and Up with STT” by Gabi
Bonner
 monitoring, picking up points + observe experienced teachers and analyse their
from it and providing students monitoring techniques and ways of providing feedback
with effective feedback + observe my students carefully, analyse their strength and
weak points
+ anticipate problems for every stage of the lesson, use the
anticipated solutions to vary feedback
+ read the article by Amanda Gamble “Methodology:
Alternatives to whole class feedback”
 time management + plan my lessons thoroughly, providing reasonable timing
for every stage and activity
+ set time limits
+ anticipate problems, be flexible and ready to change the
task or to give additional one
+ read Chapter 6 “Planning lessons and courses” from
“Learning Teaching” by Jim Scrivener.
Bibliography:

1. Jeremy Harmer, How to teach English, Longman, 2007, page 23, 34-42

2. Jeremy Harmer, Teaching and Learning Grammar, Longman, page 29

3. Jim Scrivener, Learning Teaching, Macmillan, 2011, pages 54-81, 123-155

4. Amanda Gamble, “Methodology: Alternatives to whole class feedback”

http://www.onestopenglish.com/section.asp? Retrieved 01.10.08

5. Gabi Bonner, Down with TTT and Up with STT, iatefl Voices Sept-Oct 2008 Issue 204, page
7

Word count: 560

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