Assignment 4 LFC

Source: https://slev.
life/celta- CELTA Assignment Cover Sheet

pass-a-examples
To be completed by CELTA candidate
Submitted by: Steven Levithan
Assignment title: Lessons from the Classroom (LFC)
Assignment number: 4
Number of words: 988
Submitted on (date): 2020-12-19
This assignment is my original work and I have acknowledged all sources.
Full name: Steven Levithan
To be completed by CELTA tutor
Overall grade: Pass
General comments: Thank you for you work, Steven. You have discussed your strengths and
action points very well, with clear description and links to TP work overall. Your action plan is very
well staged, focused and relevant. Consider joining an international organization like IATEFL to
keep updated with the world of ELT.
All the best with your future teaching and hope to see you on Delta!
Orlando Delgado
International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

Lessons from the Classroom
Teaching Strengths
I enjoy language and learning about it, and during the course I came to enjoy language analysis. I
looked forward to researching lexis and grammar in advance of a lesson; thoroughly analyzing the
meaning, form, pronunciation, and appropriacy of the target language; and teaching it
systematically. I came to appreciate phonology and I’m now reasonably comfortable with the
phonetic chart. During teaching practices, this resulted in me being ready with good answers for
questions that came up, and I think this strength will help me continue to develop as a language
teacher. Examples of where this helped included during TP3 when a student asked for more
details about why present simple tense doesn’t just cover the present, and in TP7 when students
used alternate lexical phrases and word orders that I had not taught but that I’d already
researched and analyzed. I therefore had clear responses ready.
Lesson planning was another area of strength and one where I improved throughout the course.
Thanks to ongoing feedback from tutors, over time my plans became increasingly detailed. From
TP6 onward, I was scripting not only CCQs and ICQs but also instructions, demos, transitions, and
questions used for elicitation. This helped me increase student-centered teaching, reduce TTT,
and provide clearer, more concise, and less sequenced instructions. Additionally, the
improvements to my lesson plans over time helped me systematically cover MFPA in distinct sub-
stages, and better scaffold tasks (e.g., for student writing during TP8). And finally, I got positive
feedback on multiple occasions about having selected/designed appropriate tasks and having
effectively adapted coursebook materials for my lessons. My new skills for creating well-
structured lesson plans will continue to help me as a teacher.
I’ve done my best to build good rapport with students. I used the students’ names on every
occasion, responded to all their questions in supportive ways, regularly complimented them on
good work, and tried to take their interests into account when teaching. I was glad to see this
reflected in comments from my tutor in TP6 and TP8 feedback as me having “excellent rapport
with students”. Hopefully this led to higher comfort and motivation from students.
Areas for Improvement

A consistent area for improvement was to make my teaching more student centered and reduce
teacher talking time, thereby making my teaching more communicative and hopefully more
engaging and memorable. Although I got better at this over time and often received compliments
on doing it effectively, there’s room to be more consistent.
Another challenge was giving consistently clear and concise instructions, especially with
elementary level students. I had a tendency to sometimes speak too fast, use too many words, or
repeat myself. What was most effective in addressing this was to script much more of my speech
in lesson plans, including instructions, demos, CCQs, and ICQs.
Time management is another area I’ll need to continue improving. Right off the bat, I went about
4 minutes overtime during TP1, and therefore I made this a focus in every subsequent TP.
Although I never again meaningfully exceeded my time for the overall lesson, during some lesson
stages (e.g., when teaching pronunciation or meaning) I took longer than I’d planned, which led to
abbreviating other important parts of the lessons such as peer checking or delayed error
correction. By the end of the course, I’d built up strategies for better dealing with this, including
noting particular items in my lesson plans that I could skip if I was running long.
Page 2 of 3
Observations
Observing tutors and online videos were both very helpful toward learning effective teaching
practices and how to use digital tools in a classroom setting. I picked up specific ideas from online
videos that helped me more effectively use Zoom whiteboards and breakout rooms. Tutors
showed effective use of Google Jamboards and forms for student tasks. Ricardo’s recorded
grammar lesson was particularly instructive, and I was impressed by how effectively he tied every
stage together around the target language and central context, and systematically covered all
stages in perfect time.
In observation of my fellow classmate Mike, I noticed both positive and negative methods of
teaching. I liked his relaxed approach and how he always tried to make his lessons fun. More
often than not, this paid off with strong engagement from students. In TP7, I liked how he
matched breakout room numbers to slide numbers to have students work together on
collaborative tasks, despite not knowing in advance how many or which students would be
present. On the negative side, he was sometimes less organized, systematic, and prepared during
his lessons, which pushed me to focus more on these areas to avoid the same mistakes.
Further Development
There are three primary areas I plan to focus on for further development of my teaching skills in
the short to mid term.
First, I plan to spend more time observing experienced and effective teachers. I’ll watch all of the
lessons provided by IH Mexico and seek out more on the internet and in classrooms.
Secondly, I think going through the process of learning a language myself will be among the most
helpful things I can do to build empathy for students and identify effective teaching and learning
techniques. Therefore I plan to continue my studies of Japanese and Serbian.
Lastly, there are several books I’m planning to read to continue developing as a teacher, starting
with the following:
Learner English, 2nd Edition by Michael Swan and Bernard Smith looks like an exceptionally
detailed and interesting book on how I can adapt my teaching and focus areas for students with
different nationalities and mother tongues.
For methodologies, The Practice of English Language Teaching, 5th Edition by Jeremy Harmer
covers techniques and procedures in Chapter 4 (Popular methodology). I expect it will help me
build on the skills and knowledge I’ve gained during the CELTA course.
Bibliography
 J. Harmer, The Practice of English Language Teaching, 5th Edition, Pearson, 2015
 M. Swan & B. Smith, Learner English, 2nd Edition, CUP, 2001
Page 3 of 3

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Source: https://slev.

life/celta- CELTA Assignment Cover Sheet

To be completed by CELTA candidate

Submitted by: Steven Levithan

Assignment title: Lessons from the Classroom (LFC)

Number of words: 988

Submitted on (date): 2020-12-19

This assignment is my original work and I have acknowledged all sources.

Full name: Steven Levithan

To be completed by CELTA tutor

Overall grade: Pass

International House London Teacher Training

A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

Areas for Improvement

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