Date/Time: October 26, 2015 2:00-2:50
Topic/Skill: Listening
Teacher presentation: The teacher began using a powerpoint to review information that had been learned in previous sessions. The teacher then played a video about onomatopoeic words for the students two times. Eventually the teacher then showed the students a transcript of the video.
Classroom management: The teacher called on every student to answer questions or give examples. She had them work in pairs during the discussions. However, the class was pretty calm and willing to participate.
Materials: The teacher had written all information on a powerpoint and used the projecter to present it. She played a video and shared the website where the video could be found.
Student participation: Since the class was pretty small, all students had a chance to participate. Twice students were paired up in order to discuss questions with their partner. At the end, she asked a question to all students about their native language.
Feedback provided: The teacher answered every question that the students had about onomatopoeic words.
Lessons on teaching you learned: The teacher discussed all assignments in depth and how to use blackboard. She also gave students additional resources that they could use outside of class.
Tuesday, October 27, 2015
Mary Phillips CO #1
Date and Time: October 26, 2015 1:00-1:50
Topic/Skill: Speaking
Teacher Presentation: The teacher had written down examples of mistakes from last week's discussion and the class corrected them together. Then the teacher had students read aloud from the textbook. The teacher asked students to brainstorm ideas about the positive and negative aspects of advertising. Lastly, the teacher used a chart to explain the difference between discussions and debates.
Classroom management: Before class started, the teacher was playing music from the computer. The teacher commented several times and the students looked tired. Eventually, she had them stand in a circle and play the name game wherein each student would call on another student, who would then say the name of another student, and so on and so forth. When students argued with her, the teacher reminded them "this is not a democracy".
Materials: The teacher had a vocabulary quiz printed out to hand out to students. The teacher used the projector and the whiteboard together to correct example sentences. Finally, the teacher had students read aloud from the textbook.
Student participation: Most of the students were very willing to participate. The teacher often called on students who looked like they might not be listening. However, most students volunteered to answer questions.
Feedback provided: The teacher did not correct every mistake as the student made it. However she had gathered mistakes from the previous session and written them down in a Word document.
Lessons on teaching you learned: The teacher was very good at involving all the students and making sure everyone participated. Furthermore, she didn't ignore the mood of the room and instead made an effort to energize the class which was educational for me.
Topic/Skill: Speaking
Teacher Presentation: The teacher had written down examples of mistakes from last week's discussion and the class corrected them together. Then the teacher had students read aloud from the textbook. The teacher asked students to brainstorm ideas about the positive and negative aspects of advertising. Lastly, the teacher used a chart to explain the difference between discussions and debates.
Classroom management: Before class started, the teacher was playing music from the computer. The teacher commented several times and the students looked tired. Eventually, she had them stand in a circle and play the name game wherein each student would call on another student, who would then say the name of another student, and so on and so forth. When students argued with her, the teacher reminded them "this is not a democracy".
Materials: The teacher had a vocabulary quiz printed out to hand out to students. The teacher used the projector and the whiteboard together to correct example sentences. Finally, the teacher had students read aloud from the textbook.
Student participation: Most of the students were very willing to participate. The teacher often called on students who looked like they might not be listening. However, most students volunteered to answer questions.
Feedback provided: The teacher did not correct every mistake as the student made it. However she had gathered mistakes from the previous session and written them down in a Word document.
Lessons on teaching you learned: The teacher was very good at involving all the students and making sure everyone participated. Furthermore, she didn't ignore the mood of the room and instead made an effort to energize the class which was educational for me.
Monday, October 26, 2015
Lauren Gibson CP #2
Date/Time: 23 October @ 4PM
Location: Outside Starbucks; walk around campus; International Coffee Hour; FSU Halloween Event
Topic discussed: Her friends; her cool father; how she feels ostracized by Saudi Arabians for not wearing a scarf
Cultural and/or linguistic topics you and your partner learned: Amal apparently loved spending time with me so much, that she messaged me a couple hours after we met on Thursday, and asked if we could spend more time together on Friday. I said of course and met with her outside a campus Starbucks an hour before International Coffee Hour. We walked around the campus and I showed her some important places to know. Linguistically, I helped her understand that we don't use double negatives in English; for she said something like: "I don't know neither". She talked to me about her friends, like her best friend got married in Saudi Arabia and in conservative Islamic weddings, men and women are still separated. She also said she has a friend who is a DJ for other countries, but lives in Saudi Arabia ! Very interesting.
After showing her the campus, we walked to International Coffee Hour and she thoroughly enjoyed meeting people from all over. At first she was afraid that she would not be able to talk to English speakers as well, but she was very happy that many English speakers were there wanting to talk and learn about her. She talked much with my friends at the FSU Halloween Event and learned certain expressions such as "the bane of my existence" when describing something you loath, but must do.
What I found most interesting is how she views her own people of Saudi Arabia. We passed by some Saudi Arabian men and she told me how they look down on her for not wearing a hijab. Apparently the girls in CIES too don't want to converse with her because she does not cover herself fully. I find this very sad, and I have promised to be her friend and always update her when I am doing something fun.
After showing her the campus, we walked to International Coffee Hour and she thoroughly enjoyed meeting people from all over. At first she was afraid that she would not be able to talk to English speakers as well, but she was very happy that many English speakers were there wanting to talk and learn about her. She talked much with my friends at the FSU Halloween Event and learned certain expressions such as "the bane of my existence" when describing something you loath, but must do.
What I found most interesting is how she views her own people of Saudi Arabia. We passed by some Saudi Arabian men and she told me how they look down on her for not wearing a hijab. Apparently the girls in CIES too don't want to converse with her because she does not cover herself fully. I find this very sad, and I have promised to be her friend and always update her when I am doing something fun.
Austin Wisdom TS#2
10/26/15
Student: Vânia, Brazilian Fulbright student
Her level of fluency is very high, she requested help on accent reduction and "filling the gaps," which she used to express her desire to speak like a native speaker and not make grammatical errors.
We began by pinpointing difficult sounds and syllables for her and practiced them, I assigned her the task of making a list of 30 words ending in -ed and after explaining the pronunciation rules (that I learned today in class), asked her to read aloud her list of words when she makes it.
I elaborated on how the book describes the necessity of both knowledge and skill as well as the concepts of plateaus when learning another language. This advice helped to encourage her greatly. I also recommended her reading slowly out loud each day at home to practice breaking down each word and pronouncing the syllables correctly. I asked her to send me a list of words she needs help pronouncing and then I will record the audio and send it to her via whatsapp for her to listen to and mimic.
Overall great meeting, she is a fantastic student and person.
Student: Vânia, Brazilian Fulbright student
Her level of fluency is very high, she requested help on accent reduction and "filling the gaps," which she used to express her desire to speak like a native speaker and not make grammatical errors.
We began by pinpointing difficult sounds and syllables for her and practiced them, I assigned her the task of making a list of 30 words ending in -ed and after explaining the pronunciation rules (that I learned today in class), asked her to read aloud her list of words when she makes it.
I elaborated on how the book describes the necessity of both knowledge and skill as well as the concepts of plateaus when learning another language. This advice helped to encourage her greatly. I also recommended her reading slowly out loud each day at home to practice breaking down each word and pronouncing the syllables correctly. I asked her to send me a list of words she needs help pronouncing and then I will record the audio and send it to her via whatsapp for her to listen to and mimic.
Overall great meeting, she is a fantastic student and person.
Austin Wisdom CO#3
Leslie's speaking class, 1pm, October 26, 2015
Teacher presentation: Warm-up exercise teaching the proper pronunciation of words ending in -ed. She elaborated on the basic rules of pronunciation with these words and students practiced with a partner pronouncing the words.
She then gave each pair of students a dialogue scenario on a cut piece of paper that prepared students for a situation to practice inviting someone to do something and then the other person politely declining or accepting the invitation. The students enjoyed the activity.
Materials: Cut pieces of paper with a dialogue scenario typed onto them, a white board and projector.
Student participation: The students participated the entire class during partner exercises and dialogue practice.
Feedback to students: Leslie thoughtfully and kindly corrected student mistakes using the repeated questioning technique to encourage students to rethink and correct their errors.
I learned that speaking classes would probably be my favorite to teach because I love helping students with pronunciation and being able to dialogue with students and have class discussions.
Teacher presentation: Warm-up exercise teaching the proper pronunciation of words ending in -ed. She elaborated on the basic rules of pronunciation with these words and students practiced with a partner pronouncing the words.
She then gave each pair of students a dialogue scenario on a cut piece of paper that prepared students for a situation to practice inviting someone to do something and then the other person politely declining or accepting the invitation. The students enjoyed the activity.
Materials: Cut pieces of paper with a dialogue scenario typed onto them, a white board and projector.
Student participation: The students participated the entire class during partner exercises and dialogue practice.
Feedback to students: Leslie thoughtfully and kindly corrected student mistakes using the repeated questioning technique to encourage students to rethink and correct their errors.
I learned that speaking classes would probably be my favorite to teach because I love helping students with pronunciation and being able to dialogue with students and have class discussions.
Austin Wisdom CO#2
Class observation of Felicia's reading class, 11am, October 26, 2015
Teacher presentation: Printed handout for each student with academic level article about the psychologist B.F. Skinner and his theory of behaviorism. Students were assigned to read the article for homework the previous day and began the class with a "bellringer" warm-up discussion with guided questions about the reading.
After the warm-up, Felicia used a powerpoint presentation to present "label this example," which challenged and tested the students' comprehension level from the reading. Students engaged, discussed and participated very well.
Classroom materials: Printed handout article for reading, white board and projector.
Feedback to students: Felicia led and guided the class discussion and provided feedback through dialoguing with students about the main ideas of the article.
I learned how effective assigned readings can be if they succeed in engaging the interest of the students.
Teacher presentation: Printed handout for each student with academic level article about the psychologist B.F. Skinner and his theory of behaviorism. Students were assigned to read the article for homework the previous day and began the class with a "bellringer" warm-up discussion with guided questions about the reading.
After the warm-up, Felicia used a powerpoint presentation to present "label this example," which challenged and tested the students' comprehension level from the reading. Students engaged, discussed and participated very well.
Classroom materials: Printed handout article for reading, white board and projector.
Feedback to students: Felicia led and guided the class discussion and provided feedback through dialoguing with students about the main ideas of the article.
I learned how effective assigned readings can be if they succeed in engaging the interest of the students.
Lauren Gibson TS #1
Tutee: Young-Seo
Date/Time: Sunday, 25 October 1:00 - 2:00 PM
Location: Downtown Library
Topic/Skill: Reading and Comprehension
Feedback provided to tutee: Young loves to read but sometimes she skips little words when she reads. I would ask her to return to the beginning of the sentence so she could read it again.
Lesson(s) about tutoring and/or the tutee you learned: I learned to be patient with Young. As a kindergartner, she likes to be very active and sometimes wants to just continue reading aloud instead of stopping to answer my questions about what she just read. Her mother also taught me how to help her pronounce some words on the paper by covering up part of it with my fingers on the pages so she could pronounce each syllable. Her mom told me that she is very good with grammar and memorizing vocabulary and past tense of verbs so now I know we will not focus on that, and instead focus on reading and reading comprehension.
Date/Time: Sunday, 25 October 1:00 - 2:00 PM
Location: Downtown Library
Topic/Skill: Reading and Comprehension
Feedback provided to tutee: Young loves to read but sometimes she skips little words when she reads. I would ask her to return to the beginning of the sentence so she could read it again.
Lesson(s) about tutoring and/or the tutee you learned: I learned to be patient with Young. As a kindergartner, she likes to be very active and sometimes wants to just continue reading aloud instead of stopping to answer my questions about what she just read. Her mother also taught me how to help her pronounce some words on the paper by covering up part of it with my fingers on the pages so she could pronounce each syllable. Her mom told me that she is very good with grammar and memorizing vocabulary and past tense of verbs so now I know we will not focus on that, and instead focus on reading and reading comprehension.
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