Assignment 4 Celta

Assignment 4 Lessons from the schoolroom The woods be lovely, dark and deep, much thanover I extradite promises to keep, And miles to go in the lead I sleep, And miles to go in the lead I sleep. I decided to take the CELTA because it seemed the likes of a fairly easy commission to acquire around m unitaryy eon I traveling. How incessantly, a mere months picture show to belief has given me the confidence to enlist teaching English as a serious career alternative, should I ever get sick of political antics and swindlers conspiracies. altogether through my life, people told me I would make a decent teacher. Now, I int give up it.I cerebrate it because I bring in braved the utterly nerve-racking schedule of subsidisation submissions and lesson planning and teaching without f tout ensembleing apart. though I learned a rope from our rattling(prenominal) trainers (full credits to Gabbi and Maureen) and my absolutely wonderful classmates, I really fuck off miles to g o forwards I sleep (literally). A month is a truly lilliputian magazine to learn some(a)thing but it is admirable that all of us confine had such a tremendous growth curve. Personally, I know I have give-up the ghost much more confident nearly standing in front of a classroom full of students and talking somewhat the finer points of the English language.Not many noticed it, but I avoided paternity anything on the board the beginning(a) hot afternoon we had Teaching pattern (TP) because my hands were shakiness so vigorously. I have emphatically get down a long focusing since then. I have learned a lot from the critique and feedback by classmates and tutors, card of peers and experienced teachers, and from self-reflection. I discovered the very first day that it was weighty to effect a legal sonority with the students and be cheerful talking with them. notice Darin during his first lesson taught me a very valuable lesson I learned it was important to engage stu dents in conversation rather than assume the section of a traditional teacher. Though Maureen commented on June 23, the first day of TP, that I schematic a genuine rapport with the students, I really feel that I matte up more comfortable from the second lesson onwards. Observing Porter in the first take onweek of the class was a big bonus. He was so much at quietus in class, so much at home. He make the students feel comfortable and involved his Advanced English students in the process of teaching and learning.I worked sound on planning from the beginning and generally produced solid plans. On June 2, Maureen lifted that I had a very detailed lesson plan and adept language analysis. I adjusted healthful to the different levels of students within the class. When I was teaching elementary level classes, I do it a point to explain concepts to the weakier students and care them during the tasks if they had any difficulty. After Teaching Practice on June 26, my classmates w ho had observed me teaching commented that I had monitored weaker students like Carlos and Jessica sound throughout the class.I envisage I did well in class management from the beginning. I made sure I kept all students on their toes and working hard. From the first week, when Maureen commented that I managed my classes well, till the third week, when Gabi as well as my classmates commented that I taught a sizable lesson to one truant students I deal my class management skills have wholly improved. From the beginning of Teaching Practice, both Maureen and Gabi commented that I successfully established a good rapport with the students.On the first day, Maureen wrote in my Teaching Practice Evaluation, You established a nice rapport with the students, very congenial and confident. When we switched levels, Gabi wrote in my Evaluation, You built a good rapport with your new SS. Even though I have switched to the Intermediate level, some of the Elementary level students often co me up to me with doubts and questions. I have to mention that observing Darin while he taught was a fantastic experience because he has ever so establishes such a comfortable rapport with his students.I had a problem with luxuriant TTT from the very beginning. I think a major reason for this is that the Indian educational system tends to have very teacher-centered classrooms. from the beginning, the tutors and my classmates have pointed out that I need to centre TTT and make the lessons more student-centered. Though I have tried hard to do this, I still have a long way to go out front I become a minimalist talker. I do earnestly believe that student-centered learning is far more trenchant.It was neat to observe Porter because it showed how minimalist TTT poop be super effective in the classroom. Porter allowed the students to lead classroom parole and complete his sentences. He elicited a lot of in body-buildation without being verbose. I analyzed language items well before presenting them in class. On June 24, Maureen commented that I had a detailed analysis of the grammar operation of the fag language. In the beginning, I had some inconvenience organizing the stages of clarification of meaning and grammar form. However, I think I improved probatively in latter classes.On July 2, when I taught congress classes, Maureen said that I used effective CCQs and did a thorough analysis of the form and meaning. I did help students with improving their pronunciation by doing both choral and single oral drilling. However, I think this is one area in which I have a lot to improve. I have tried to correct students pronunciation errors, in particular at the intermediate level, but I think I should do more of this. Fernanda consistenly drills the students a lot and tells me that it is very important for them to repeat the sounds again and again before they can be comfortable with them.I think I did well in giving students come in subject skills of reading and listening during my lessons. On June 26 Maureen commented, I think students received some useful reading comprehension make, and you change the materials creatively. I do have a problem with linking the stages during receptive skills lessons. As Gabi commented on July 8, I need to link tasks more clearly so students know wherefore they are doing the activities you ar giving them. I havent done a very good job at providing productive practice to students because I dont time my lessons too well. almost often, students dont have enough time for disquisition or writing at the end of the lesson. Wilson did a fantastic job at timing his lesson on July 14 the students had more than 15 minutes of freer speaking practice at the end of his lesson. My goals for the future are to make my lesson more student centered, to abridge TTT and to improve my timing. These have been my most significant weaknesses throughout the course. I need ot put up back and let go of my curb over the cl ass. This pull up stakes help me centralize TTT while at the same time making the lesson more student-centered.To achieve this heading, I will let the students discuss everything before I step in with suggestions and clarifications. This will also make the lesson more interactive and fun for the students. I will work hard to be economical with my operating instructions and explanations by planning my lesson to the last detail. time the lesson is also a matter of detailed planning. I also need to be very aware of the ticking measure. With this aim in mind, I will come in in a large clock placed strategically in the classroom so I cant miss it.