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Faculty of Arts: Teaching & Learning
Experience-Sharing Workshop
Presentation topic: What did I do when facing these situations?
Presenter: Allen Ho, English Language Teaching Unit
My teaching context
• Small class teaching
• (Usual) maximum class size: 20
• Teaching venues: (Usually) classrooms & language / computer labs
What did I do?
- Form (permanent) discussion groups
- Take a class picture
- Practice calling unfamiliar names
- Make use of CUSIS
Situation 2
I find it very annoying to have students joining my class at various
stages of the add-drop period.
What did I do?
- Prepare more spare copies of course outlines and handouts (for the first few lessons)
- NOT to blame the students (explicitly)
-NOT to verbally introduce the course again and again
Situation 3
I am teaching many sessions of the same course (e.g. Class A, Class B & Class C) and I always forget where I stopped in the
previous lesson.
What did I do?
- Start with something very serious (e.g. assessment)
- Start with something not that serious (e.g. revision)
- Start the class a bit later
Testing your memory
1) How many focuses are there in ELTU1108?
2) How many drafts are you going to write in ELTU1108 for the academic essay?
3) How many chances of peer review are you going to have in ELTU1108?
Appetizer – Reading & Sharing
Answer the questions related to the recent article entitled “To learn English, get over the fear of
using it”.
Situation 5
Some of my students always fall asleep, send sms or read materials from other
courses in front of me.
What did I do?
- Draw their attention
- Communicate with them (Listen to them)
- Make the class more interactive
Explanations
Some abbreviations are said as individual letters while some are said as words (acronyms).
Compare:
an F (/e/) BI (individual letters) official
a F (/f/) IFA (a word) official
Situation 7
I do not want to wait until the official student evaluation practice to collect feedback from
students.
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