20469900 Principles of English Language Teaching

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    CONTENT PAGE

    Introduction 2

    Day 1 4

    Day 2 7

    Day 3 10

    Day 4 13

    Day 5 16

    Reflection 19

    Materials 22

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    INTRODUCTION

    This is a journal of my School-Based Experince on the 16th

    to 20th

    August 2009 at

    Sekolah Kebangsaan Bukit Sawa, Terengganu. I have chosen the school because I heard the

    education system in Terengganu is very good and it makes me feel interested to see how the

    system works.

    Following that, I need to complete the given assignment from the lecturer throughout my

    School-Based Experience. I have to work closely with my coordinating teacher and look for the

    types of communicative activities used by the teacher, analyse teachers instructional language

    and questioning techniques. Also, I have to compare teachers and learners roles and identify

    effective classroom management. Lastly, I have to collect samples of remedial and enrichment

    activities and write journals based on the observations.

    All of the reports are based on my experiences at the school through observations,

    interviews, references and discussion with all the schools members. I hope this journal could

    helps me in order to be a good-quality teacher one day.

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    DAY 1 : Observing English Language Class

    Date : 16th

    August 2009

    Day : Sunday

    I have sought permission from an English Language teacher and I was allowed to observe

    standard three students in 3 Bestari class. It is the best standard 3 class among the four classes in

    the school.

    It was an hour period lesson and I looked at the types of communicative activities used by

    the teacher in the classroom and teachers instructional language and questioning techniques. I

    sat at the back of the classroom so that I could see the teaching and learning process clearly.

    Also, I took some pictures and interviewed the teacher for the records what I have observed.

    The lesson started at 11 am with the topic Plants. Teacher started the induction set with

    questions and answers session. She asked the students about plants and their experiences with it.

    Students responses were really good and they love to share their own stories with the class.

    Then, she showed a picture of a chili plant and described clearly about it. She told about the

    structure of the plant, the colour, the habitat and the use of it.

    After that, teacher divided students into five groups and asked them to draw and labeled

    the chili plant on the mahjong paper given with the group members. Teacher gave students 15

    minutes to complete the task. Then, a representative of each group presented the task and

    explained about their drawings and share with the class members.

    Later, teacher distributed exercise paper about plants to each student and they were

    encouraged to complete the exercise with their peer. They were allowed to discuss in pair or in

    groups. After they have done the exercise, teacher discussed the answer with the whole class and

    let the volunteers to answer each and every question. Finally, the class dismissed after a short

    closure.

    On the whole, I could see that the teacher used many types of communicative activities.

    In example, questions and answers session, group work and pair discussion. The students

    engaged actively in all the activities and they seem like to enjoy the lesson. In addition, the

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    teachers instructional language was very simple and easy to understand. Teacher used simple

    English words and tried her best to used very limited Bahasa Melayu words. She only used

    Bahasa Melayu words to translate some complex English words. The teacher used the simplest

    way of questioning techniques. She asked the questions that the answers were very familiar with

    the students. It is because she wants students responses as many as they could and to

    encouraged them to involve in the communication.

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    DAY 2: Observing for teachers and learners roles

    Date : 17th

    August 2009

    Day : Monday

    On the second day, I get permission to observed standard 4 Cerdas. At this time, I looked

    for teachers and learners roles through teaching and learning process. I have interviewed the

    teacher and recorded the datas through lesson observation form and captured pictures.

    During the observation, I noticed that the teacher used learner-centered strategy. Learner-

    oriented strategy was shown at the introduction session of the lesson, teacher referred English

    text book and started to teach the topic entitled Plant. Students read the comprehension

    dialogue and teacher calls some names to explain to their friends. At this time, teacher is

    providing guidance, helping students to practice language skills and a controller while the

    student is the listener or audience. Also, there was two way of communication during this time.

    Learner-centered strategy was proven when lesson activities started. During the activities

    session, teacher asked the student to get in a group and read the dialogue. Then, they have to

    choose a representative for their group to make a role-play based on the dialogue. At this time,

    teachers role was as an observer and a facilitator who observes and helps students during the

    role-play. On the other hand, students role was as a performer, presenter and controller. They

    performed actions as in the dialogue; they presented their acting creativity and controlled the

    situation. At this time, there was two ways of communication process because teacher also

    helped students in the role-play.

    As a result of my observation, both the teacher and the learners roles were important

    during the teaching and learning process. This is because both sides have to play their own role

    effectively so that both sides could achieve their goal. In this class situation, the teaching and

    learning process take place effectively because I could see the students were enjoyed doing all

    the activities and the teacher said she reached her learning outcomes that day.

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    DAY 3 : Observing Classroom Management

    Date : 18th

    August 2009

    Day : Tuesday

    The third day observation was to find out how a teacher manages her classroom for

    learning and the different teaching styles. On the day, I get the opportunities to observe standard

    5 Pintar.

    Before the class begun, all the students were line up outside the classroom because the

    class was at 7.45 am which was after the school bell rang. After they have done their prayer, they

    entered the classroom, cleaned up the class and sat at their own places. Then, teacher entered the

    classroom and prepared for the lesson. Suddenly, there was a sound of a phone ringing, ring

    ring. The entire student looked for the sound and then teacher asked what the sound was.

    Actually the topic of the lesson of the day was Getting Connected and that was how the teacher

    gained the pupils attention. Then, teacher explained and gave an overview about the topic.

    After that, teacher asked students to take out their E-Book or an electronic book and

    searched for the topic. Students followed the instruction and read the comprehension dialogue on

    the topic. Then, teacher read the dialogue and the whole students imitated her. Later, teacher

    called some volunteers to act a role-play in front of the class. One boy and one girl volunteered

    themselves to be in the play. The lesson continued with a group discussion about the topic.

    Teacher divided students into four groups and they had to discuss with the group members about

    the advantages and disadvantages of telephone. Students were allowed to move around the class

    and chose their own working area. They could sat at the back of the classroom, had their group

    circle or any kind of discussion style they had preferred. They used their E-book to access the

    resources and teacher moved around the class to observe and monitored the discussion progress.

    Also, teacher helped and support students who were weak and work slowly than the others. Sheexplained clearly to them about what they have to do and get the peers who are work more

    quickly to help the weak ones. Not only that, teacher told the students to raised up their hand if

    there was any inquiries and came over to the teacher to get the explanation.

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    After the discussion time, teacher asked the group representative to present their group

    work in front of the class. After all the group had presented their task, teacher asked all the

    student to sat at their own places and kept all the apparatus or materials like the e-book, mahjong

    paper and marker pens. Then, teacher let the monitor collected all the groups tasks and asked

    them to put it on the class wall. Later, teacher had a short closure by giving a feedback about

    their group work and gave reward to the best group presentation. Lesson ended with a reminder

    from the teacher to students to complete their E-book exercise and students lined up outside the

    class to go to the computer lab for the next lesson.

    Based on my observation, the teacher was able to manage the inappropriate behavior. It

    had shown when some of the students were talking during the lesson. Teacher called the

    students name and asked them what they were talking about. They automatically stopped talking

    and focus at the lesson. Also, the teacher gave a compliment and a reward (sticker) to students

    who showed a good behavior during the class. That was the way of the teacher to encourage

    positive behavior in the classroom.

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    DAY 4 : Techniques in Teaching Language Skills

    Date : 19th

    August 2009

    Day : Wednesday

    On the fourth day of my School-Based Experience, I get the chance to observe Puan Baki

    Setia English lesson. The purpose of the observation was to see her techniques in teaching

    language skills.

    As a result of the observation, I noticed that she is a good quality teacher. The way she

    brought herself to class was very confident and organized. Her voice projection was very loud

    and clear and that was made her looked very sure in her presentation. Also, she kept an eye

    contact with all her students to make sure they were focused and listened to the lesson.

    In addition, she asked question frequently and used facial expression and body

    movements while teaching. In the other hand, she looked very assertive and care about the

    students needs. She marked any student who looked confused and not understand what had she

    taught and repeated again until the student understood. Not only that, her production stages

    looked systematic because she stood in front of the class, at the center where every student could

    saw her. Sometimes, she moved around the class to monitor the students at the back. Also, her

    presentation time was organized very well and she could control all her students in a time.

    The topic of the lesson was Animal and Us and the students were learning about Pet.

    Puan Baki Setia integrated all the four language skills which were listening, speaking, reading

    and writing in her lesson. She started the lesson with reading skill where all of the students read

    the comprehension text in their E-book. Then, she used a radio and let the students hear to a

    dialogue and animals sounds. She asked the students about the dialogue and sounds they heard

    and let the students to guess what the sound was. Later, she got back to the comprehension

    dialogue and called three students to read out loud the dialogue. After that, she discussed about

    the comprehension dialogue with the students and explained to them what all was about. The

    lesson continued with writing activity where student had to write a short essay about their

    favourite pet.

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    In addition, grammar and vocabulary also integrated in her lesson. She requested the

    students brought a dictionary every time during English lesson. That was because she wanted her

    students to learn grammar and vocabulary on their own. They were encouraged to search in the

    dictionary for the word that they do not understand.

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    DAY 5 : Types of Remedial and Enrichment Activities

    Date : 20th

    August 2009

    Day : Thursday

    I have collected the samples of remedial and enrichment worksheets from the teacher I

    have observed. The remedial and enrichments materials are for standard 5 students. I have

    compared and contrast both worksheets.

    COMPARISON

    i. Both worksheets are based on students ability. Enrichment worksheet is for studentswho learn quickly and remedial worksheet is for students who are slower than others.

    ii. Both worksheets are based on mastery-learning where the students have to master everylevel from bottom to reach the top level.

    iii. The reasons to complete the worksheets are to identify students ability, level ofunderstanding, their strengths and weaknesses.

    iv. Teacher could use the worksheets as a testimony of students records of achievements orfailure, other than examination papers.

    v. The worksheets are based on English syllabus and both are created by the teacher.

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    CONTRAST

    Enrichment Remedial

    i. Set for the high-flyer i. Set for the weak achieverii. The task is difficult and challenging ii. The task is easy and straightforward

    iii. Helps to polish students strengths iii. Helps to enhance students weaknessesiv. Difficulty level of task increase when

    student mastered a level

    iv. The exercise repeats until studentsmaster the topic/level.

    v. To encourage students to be moreinterested in learning.

    v. To teach strategies for coping withfuture difficulties.

    vi. Enhance a students education bybringing new concepts to light or using

    old concepts in new ways.

    vi. To close the gap between the studentsin the class.

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    REFLECTION

    Five days of School-Based Experience in Sekolah Kebangsaan Bukit Sawa, Terengganu

    have given me a lot of information, experiences, knowledge, skills, and have changed my

    impression towards many things such as students ability, teachers credibility, schools

    environment and schools facilities.

    I felt very happy and thankful because I have given the chance to observe and learnt

    many things from the observations. I learned many things through the observation and interviews

    on the first day. As a teacher, I have to know how to create the activities for my students.

    Teacher should know the abilities of his/her students because not all of them have the same

    abilities. Some of the students are weak and some are excellent. Also, teacher should know how

    to make student involve actively in the teaching and learning process so that the teaching and

    learning goals could be achieve.

    On the second day, I could see the relationship or repo between the teacher and her

    students. She tried her best to make the students engaged actively in the teaching and learning

    process. Teachers role was as a coordinator, instructor, and sometimes as a friend to the

    students. On the other hand, learners role was as a listener, an audience, a performer and

    sometimes as a teacher to the others. I have learnt that as a teacher, I should know how to play

    my role in the class. I have to create the activities creatively so that both sides (teacher and

    student) could play their role actively in class.

    The third day of observation of standard 5 Pintar has changed a bit of my impression

    towards schools kids. My assumption was standard 5 students could behave themselves

    appropriately in class because they were big enough. Actually, it was wrong because it was not

    easy to control them! I learnt many things about classroom management from the teacher that

    day. When the teacher walked in to the class, automatically the class were soundless and

    everyone seem like were ready for the lesson. I have asked the teacher how she copes with the

    students, and she said that as a teacher we should be assertive and be strict to the students in the

    right way. Not only that, I have noticed that the way of the teacher keep in touch with the

    students during the lesson were very good. She kept an eye-contact with the entire students in the

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    class and always interacts actively with them. Also, she used a reward technique in avoiding

    potential behavior problem.

    My observation continued until the fourth day where I have to look for teachers

    techniques in teaching language skills. Puan Baki Setia credibility is very good and high-quality.

    I have learnt many things from her teaching and learning techniques. The way she presented her

    lesson in the class was very organized and systematic. She looked very confident with herself.

    Also, her voice projection, body language and facial expression were excellent and interesting.

    So, as a teacher, I should follow her style of presentation so that my lesson could be interesting

    and motivating.

    As a result of my School-Based Experience, I was very surprised when the first time I

    knew that each student in standard five could have their own E-book or an electronic book.

    They were using the E-book in their lesson without using a text book. The E-book was given by

    The Ministry of State Education Terengganu to all the standard five students in Terengganu

    started this year. The best part was it is free! How lucky they are. I felt very thankful and excited

    during the five days in Sekolah Kebangsaan Bukit Sawa because I have given the chance to learn

    many things from head to toe. I hope I could apply all the experiences, knowledge and skills I

    have learnt throughout the School-Based Experience later, when I have become a real graduated

    teacher.

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