Diana CO #3

Date/Time: 6/25 @ 10-10:50am

Topic/Skill: Grammar

Teacher Presentation: To help students practice their conversational skills, Professor Derrick Pollock had the class do table topics. He wrote a topic in the chat for each student and one by one allowed them to speak about it for 45 seconds.  

Classroom Management: The class stayed in the main room the whole time.

Materials: Zoom, Digital timer, Zoom chat

Student Participation: Professor Pollock called on each student to speak, therefore the whole class participated.

Feedback Provided: The professor took notes while each student was talking. After the 45 seconds were up, Professor Pollock provided feedback by typing an incorrect phrase they used into the chat and asking the student to correct themselves.

Lesson(s) on teaching you learned: Through this activity, Professor Pollock wanted to show the class that it isn’t enough to only learn grammar with writing exercises. Grammar isn’t just about grammar rules, it’s also about grammar in practice.

Diana CP #1

Date/Time: 6/27 @ 10am-11am

Location: ZOOM

Topic discussed: Cultural difference between South Korea and Mexico

Cultural and/or linguistic topics you and your partner learned: My conversation partner is Hang Ah and she is from Korea. For our first meeting, I thought it would be fun to discuss the culture we both grew up with to find similarities and differences. I found that our cultures are similar in that we both eat a lot of spicy food, have traditional clothing with embroidery on it, and have occasions where we prepare and set out food/drinks for the deceased.

Some differences including things like greetings. Hang ah said that in some instances, Koreans may greet one another with a bow, while Mexicans may greet family and friends with a kiss on the cheek. Additionally, I mentioned that it not uncommon for couples to have very big families. Hang ah said that, in Korea, there are concerns about low birth rate and explained that it is common for couples to have few or no children these days.

We ended our meeting discussing possible countries and cultures we would love to experience once we are able to travel again.

Diana CO #2

Date/Time: 06/24 @ 1PM-1:50PM

Topic/Skill: Listening

Teacher Presentation: Professor Rios started the class by letting me introduce myself. Today the students were to complete their timed speaking assignment on Canvas, which involved recording themselves for 45 seconds on a given topic and then transcribing their own video.

Classroom Management: To relax the students and address any confusion, Professor Rios gave a thorough explanation on how to do the assignment. Before starting, Rios did practice rounds with the students and asked for volunteers to share their recordings.

Materials: Phones for recording, Zoom, Canvas

Student Participation: Almost all the students shared their recordings with the class. There were some students who were more willing to participate than others, which is understandable.

Feedback Provided: Professor Rios provided grammar error corrections as students shared their recordings. He pointed out things they could work on, such as reducing the amount of fillers they used. He also praised students for hitting the rubric goals and using the transition words they learned.

Lesson(s) on teaching you learned: Having students record themselves speaking English to then transcribe even their filler words is beneficial for locating mistakes and areas where they can improve.

Gabriela CO #1

Date/Time: June 23rd at 10:00 am

Topic/Skill: Grammar

Teacher Presentation: Dr. Rios began by reviewing the lesson on separable phrasal verbs that had taken place during the previous class. Using a Microsoft Word document with a list of separable phrasal verbs, their definitions and an example sentence, Dr. Rios assigned each student a verb from the list and asked him/her to share a new example sentence with the class. After this, Dr. Rios began teaching the class about inseparable phrasal verbs. He presented the new verbs to the class and asked students to explain the definition of each word and come up with an example sentence.

Classroom Management: The students remained in the main room for the whole class.

Materials: Zoom and Microsoft Word

Student Participation: Each student was prompted to participate at the beginning of the class by coming up with a new sentence using the separable phrasal verbs. Later in the lesson, the entire class participated as a group in coming up with new definitions and example sentences for inseparable phrasal verbs.

Feedback Provided: Dr. Rios provided immediate feedback during the class, letting students know whether or not their example sentences or definitions were correct. If a student made a mistake, Dr. Rios would explain why the student's answer was incorrect before helping the student modify the sentence or definition. 

Lesson(s) on teaching you learned:

Observing this class was extremely helpful for me in learning how to correct student mistakes without immediately just giving the correct answer. Instead of providing instant corrections, it is a much more effective teaching method to explain why a certain answer is incorrect before giving students the chance to make a correction themselves.

Giovanna TS #2

For our June 29 3PM-4PM session, I went over the paragraph Talal wrote in our previous session. I told him I liked his use of organization and transitions and then we revised some of the grammar errors together. Talal expressed in this paragraph that his favorite hobby is cooking so our next activity was a speaking activity where I showed Talal several clips from Anthony Bourdain: Parts Unknown. We discussed the videos and I asked him some questions about the videos and about his likes when it comes to food. We compared and contrasted the food and talked a little bit about the cultural diversity in the U.S. Whenever he made a grammar mistake I tried to correct him. I found that he struggles with making words plural--this is something we will work on in a future session. I also found that he was really interested in the subject matter and so he had a lot to say. I will implement speaking activities like this in the future as well to maintain his interest. This session was helpful for myself in particular because it helped me further gauge Talal's speaking ability and the areas that could use some improvement. 

Margot CO #2

Date/Time: June 25th at 10:00am

Topic/Skill: Grammar

Teacher Presentation: Professor Angel Rios began the glass with a review of past perfect, past perfect continuous, and phrasal verbs. The review was mostly highly controlled practice with the base form of the verb provided for fill in the blank questions. While reviewing, Professor Rios took time to explain form, meaning, and usage for each question. The review provided immediate feedback or students and used real world examples from the community. 

Classroom Management: The students remained in the main room for the entirety of the class including during the quiz. 

Materials: Google docs, Microsoft Word, and Zoom.

Student Participation: Students were encouraged to participate in the review at the beginning of class. If a student used the wrong form, other classmates were prompted to provide correction before Dr. Rios would give the right answer. 

Feedback Provided: Immediate feedback was provided during the review. The juxtaposition of the review and quiz allowed students to self evaluate what the remembered. 

Lesson(s) on teaching you learned: Bringing in relevant examples for grammar can make the subject more engaging than simply reading examples from a textbook. Take the opportunity to teach an unplanned lesson if a student brings up a good question

Camryn CO # 3

Date/Time: June 25th at 10:00am

Topic/Skill: Grammar

Teacher Presentation: Presentation of mistakes that students had to correct as well as video

Classroom Management: The class was divided into break out rooms in order to discuss the mistakes as well as the video

Materials: Microsoft word, youtube videos, and Zoom

Student Participation: The students began class by talking about their weekends and the mistakes made during this time were used for the correction activity. Students collaborated on correcting the mistakes as well as discussing what happened in both of the videos.

Feedback Provided: The teacher noted the grammatical mistakes and used them as a teaching moment. She also provided verbal feedback throughout the class.

Lesson(s) on teaching you learned: I learned how to incorporate mistakes into the lesson so that students are given time to correct them rather than simply being told what was wrong. 

Camryn CO #2

Date/Time: June 23rd at 2:00pm

Topic/Skill: Listening

Teacher Presentation: The teacher presented a Tedtalk video that lent itself to her discussion of how individuals motivate.

Classroom Management: The students were divided into break out rooms

Materials: Tedtalk video, worksheet, Microsoft word, and Zoom.

Student Participation: The students interacted with each other in their break out rooms as they watched the video.

Feedback Provided: Grading of the worksheet

Lesson(s) on teaching you learned: I learned about how the class can be centered more around a topic that can be applied across many classes so the learning in each can be more cohesive and interesting. She also provided me with a video that she thought I might enjoy.

Camryn CO #1

Date/Time: June 23rd at 1:00pm

Topic/Skill: Speaking

Teacher Presentation: Rapid Fire game with correction of mistakes at the end of class; practice of public speaking

Classroom Management: Each student spoke individually on various topics and after some students would comment.

Materials: Music, debate topics, debate form, and Zoom

Student Participation: Creating arguments about the topics and presenting

Feedback Provided: At the end of the activity and at the end of class, Dr. Rios provided feedback through the chat.

Lesson(s) on teaching you learned: I learned about different ways to engage students when speaking and how to make the transition from pre-class interaction to class lesson seamless.

Malyce TS #1

Date/Time: 6/28 at 11:00

Location: Lake Ella 

Topic/Skill: Writing (personal statement, resume) 

Feedback provided to tutee:

• grammar error correction
• word usage correction
• sentence structure improvement 
• strengthening paragraphs/sentences 
• positive feedback for well-written sections  

• resume: just a quick review and some tips; suggested he use the Career Center document review service 

 

Lesson(s) I learned about tutoring and/or the tutee:

• the tutee is from Saudi Arabia and is in the process of applying for grad school in the Cybersecurity field
• sometimes, ESL tutoring isn't just about helping students understand all the grammar or the spelling but rather can also include just helping them with real-world situations, such as writing resumes and personal statements 
• always good to ask, when using a more low-frequency word, if the tutee knows what this words means and then to give your definition, a synonym, and an example
• good to take the time in your tutoring sessions to answer some of their questions about culture, such as how July 4th is typically celebrated 

Stefanny CO #3

Date/Time: 06/26 @ 10:50am until 12:30pm
Materials: Computer Device for:  ZOOM & power point presentation.

Topic/Skill: Speaking

Teacher Presentation/ Feedback Provided:

    Mr. Ryan began his class by taking attendance and then reviewing the previous days homework. He went through the sentences and discussed the mistakes with the students first giving them an opportunity to correct themselves and then giving further explanation if needed.

Classroom Management / Student Participation:

    Mr. Ryan began the first activity by presenting the students with the rubric they would be graded on and explaining what each section of it meant. He allowed students to ask questions about what each thing meant and ensured they understood the activity. The first activity was a prompt he would give the students and each would have 1 minute to prepare what they would talk about regarding that prompt. The prompt also provided sentences regarding the topics they should talk about in their response. This went on for the first half of the class. During the second class, Mr.Ryan introduced the second activity. Pictionary. Through Zoom, the students would be able to control the whiteboard function and draw a word Mr. Ryan would send them individually and the rest of the students would have to guess.

Lesson(s) on teaching you learned:

    The activities were engaging for the students. At one point Mr. Ryans internet stopped working and the students were left alone but still continued the classroom activity how he had explained it instead of doing something not classroom related. Also Mr.Ryan has knowledge in Spanish and Arabic which helped him when tryong to describe meanings and pronunciation to his students.

TS#2 Alice

I met my tutee, Renata, for the second time. The lesson was based on the grammar explanation about the difference between Past Perfect and Past Perfect Continuous. I shared a Word Document where I wrote the structure, the use and some examples of these past tenses. The focus of the session was also on timed speaking, so I tried to combine the grammar in use with a timed speaking activity. I asked her to share some things she had been doing in her home country before she came to the United States using the Past Perfect.
I gave her positive feedbacks as I could see how much effort she put every day to improve her English. She always asks interesting questions and she is grateful for the help that she receives. I tried to take notes while she was speaking, at the end we checked most of her sentences and we discussed about the most frequent mistakes.

TS #2 Thalia Iglesias

Renata and I met today at eight am and worked on her outline for her power point project in her speaking class. I went over her outline and discussed better ways to form her sentences, sentence structures, and ways to make her statements more persuasive. I also gave her positive feedback on how great her power point is looking and how she continues to improve her English speaking skills. We plan to meet tomorrow, Sunday morning to work on her PowerPoint and go from there!

Holly TS #2

    For this session, Hang ah Kim and me discussed grammar and, in particular, prepositions. For this session, I created a PowerPoint based on notes and TEFL websites that I found online. This was pretty difficult for me because I understand subconsciously what it was that I was saying but explaining it out loud was harder. There were some parts where I stumbled over my words and certain areas where I just talked way too fast. Hang was incredibly patient with me and she asked a lot of great questions. Some of these questions I need to research and ask Dr. Kim myself because I just was not able to answer her. The session ran for about an hour and during this time we were mainly focusing on the PowerPoint, although there were times when we got off topic. It was a unique feeling and I hope that the more sessions I give and the more comfortable I feel, the slower I’ll talk. This way, I will not be tripping over my own words trying to find an answer

Holly CO #2

    I observed Professor Flemming and his speaking class. The first thing I noticed about the course was that because it was smaller, it allowed the students and the professor to have a stronger relationship, like a friendship. The students responded well to Professor Flemming and Professor Flemming was incredibly responsive when it came to answering questions. Another thing I noticed about Professor Flemming was that when corrected his students, he used different methods: sometimes he would correct the students by asking a pointed question, other times he wrote down the corrections and saved them for class the next day. The course itself, too was interesting: it was a cool experience having the students read a paragraph, the have the professor ask questions, and have the students answer the questions, giving one or two examples as to why they answered as they did. This seems like an excellent idea. Another thing Professor Flemming did was that while he showed his students the paragraph, the topic of interest was interesting. It was something that people would have no problem in talking about. The first question was about Iphones and what aspect of Iphones made them so useful – recording, music, video, etc.

Mageda TS #1

June 26th was my first tutoring session with Dave. He is 11 years old and from South Korea. Our session was over Zoom and I gauged his English skills by giving him a reading passage at the beginner level and asked him to read it aloud, then I asked him questions for comprehension. Dave did very well and I was surprised because I was under the impression he had not been studying English very long. I think I was surprised at his level as well because I was applying an adults level after a year of being in the US, but Dave is younger and much closer to the critical age for language learning. Next, I showed a powerpoint about myself so Dave could get to know me better and I asked him questions about himself and his likes and dislikes too. He said he feels like his reading skills are the best in English, but would like to work on everything else. 

Mageda CO #2

I observed Felicia Ciapetta's Reading 3A class on 6/23. It was a very small class, only two people, but Ms. Ciapetta kept students engaged and challenged them to study a passage that was, in my opinion, actually very difficult about Criminology in the US. It was very interesting and the students struggled with it but were given vocab words to study first in order to help comprehension. I like this method and definitely will use it in future tutoring lessons or reading classes. The students were paired together and were tasked to tell each other what they understood about it before they reconvened with the instructor and discussed in the large group. 

Naomi CO#1

On Monday, June 22nd, I observed Dr. Angel Rios's speaking class from 1- 1:30 pm. He began the lesson with a short activity where he would ask the students to pick a number between 1 and 20. Each number correlated with a would you rather question, which the students had to give a short response to. One of the scenarios was, would you rather use Apple or Microsoft. This opening activity allowed the students to share their ideas without there being a lot of emphases placed on how correctly they stated their point. The main activity was practice for a speaking test. The students had 45 seconds to respond to a prompt with 2 reasons to support their stance. Before the activity started, the instructor went over an outline for the speech and gave examples. I thoroughly enjoyed watching Dr. Angel Rios's teaching style. I think he was a very energetic and enthusiastic instructor which increased the student's interest and involvement. The activities were fast-paced and drew inspiration from the students' interests which made the activity engaging and challenging at the same time. Dr. Rios also had a lot of patients and allowed students to make mistakes. He then gently corrected their mistakes at the end of the lesson. I could see that both the students and the instructor were enjoying the lesson.

Signe CO #2

CO #2

Ryan Flemming

6/23/2020

For my second class observation, I observed Ryan Flemming's speaking class. We started with a poll that he had sent the students where he asked them about their goals and interests as well as their desires for the class. I thought it was really helpful how he allowed them to talk without interrupting and correcting their grammar mistakes. Additionally, he spoke about some of the plans for the class and how they were going to work on times speaking using templates. He did speak rather slowly so that the students could understand and he used a level appropriate vocabulary. Mr. Flemming also would have them expand upon their answers to the questions ("Why?") and I think that this is helpful because it makes them have to think in more detail. While the students were giving their answers, Mr. Flemming was writing down some sentences that the students used incorrect grammar with and went over them at the end of the class. One thing that I found very interesting and helpful was that he emphasized that most native speakers do not pronounce words exactly as they are written. He used the example of the word "comfortable." Most native English speakers do not pronounce every syllable; rather they tend to blend the sounds together. i.e. "Comfterble" rather than "Com-for-ta-ble." So, he told the students to really try to listen to native speakers to get a feel for how they actually pronounce things. I think that this was really helpful for them.

CO #3 Giovanna

Date/Time: June 25/1:00 PM-1:50PM

 

Topic/Skill: Speaking

 

Teacher Presentation: Zoom, Youtube, Google Docs

 

Classroom Management: 

• The professor shared a TedTalk with the students about Alex Honnold. 
• Students were split into different groups and had to pull quotes from the transcript to answer questions on a shared Google doc about the TedTalk. In their groups, students had to assume the roles of either leader, reporter 1, and reporter 2. 
• Students were told to use quotes when pulling from the transcripts—implying the importance of avoiding plagiarism. 
• The professor also came into the breakout rooms and engaged with students about the assignment they were working on.

 

Student Participation: 

• There was great student participation throughout the class. In the breakout rooms in particular, students had to engage in much conversation among each other in order to answer the questions and help each other understand vocabulary they were not familiar with. 
• One of the students in the breakout room I was in did not participate much.  

 

Feedback Provided:

• The professor came into the breakout rooms to help students and give them further direction for answers she felt could use some improvement. 
• She pointed to portions of the text which she thought provided clearer explanations of the subject’s attitude/experience.

 

Lesson(s) on teaching you learned: 

• Detailed assignments give students the opportunity to work together effectively without much guess work. 
• Using activities that combine many aspects of language acquisition (e.g. listening, reading, writing, and speaking) helps improve students’ skills and confidence. 
• Group work is particularly good for gaining speaking skills, especially because students feel less pressured/embarrassed when speaking with peers who have similar English skills.

CO #3 Thalia Iglesias

Today I observed Dr. Rios Speaking class from 1pm to 1:50pm. We first began the class by discussing opinions on different subjects, such as politics, poverty, and athletic pay. Many students shared their own opinions, and feedback was given throughout the class. This discussion was for about 20 Minutes, and then students were assigned to make an outline about what they are passionate about, and three key factors that make this their passion. The class was very interactive and fun, students got along very well and overall it was very enjoyable. I will be observing again soon!

Malyce CO #4

Date/Time: 6/25/20 at 11:00
Topic/Skill: Reading 

Teacher Presentation: 

• Used PowerPoint for the day's activities overview and for the discussion of students' interests, goals, and perceived weaknesses (as well as the activities they have found helpful in the past)

Classroom Management: 

• no behavioral issues 
• when getting Kahoot started, the teacher asked the only 2 students who weren't logged in if they were joining 
• 1 of them did and the other didn't respond, so the teacher moved on and started the game 
• when the teacher asked a question, he gave about 5-10 seconds for the students to respond before he moved on to the next thing or asked the question again  
• when students were in their small groups, the teacher would ask 2 of the students to give the other student a chance to solve some of the puzzle problems (instead of them just giving the answers)

Materials:

• Zoom 
• PowerPoint 
• Kahoot game
• students: crossword puzzle

Student Participation:

• small groups to work on a crossword puzzle 
• answered the teacher's questions about what they found helpful in previous English class and such 
• played the Kahoot game

Feedback Provided:

• the teacher was very encouraging and would help with pronunciation and vocab definitions when needed, but was not overbearing about it

Lesson(s) I learned about teaching:

• such a great idea to ask students what they have found helpful in the past as well as to have them take a survey asking them about their goals for learning English and the things they're interested in, as it pertains to English learning (as well as their perceived English learning weaknesses (ex. grammar, spelling, etc.) 
• having a supportive, open, and fun learning environment can really help to keep the students engaged and interested

Stefanny CO #2

Date/Time: 06/25 @ 10:00am

Materials: Computer Device for: Zoom, Computer Timer, Grammar handout with activities on Future Perfect

Topic/Skill:Grammar

Classroom Management/Student Participation/Feedback provided:

Dr.Pollock started the class by asking everyone how they were and attendance. Afterwards he presented the activity which was Table Topics. He chose Table Topics because it was a good tool used to start conversations during dinner parties and implements uses of various English tenses used such as simple present and past.

Dr Pollock, began by setting a timer on his computer and screen sharing it on Zoom. Then he chose students randomly, gave them a topic and had them speak for a minute. After each student spoke, Dr.Pollock gave them feedback on what they spoke about and corrected/explained any grammar mistakes they may have done.

Teacher Presentation:

One the Table Topics activity was completed, Dr. Pollock had students choose a tense they had learned about to go over. Once student chose Future Perfect. Afterwards, he had students explain what it was. No student spoke so he continued to ask probing questions and pull up his presentation on future perfect. After explaining what it was he continued onto the activity he had on that presentation, having each student give a sentence example of the future perfect and giving feedback until class was finished.

Lesson(s) on teaching you learned: In the class, Dr. Pollock mentioned how he did the activity Table Topics because grammar was more than writing and rules but grammar in use. I noticed he used an inductive approach to his class in a very creative way which did not seam forced and still had students paying attention and participating such as in the Table Topics activity.

Diana CO #1

Date/Time: 06/23 @ 2PM-2:50PM

Topic/Skill: Listening

Teacher Presentation: Professor Ryan Flemming started the class by explaining that they would go into their break-out rooms to continue answering questions on a Google Doc about a video they had all watched.

Classroom Management: Professor Flemming would often check on the groups to make sure they understood their task and answer any questions.

Materials: Zoom, Canvas, “Serious Fun” video, Google Docs

Student Participation: Students were separated into break-out rooms for most of the class. The group I was put into communicated effectively to answer the questions. It was had for me to interact with them since I had not watched the video, but I did end up having a conversation with my group and Professor Flemming about Heritage Speakers.

Feedback Provided: Since the students weren’t able to finish their questions, I was not able to see Professor Flemming give feedback to the students.

Lesson(s) on teaching you learned: I’ve had trouble coming up with age and level appropriate activities for adults. I think giving a video for students to watch and then asking them to work together to answer questions on it in Google Docs is a good activity I plan on using in the future.

Diana TS #1

Date/Time: 06/24 @ 3:30PM-4:20PM

Location: Zoom

Topic/Skill: Needs Assessment & Reading

Feedback provided to tutee: Explanations of new vocab words and ways to use them in sentences.

Lesson(s) about tutoring and/or the tutee you learned: I had the pleasure of seeing my tutee, Soojin, again. She had been my Conversation Partner for a short time in the Spring. Soojin expressed to me that she would like help speaking like a native speaker. She said she’s most confident with English grammar since that’s all she had been studying for over 10 years in school in Korea. She explained that the curriculum in her school was grammar-based and rarely focused on reading and speaking. Therefore, those subjects are struggles for her. The lesson I learned is that it’s best to expose students to all areas of language learning instead of focusing on one area. Thankfully, I prepared an excerpt from the book for Soojin to read. It was right at her level where she could read the entire passage with 80% accuracy while still acquiring new vocab words. Afterwards, we had a discussion on the reading. I heard it is common in Asian culture to focus on textbooks and grammar, so I plan on preparing more readings, dialogues, and conversation topics for my tutoring sessions with Soojin. 

Alice TS#1

Today I finally met my tutee, Renata. Firstly, I introduced myself and then I asked her few questions to start learning more about her present life, her background, her culture and her feelings towards living far from home. Then, I tried to explore her relationship with English, what she likes the most and what she dislikes. We discussed her desires and goals and we decided together how to achieve them. I was also able to assess her grammar, while she was talking to me, I asked her to read a little paragraph about Brazil that I found for her and then I asked her to talk about it to assess her speaking and reading comprehension and at the end I asked her to write few sentences about her hometown to assess her writing.
My attitude was pretty friendly and empathetic, I personally enjoy meeting people from different cultures and I love sharing ideas and support. I felt like, by the end of our meeting, Renata was pretty satisfied and relaxed at the same time, she is really motivated to learn English and I hope I will be able to help her as much as I can.

Alice CO#3

Today I attended Dr. Rios reading Class. He was very welcoming, I introduced myself to the class and then we started. The focus of the lesson was on the reading comprehension of an article that they already had discussed during the previous lesson. The instructor split the class into three groups and I was able to observe all of them at different times.
Each group had to reply to the same seven questions that the professor shared along with the article. Even if the setting was not the best to provide a constant presence of the instructor, Dr. Rios did an amazing job, he was always "jumping" into the breakout rooms at the right time to guide the students. He was always helpful and he explained new words and concepts with clear definitions, he was redirecting student's answers in order to help them expressing themselves more clearly. His feedbacks were positive and effective. I really enjoyed the friendly environment created by the instructor.

Giovanna TS #1

Date/Time: Wednesday 06/24

Location: Zoom

Topic/Skill: Needs Assessment and Diagnostic 

Feedback provided to tutee: Grammar error correction

Lesson(s) about tutoring and/or the tutee you learned: During our session I had the pleasure of learning more about to Talal as both a person and student--he is very sweet and talkative! Talal told me that his least favorite subject is composition--both because he does not enjoy it and finds he struggles with it more. He also told me what he would like to work on most is using grammar correctly while speaking. So, for our next few sessions I will focus our content around those areas. Talal and I were able to build fairly good rapport during our meeting--I learned that this is essential in making students feel comfortable with their teacher/tutor. I also learned about the importance of tailoring lessons to students' particular needs. After I asked him the questions on the needs assessment questionnaire I gave him a short writing prompt to email to me so I could gauge his skills in composition. Talal and i will continue to meet weekly on Mondays and Wednesdays. 

 

Malyce CO #3

Date/Time: 6/24/20 at 2:00
Topic/Skill: Adoption, Fostering, & Blended Families/Listening (also reading, grammar, & some speaking)

Teacher Presentation: 

• shared screen for student to see a PDF worksheet 
• reading passage 
• vocab and grammar exercise 

•  after going over the worksheet, the teacher played a recorded PowerPoint lecture 

Classroom Management: 

• there was only one student, so they kind of had to participate 

Materials:

• Zoom 
• PDF worksheet 
• the recorded PowerPoint lecture 

Student Participation:

•  the one student that was there had to answer all the questions about the grammar, provide definitions for the vocab, and watch/listen to the lecture and take notes 

Feedback Provided:

• not much feedback provided, but the teacher did provide some encouraging words for the student when they gave an answer 

Lesson(s) I learned about teaching:

• it's probably a good idea to not only ask students ton explain their answers (at least some times) but to also explain, as the teacher, the things that the student is struggling with instead of just telling them the right answer and moving on  

CO #1 Margot Mooney

Date/Time: 06/24 1:00pm

Topic/Skill: Speaking

Teacher Presentation: Professor Olivia James discussed the schedule for the class at the beginning of the meeting. She explained that the class would break out into small groups to discuss a TedTalk they had watched in a previous session. She provided the groups with a Google Doc of questions they would answer as a group. One student would be selected as a leader and the other to would be reporters who presented the answers to the main group. Professor James also took time to go over some mistakes from the assignment given in a previous class. 

Classroom Management: Professor James started the class by engaging students about their day so far. She kept a remarkably upbeat atmosphere while presenting which was great for keeping students motivated. 

Materials: Computer Device for ZOOM, Alex Hannold videos/transcript, & GoogleDocs.

Student Participation: I participated in one of the small groups discussing questions. It was difficult for me to provide much feedback as I had not seen the TedTalk they were discussing. However, two of the students in my group were very engaged and took the assignment seriously. They debated back and forth on which answers would be best for the question. I was, in fact, able to help out with vocabulary for the students. 

Feedback Provided: Unfortunately, none of the groups finished their answers by the end of the class so I was unable to watch the presentations and see the feedback Professor James would provide. 

Lesson(s) on teaching you learned: I learned that it is important to be flexible with the expectations in a classroom. Professor James saw that the assignment was too advanced to be completed in one class, so adjusted the schedule to allow students more time. It is an important lesson that not only should students engage with the teacher, but the teacher should engage with students as well.