Today's class was about interview skills for colleges and jobs in the United States. First, Katie spent ten minutes setting up a computer while I went over two pages from the book. She suggested that lesson right before I gave it. After class, she told me that was intentional--she wants me to think on my feet.
The lesson went well, I think. I'm developing my own style: I group the students differently from the way Katie does, for example. After class, I told her about my idea to use the book as a jumping-off point for other discussion. Katie said that could work great. The way she teaches, there is a very defined difference between using the book and doing other activities. I mix them together more, but both ways work just fine.
After the computer was ready, Katie talked about some things that are good and bad to do and say in interviews. She played some bad interviews on YouTube, stopping them periodically to point things out. Then, she had the students do mock interviews. Most of them chose to be interviewers. There were three teams of those: Harvard, our university, and another nearby school. The remaining four students went into the empty classroom next door, where I helped them prepare to be interviewed.
Katie handed out a list of interview questions. First, I had the students read through them and go over any vocabulary words they didn't understand. I told them to give long, developed answers. Then I asked each student a question on the list--they did well.
While most of the students went into the other room to interview, Katie sent me one student at a time to work on a question he or she wanted help with. I gave them advice on what colleges tend to look for. It was a great chance for me to get to know the students better. I think it was also an opportunity for them to be introspective and figure out what their best personal qualities were, what they were most proud of about themselves, etc.
The lesson went well, I think. I'm developing my own style: I group the students differently from the way Katie does, for example. After class, I told her about my idea to use the book as a jumping-off point for other discussion. Katie said that could work great. The way she teaches, there is a very defined difference between using the book and doing other activities. I mix them together more, but both ways work just fine.
After the computer was ready, Katie talked about some things that are good and bad to do and say in interviews. She played some bad interviews on YouTube, stopping them periodically to point things out. Then, she had the students do mock interviews. Most of them chose to be interviewers. There were three teams of those: Harvard, our university, and another nearby school. The remaining four students went into the empty classroom next door, where I helped them prepare to be interviewed.
Katie handed out a list of interview questions. First, I had the students read through them and go over any vocabulary words they didn't understand. I told them to give long, developed answers. Then I asked each student a question on the list--they did well.
While most of the students went into the other room to interview, Katie sent me one student at a time to work on a question he or she wanted help with. I gave them advice on what colleges tend to look for. It was a great chance for me to get to know the students better. I think it was also an opportunity for them to be introspective and figure out what their best personal qualities were, what they were most proud of about themselves, etc.
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