Yesterday, I taught for the first 50 minutes or so again. This lesson was pretty different from the first one I taught, I think.
Planning was different because the section of the book that I taught out of had many small explanations for me to make, then shorter activities to lead. There was a lot of pronunciation, which was fine. Also, it called for a CD, and my CD didn't have the radio interview that students were supposed to listen to! I emailed Katie about it ahead of time, and she tried to cue her CD for me, but we still had problems. My computer doesn't have track numbers, so I counted the tracks ahead of time, and that number turned out to be off.
Afterward, both Katie and my advisor told me I had dealt with that problem well. Katie even said some teachers have been asked to leave the school for, among other things, taking half an hour to deal with technology mishaps. It's typical to have trouble with computers and CDs, but it's how a teacher responds that counts.
The more I am observed, the more confident I become about my teaching. I feel like more of a professional now, with my own ideas about how to teach. When Katie teaches listening and speaking, she focuses more on body language and how to present oneself. I agree that those factors are important, but I still think the students really benefit from instruction in pronunciation. (Plus, I really liked my class on how to teach it!) We each have our own style.
Planning was different because the section of the book that I taught out of had many small explanations for me to make, then shorter activities to lead. There was a lot of pronunciation, which was fine. Also, it called for a CD, and my CD didn't have the radio interview that students were supposed to listen to! I emailed Katie about it ahead of time, and she tried to cue her CD for me, but we still had problems. My computer doesn't have track numbers, so I counted the tracks ahead of time, and that number turned out to be off.
Afterward, both Katie and my advisor told me I had dealt with that problem well. Katie even said some teachers have been asked to leave the school for, among other things, taking half an hour to deal with technology mishaps. It's typical to have trouble with computers and CDs, but it's how a teacher responds that counts.
The more I am observed, the more confident I become about my teaching. I feel like more of a professional now, with my own ideas about how to teach. When Katie teaches listening and speaking, she focuses more on body language and how to present oneself. I agree that those factors are important, but I still think the students really benefit from instruction in pronunciation. (Plus, I really liked my class on how to teach it!) We each have our own style.
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