Teaching Observations – Marcus’s Portfolio

The integration of current events into a lesson plan, especially for an ESL course is a simple way to get content while exposing foreign students to the ways, customs, and perspectives of native English speakers. This class happened to be on May 12^th, which in North America we celebrate as Mother’s Day, and in which we have a host of traditions. Students were asked if it was celebrated in their home countries, which was not the case. So, in that one session, there was cultural exposure and instant material in which these students can practice communication, vocabulary and/or spelling as well as other subsets that comprise the English language system.
The teacher speaks consistently and concisely and offers snacks to enhance an open atmosphere. An attempt to make the class relaxed and inviting is important to appeal to students. I feel a good instructor is one who can make a lecture so engaging that students are excited to attend; it is entertaining. I also realize that this is not the main objective to take away from this first lesson observation, but I do remember courses I attended as a young adult. Some I was elated to attend, and some others not so much, but if I can appeal to students this way, I feel it would be instrumental in their engagement.
Other aspects to take away from this experience include the confirmation of the amount of homework and outstanding assignments that students can take on. Especially in a university setting, it is wise to develop awareness for students’ schedules, because they may have to work, have a family or other commitments they may have within a day or week. There may be a reasonable compromise to be made, and it fortifies confidence between students and the class.
12/5/23- 297

This lecture students talked about some controversial topics of the modern era, from artificial intelligence to climate change to how social media is being used. Again, the use of current events in a lecture provides relevant, up to date, and engaging topics for course content. The range of choice of topics for the assigned student pairs allowed for students to gear towards content that they might have some literacy on. Therefore, they were more likely to engage in, and can cement in vocabulary that they may feel is important to solidify.
With my background in Geography, History, and the knowledge I have about how the world works and what just is, I wonder how much liberty I have in incorporating my knowledge into lecture topics. Of course, every student is an individual, and may not share the same interests nor the same outcomes of what should be done with all these controversial topics. But debate is a powerful way to incentivize conversation. The power to persuade is an active process, and trying to convey your thoughts to someone that communicates in ways different from your own forces you to acquiesce to that communication style.
Another controversial topic that came up was as relevant to teachers as it is for students. The teaching of proper English over colloquial was pondered. Students may want to learn English for different purposes. Universal English may be necessary for engaging in the broader English world and for university settings, while local English for certain countries or regions and for specific professions. It is another reason to get to know students and their ambitions.
25/5/23- 268

This class taught me the value of games and other forms of leisure and entertainment for use in the classroom, even for adults. After the warm-up activity, it seems students were more enthusiastic to engage and actually help out in the module. Again, I have asked myself, how can I build this enthusiasm in my potential classroom. The desks were orientated in a circle, probably to replicate Indigenous practice of teaching, which I acknowledge the value that it has for promoting equality, equity, and communication which we are equidistant from each other.
Develop a balance between worksheets and digital content depending on general computer access. Essays as well are a traditional format to fortify use of vocabulary and rhythm. However, we are in a new and fast evolving era, where virtual communication and digital recording are a more user friendly and efficient in cataloging ideas, thoughts, and practices. It would be wise for me to stay up to date with these new mediums and a way to experiment with the classroom. For example, recorded lectures for use as a review tool was something I took advantage of while we were in the pandemic, and I could re-listen to them, at increased speeds while I was working on other tasks like driving or doing chores. It may not work for every student, but it is another way of getting course material.
26/5/23- 230

This lecture has inspired some minor techniques I would like to try in my own classroom someday. An apparent one I never really thought of is using some sort of projector on a whiteboard, and then having students write on the whiteboard while using a digital worksheet or chart. The whole class is able to participate in the activity and is an efficient way to use recycled materials for future lessons. In this case, students wrote on the board some things they wish to do before they die. The term “bucket list” was introduced to them and they seemed to understand how it is used in English cultures and aligns their perspective with an English one. This topic as well is student centered, and coaxes vocabulary that aligns with their interests and ambitions.
Another form to conjure and connect content is by using your own personal anecdotes in lecture material. It provides real world examples from your own experiences which you are all too familiar with and then see if students can relate, if not at least give them a perspective from a native English speaker.
An activity for the classroom as well is to start a chain of questioning in which the teacher opens with a phrase, comment, objective, or personal truth. The students then ask a question based off that response. Then using the format that the teacher proposed a topic, the student will say a phrase, comment, etc. for which the next student will ask a question and it keeps chaining in that format. Students will have to pay attention to the various responses, but it would be beneficial to have the question/response format on the board or PowerPoint.
Aside from neat functions that these university projectors have, there are interesting ways to learn while facilitating transitions between different topics or activities during a given lecture. Freezing an image projected on the board while loading up another PowerPoint or document can provide layered engagement time while the students interact with the image projected on the whiteboard. Focused, independent engagement is also useful if you need a bathroom break.
29/5/23- 351

Reading aloud as a native speaker is potent for students developing rhythm in their speaking style. It is important to note that all English speakers, all accents, and all dialects will sound clearer or muddled to different students from different parts of the world. English media is dispersed all around the world and it would be wise to make use of that content. It is good material to source advanced English mechanics such as metaphors, personification, and anecdotes. Then there is a template for students to practice what is being said and the context that it was used in, which would hopefully build confidence and competency in their communication.
It is important as well to have intermissions at least once during the lecture. Sitting for a while can be discomforting, perhaps people need a chance to get some water or to use the bathroom, or even that they just need a moment to absorb content or just to decompress from material that isn’t that easy to grasp. Take note of this when students are disengaging from the lecture, or are caught on their cellphones, don’t take this personally or as an offence. Our world is littered with distractions, especially now, and our minds were made to wander in thought; an opportunity to cement information is as important as repetition.
Another technique to reinforce material is to get students to parse out definitions from words they are unfamiliar with but be sure that they get the right definition or the right context. It is detrimental to let them out in the world with mixed-up definitions and have them relearn something they’ve potentially cemented in their minds. Synonyms are a good way to bridge words to their definitions as well.
29/5/23- 288

This brief hour lesson, we developed topics based on what students did over the past weekend. Clearly relevant topics for the students, and it fortifies the bonds the students have for each other. Sometimes the conversations that students developed during the class can dissipate and wane. To break the tension of silence, feel free to prompt another question to nudge the flow of the conversation. This technique facilitates students to create the content, and the teacher shepherds its direction and pace.
The next topic in the class was a controversial conversation about love and what is appropriate behaviour and what isn’t. This situation, where a worker wants to solicit personal information on another co-worker to ask her out at her address. As the friend worker’s friend, students were asked to discuss what an appropriate response would be, such as persuade the worker to not follow through with the plan, or to inform the workplace etc. The students came up with various responses and solutions which are very interesting, and an efficient way to illicit different perspectives. We concluded with a class poll on the different answers and discussed some other potential responses as a class.
6/6/23- 195