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High Tech Teacher-Centered Strategy
High Tech Teacher-Centered Strategy
Mentor and Supervisor's Advices
Mentor and Supervisor's Advices
Supervisor & Mentor: Generally, the class runs smoothly with technology. Students love the assessment game. Successfully correct students' common mistakes before processing the next point in the session.
Supervisor: You checked the students' answers and showed them how to correct them. It's good that you did let go of them. You might also prepare a few challenging questions for advanced students.
Mentor: You have improved in controlling the pace of the class. It's good that you skip an exercise without frustration when you see there's no more time. If there's more time, remember to call attention for the shy one.
My Takeaway
My Takeaway
Call on Less Active Students
Call on Less Active Students
I need to admit that I am guilty of calling on a particular student. I am traumatised by my students not reacting to me and staring at me for moments. Gradually, I avoid calling some of their names during the demo class. Yet, it is inappropriate as this might indirectly allow them to pay no attention in my class. It does not gain anything good for his or her sustainable learning. So, I'd like to change my attitude and ask for some advice from my mentor. After discussion, I can call them to answer some simple questions. For example, asking some yes or no questions will make them more transparent about what they should and should not do in the following exercise. He is too shy, and no teacher hears him say anything in class. My mentor asked me to ask him to nod or shake his head to show his understanding. If they cannot answer within 7 seconds, I will either try to paraphrase my question or try on another student. With this new strategy, I did call out more students, and they could answer 80% of my questions.
Technostress
Technostress
I have a substantial degree of technostress before the demo class. Yet, technology is a necessary or an effective tool for a teacher. Therefore, I want to master it before the class ends. I am overwhelmed by the various functions offered by NearPod. Yet, by the time I learned it, I got more confidence and became effective in lesson-making. Students said they love to share their comments on the discussion board and give likes to others' comments. Sometimes, I also play the assessment game with the students in class. Therefore, they felt it necessary to study English to take me down in the assessment game. With their determination to study my subject, I feel overcoming technostress beforehand pays off.
Teacher-Centred Learning:
Teacher-Centred Learning:
I was initially scared of making a boring lesson as it is a teacher-centred or traditional teaching style. Yet, it is necessary to do that as it is the first class of a vital grammar topic for this semester. I need to give them a more precise roadmap of what they are learning so they have enough input to do anything in-depth. In addition, it allows me to correct my students' wrong answers and offer similar questions to them to practice. More scaffolding time and instant correcting of mistakes allow my students to make no similar mistakes in my ending assessment. I am proud of that. Yet, this scaffolding time cannot be more than 10 minutes as students lose focus more than that.
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