Teacher_self_monitoring of Teaching (2)
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Nov 24, 2024
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Uploaded by galuquezr1435
Teacher development
Student:
Gloria Angelica Luquez – Code: 1.065.625.426
Universidad Nacional Abierta y a Distancia
School of Education
Bachelor of English as a Foreign Language
Valledupar-Cesar
TEACHER SELF-MONITORING OF
TEACHING
Characterization of the class
The class was in September 19
th
in grade 602, the institution is public, there are 40
students between girls and boys and their English level is A1
2 . Are t he goals of the lesson clear?
The goals of a lesson plan should be clear and specific. For a lesson plan about
adverbs of frequency for sixth graders, here are some example clear goals:
1. By the end of the lesson, students will be able to define and identify adverbs of
frequency in sentences.
2. Students will understand the order and placement of adverbs of frequency within a
sentence.
3. Students will practice using adverbs of frequency in spoken and written
communication.
4. By the end of the lesson, students will be able to create their own sentences using
adverbs of frequency accurately.
5. Students will demonstrate their comprehension of adverbs of frequency through
quizzes or exercises.
3.What teaching materials did you use? How effective were they?
Flashcards: I Created flashcards with adverbs of frequency and example sentences for a hands-on
learning approach.
Group Activities:
I Organized group for games that involve students using adverbs of
frequency in conversations or sentences
I used a dialoged designed for grade level of the student using adverbs of frequency.
4.What techniques did you use?
Direct instruction: I gave a clear explanation of what adverbs of frequency are and
provided good example
Game: For this lesson I used a game called
bingo in which involve adverbs of
frequency
Interactive activities: I used a dialogue to practice the listening involving the adverbs of
frequency.
5. Was your lesson teacher-dominated?
Yes, this lesson plan incorporates both teacher explanations and student engaged
activities to ensure a balanced learning experience. It allowed students to actively
practice and apply what they've learned while providing opportunities for teacher
training, guidance, and support.
6.Which parts of the lesson were most successful?
practicing the listening with a simple dialogue that involved adverbs of frequency, this
dialogue was deseing for students of six grade with a simple vocabulary where they
could understand perfectly.
Group activity: I designed a game to practice the reading, it was easy to understand,
students could play without difficult,
7.Which parts of the lesson were least successful?
I think at first, because I tried to apply a warm-up with a game called hot potatoes, that
idea was that the students could enjoy themselves and do something different before
starting class, but the students' behavior was not the best. .
8. What do you wish to observe (e.g., aspects of behavior, problems)?
on my opinion, no students have any learning problems. I consider that the students in
601 are very intelligent and diligent. However, sometimes students' behavior can be
challenging. For example, during the class, some students were disruptive and talked a
lot. It was a bit difficult for me because I was giving my all, and I couldn't maintain full
control of the class.".
9. What are the positive features of the performance?
Empathy and Patience: I think that I take the time to understand the students
individual need and
provide extra support when necessary. I am patient and encouraging.
Professional Ethics: I maintain the highest ethical standards, treating all students with respect and
fairness, and respecting their privacy
.
10.. What is the role of the teacher (e.g., expository, inquiry)?
I think that the role is expository, because, expository teaching in English aims to
provide students with a solid foundation in language skills, including grammar,
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vocabulary, reading, writing, and speaking. It often involves the teacher presenting
information in a structured and systematic manner, ensuring that students develop
essential language skills for effective communication and academic success.
11. Are the students involved and interested?
Yes, most of the students were involved and interested, because they participated in
the class, the class was also very easy and comprehensive.
12. What types of utterances are made?
In a lesson plan about adverbs of frequency, various types of utterances or statements may be made to
facilitate the learning process, for example in this class I used
1. Declarative Sentences: These are statements that provide information or facts. For example:
Adverbs of frequency tell us how often an action occurs.
Sometimes, adverbs of frequency are placed before the main verb.
2. Interrogative Sentences: These are questions used to engage students and check their understanding.
For example:
Can anyone give me an example of an adverb of frequency?
How would you use 'always' in a sentence?"
13. Is the pace right?
I think that, the right pace for the teacher in a lesson depends on the specific classroom
dynamics and the individual needs of the students. It's essential to strike a balance
between thorough explanation, engagement, and practice to ensure that students can
grasp and apply the concept effectively. Regularly checking in with students and
adjusting the pace as needed is a good practice for effective teaching. Then I consider
that the pace was right for this lesson plan
14. What style of classroom/pupil organization is used?
In this lesson plan, I used a combination of interactive and participatory styles. This
approach aims to actively engage students in the learning process and encourages
them to apply the concept of adverbs of frequency in various contexts.
15. What negative features of this performance present themselves?
In a classroom, during a lesson on adverbs of frequency, some students were disinterest and
disengagement, for example
Lack of Participation: Some students were in silent throughout the lesson, never responding to the
teacher's questions and appearing distracted.
Negative Communication: When the teacher tries to engage students, respond negatively, saying things
like "I don't understand why this is important" or "I don't see why I should learn this.
Disconnection: Students did not take notes and shows no interest in understanding how to use adverbs
of frequency correctly
16.What nonverbal behavior is present?
When I was explaining adverbs of frequency using interactive exercises.
One of the students, Emily, displays nonverbal behavior indicating confusion and frustration. Nonverbal
Behaviors Displayed by Emily:
Furrowed Brow: Emily furrows her brow, which is a clear sign of confusion as she tries to grasp the
concept of adverbs of frequency.
Pensive Expression: She often has a pensive or puzzled expression, suggesting she's struggling to
understand the lesson.
Avoiding Eye Contact: Emily avoids making eye contact with the teacher or her classmates, indicating a
lack of confidence or perhaps embarrassment about her confusion.
Minimal Participation: Emily rarely raises her hand or offers answers during class activities. Her minimal
participation suggests she may feel overwhelmed.
17. What symbols, icons, rituals, or artifacts are observed?
To be honest none
18. Are the voices clear?
I think so, I consider that a clear teacher's voice in a lesson plan not only focuses on
the vocal delivery but also encompasses the overall structure,
organization, and instructional strategies that make learning accessible and
understandable for students
19. Is
the language formal or informal?
The language for this class was very formal of course, respect and tolerance were
always used.
20. .What mannerisms are evident?
In my case I used hand gestures to emphasize key points or to visually demonstrate
concepts related to adverbs of frequency. For example, I used my fingers to indicate
different levels of frequency (e.g., "always" with a raised hand and "rarely" with a
lowered hand).
21. what is the source of my ideas about language teaching?
It's important to note that language teaching is a dynamic field, continually evolving as
new research emerges, technology advances, and teaching practices adapt to the
needs of diverse learners. Effective language teaching draws from these various
sources to provide learners with the best opportunities to acquire and use English
language skills
.
22. Where am I in my professional development?
Well, I am training myself to give my best, I am constantly learning.
23. How am I developing as a language teacher?
Well, I am acquiring experiences through my pedagogical practices which have helped
me a lot in my development as an English teacher.
24.What are my strengths as a language teacher?
they are
Effective Communication:
I think that, strong communication skills are crucial for conveying ideas clearly
and ensuring that students understand the material.
Patience: I think that, language learning can be challenging, and patience is vital when students
encounter difficulties. Your ability to provide support and is a strength
25.What are my limitations at present?
Classroom Management, difficulty managing classroom dynamics and maintaining
student engagement can be one of my limitations, especially in large or diverse
classes
.
26.Are there any contradictions in my teaching?
Not any
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27.How can I improve my language teaching?
reflecting on my current teaching practice methods, identifying where I can improve.
Clearly define my learning objectives for each lesson.
keep up to date and create engaging activities
28.How am I helping my students?
I think that, patience and empathy are essential when helping students with English.
Every student learns at their own pace, and providing a supportive and encouraging
learning environment can make a significant difference in their language acquisition
journey
29. What satisfaction does language teaching give me?
Helping other people gives me a lot of satisfaction, teaching is very gratifying for me, I
consider that being a teacher is more than a profession, teaching is a vocation
30. .What things have you learned from this analysis?
I learned a lot from this analysis. I was able to observe the students' behaviors, how
they performed during the class, what I should do better and what I shouldn't do, what
the shortcomings are, what I need to learn, etc.
Link electronic journal
https://sites.google.com/view/glorialuq/inicio
link the micro video
https://docs.google.com/document/d/1JT1B1LER6MukQJyKUPDPZQgF-
vf0f8LOKCIPd1QHXyg/edit?usp=sharing
screenshot ESAPEC
Reference
Richards, J., & Farrell, T. (2005).
The nature of teacher education
. In
Professional Development for Language Teachers: Strategies for Teacher
Learning (Cambridge Language Education, pp. 1-22).
https://www-cambridgeorg.bibliotecavirtual.unad.edu.co/core/services/aop-
cambridge
core/content/view/96372359645F7BA4386515D5B6A15266/97805116672
37c1_p1-22_CBO.pdf/nature_of_teacher_education.pdf
Richards, J. C., & Lockhart, C. (1994). Introduction:
Teacher development
through exploring classroom processes.
In Reflective Teaching in Second
Language Classrooms (pp. 1–5).
https://www-cambridge-
org.bibliotecavirtual.unad.edu.co/core/services/aop-cambridge-
core/content/view/5AB8BA6FF96D2A128287A67B6E5A9EE7/978051166
7169int_p1-
5_CBO.pdf/introduction_teacher_development_through_exploring_classro
om_processes.pdf