narrative -
Class started 10 minutes late owing to the earlier 'encounter' (level checking and passing class), and went about 15 minutes overtime. We were 36 minutes into the lesson plan at the 60 minute mark! We sat in a horseshoe seating arrangement. I went over the course plan and objectives, basic rules, punctuality etc. and then confirmed everyone's attendance for the 4-part course.
Not everyone was using the target language during the 'greetings & introductions' activity after we had had elicited them onto the whiteboard, I reminded them a few times by pointing to the board.
We lacked a bigger room for the T.P.R activity and as such I could only nominate six or so learners for it. But they walked around the room simulating the body language and actions I called out, from slouched to a straight, confident posture. I let three carry on for the next bit picking up armfuls of items I'd placed around the room. The whole class gradually saw the point of it: by taking as little as possible to an interview, one folder in fact, there is no worry about where it all goes when one arrives.
Groups briefly discussed three concerns regarding job interviews.
Learners read hand-out '12 top interview hints'. Most had finished a little after the given time (reading for gist). Quick feedback. I drew their attention to the 'life priorities' poster. Words such as money, family, work, friends (see below) were put in order by level of importance, with a little repeating of instructions here and there. Everyone finished in 2 minutes, and then some quick feedback.
The class was very engaged at this point, but I was now overdue for my 'encounter' and there was another class waiting to use the room. Learners quickly gathered in the centre of the room and I called out from my lesson guide various job priorities such as long hours v short hours, team v individual. Responding quickly learners stood either to the left or to the right indicating their decision, and explained briefly why.
I then revealed to them a poster containing various jobs and we talked about which of the previous priorities would matched them. Learners thought about which jobs would suit them.
There was no time for feedback. I did announce the next class before leaving.
Not everyone was using the target language during the 'greetings & introductions' activity after we had had elicited them onto the whiteboard, I reminded them a few times by pointing to the board.
We lacked a bigger room for the T.P.R activity and as such I could only nominate six or so learners for it. But they walked around the room simulating the body language and actions I called out, from slouched to a straight, confident posture. I let three carry on for the next bit picking up armfuls of items I'd placed around the room. The whole class gradually saw the point of it: by taking as little as possible to an interview, one folder in fact, there is no worry about where it all goes when one arrives.
Groups briefly discussed three concerns regarding job interviews.
Learners read hand-out '12 top interview hints'. Most had finished a little after the given time (reading for gist). Quick feedback. I drew their attention to the 'life priorities' poster. Words such as money, family, work, friends (see below) were put in order by level of importance, with a little repeating of instructions here and there. Everyone finished in 2 minutes, and then some quick feedback.
The class was very engaged at this point, but I was now overdue for my 'encounter' and there was another class waiting to use the room. Learners quickly gathered in the centre of the room and I called out from my lesson guide various job priorities such as long hours v short hours, team v individual. Responding quickly learners stood either to the left or to the right indicating their decision, and explained briefly why.
I then revealed to them a poster containing various jobs and we talked about which of the previous priorities would matched them. Learners thought about which jobs would suit them.
There was no time for feedback. I did announce the next class before leaving.
There were no great departures from the original plan. If we hadn't been running behind I would have liked to have a full 10 minutes for discussion after 'concerns about the interview' task. It would have been nice to have time to add more jobs to the posters I'd stuck up.
key event
key event
I frightened a learner at the beginning, moving quickly towards them in front of the class, in the 'greetings & body language' part. I might be moving too fast around the room.
report
Planning | A |
Classroom Management | C | *for leaners not understanding an activity (after instruction checking), rather than going over it as a class again, approach them and let the others begin. Work on time management. Nominating and using names was good.
Use of Resources Aids | A | *posters, realia, class schedule slips
Manner and Rapport | B |
Dealing with Language Issues | n/a| (lesson was task-based)
Dealing with Error | A |
Dealing with Individuals | A |
Achievement of Aims | A |
Summary/ Feedback | D | no time left for feedback!
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