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    Assignment 4 LFTC (New)

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    Elika Mossadegh
    This document outlines the sections and requirements for Assignment 4 of a teaching reflection course. Section 1 requires identifying teaching strengths and areas of improvement. Section 2 focuses on areas still needing development. Section 3 involves reflecting on lessons observed and techniques to adopt. Section 4 discusses further development plans after the course. The assignment asks students to analyze feedback, evaluate strengths and weaknesses, and set goals for continued learning.

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    Assignment 4 LFTC (New)

    Uploaded by

    Elika Mossadegh
    170 views9 pages
    This document outlines the sections and requirements for Assignment 4 of a teaching reflection course. Section 1 requires identifying teaching strengths and areas of improvement. Section 2 focuses on areas still needing development. Section 3 involves reflecting on lessons observed and techniques to adopt. Section 4 discusses further development plans after the course. The assignment asks students to analyze feedback, evaluate strengths and weaknesses, and set goals for continued learning.

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    This document outlines the sections and requirements for Assignment 4 of a teaching reflection course. Section 1 requires identifying teaching strengths and areas of improvement. Section 2 focuses on areas still needing development. Section 3 involves reflecting on lessons observed and techniques to adopt. Section 4 discusses further development plans after the course. The assignment asks students to analyze feedback, evaluate strengths and weaknesses, and set goals for continued learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    170 views9 pages

    Assignment 4 LFTC (New)

    Uploaded by

    Elika Mossadegh
    This document outlines the sections and requirements for Assignment 4 of a teaching reflection course. Section 1 requires identifying teaching strengths and areas of improvement. Section 2 focuses on areas still needing development. Section 3 involves reflecting on lessons observed and techniques to adopt. Section 4 discusses further development plans after the course. The assignment asks students to analyze feedback, evaluate strengths and weaknesses, and set goals for continued learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    Reflection

    Lessons From the Classroom


    Assignment 4

    4 Parts
    750 -1000

    75
    Section 1: Teaching strengths
    Identify your teaching strengths:
    Ø observation feedback forms
    Ø self-evaluation forms
    Ø comments from tutorials. It would also be a good idea to refer to the Stage 2 and
    Stage 3 assessment criteria in the CELTA 5. Using your notes, you can then describe
    each of these areas in prose.
    Identify:
    ü 3 areas of teaching which you have improved on
    ü state how you have achieved this progress.
    Using your notes, you should then describe each of these areas in prose.

    For example:

    Establishing good rapport with learners: From the first teaching practice the students
    seemed to respond well to my manner and the way I conducted the class. They paid
    attention to what I was saying, replied to my questions and felt comfortable enough to
    ask me questions when they needed help. My tutor commented that my friendly
    approach helped to build rapport with the class.
    Section 2: Areas for improvement
    Look back through:
    Ø your feedback
    Ø self-evaluation forms
    Identify:
    ü three areas which still need improvement
    ü consider how you intend to make progress in these areas
    Using your notes, you should then describe each of these areas in prose.
    Section 2: Areas for improvement
    Section 2: Areas for improvement

    Here is an example:

    Giving clear instructions: During my third lesson I realized when I was


    monitoring that many of the students had not understood what I
    wanted them to do for the reading task because I rushed the
    instructions, did a quick example myself without fully involving the
    students, and didn’t ask them questions to check they understood
    what to do. In fact, adding clarity to my instructions has been one of
    my main action points throughout the course. In the future, I need
    to make sure I do a clear example or demo with the whole class and
    ask questions to check students understand what the task involves.
    Section 3: Observations
    Look back at:
    Ø the notes you made during your ‘live observations’ and the filmed lessons you
    watched in the Observation Room
    ü You should also include examples of skills and techniques which your colleagues
    used in teaching practice
    ü describe these skills and techniques, saying how you plan to use them in your own
    teaching.
    Using your notes, you should then describe each of these areas in prose.
    For example:
    I saw Allan teaching an advanced class in which the students had a debate about animal testing.
    He wrote new lexis in a column down one side of the board, which he divided off with a
    straight line, and used the rest of the board to record answers to the reading tasks. He also
    used a section of the board for delayed error correction and for interesting language that he
    noted down while he was monitoring. I would like to organize my board in the same way,
    with a lexis column and different sections for answers and error correction.
    Section 4: Further Development
    You may have already thought about how to continue your
    development after the course, perhaps by subscribing to an
    online teaching site. Here are some other ideas about how to
    increase your ELT knowledge and skills.
    Section 4: Further Development
    Using your notes, you should then describe each of these
    areas in prose.

    I need to continue to work on my language analysis skills using grammar books such as How English
    Works by M. Swan and Grammar for English Teachers by M. Parrott, because that is an area I
    have found difficult during the course. I would also like to watch some more filmed lessons to
    pick up tips on how to analyse language in class.

    Unit 30. Beyond the course

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