So Phase 2 is well under way. Dates for observations of my teaching are being confirmed, assignment tasks explained, action learning set topics agreed and the dreaded course engagement tasks completed.
So what's the focus this phase?? Curriculums to start with. I always knew that would be a fun topic! I was asked for my thoughts on the ESOL Core Curriculum. And the honest truth? It's the most dry document I've ever had to deal with! As Philida Schellekens points out, it is a functional curriculum that places little emphasis on vocabulary teaching. And what do ESOL students want more than anything else? Vocabulary! So how do we get around this? The Core Curriculum is our "official" curriculum. On paper it's what we use to build our schemes of work (our actual curriculums?) but in reality we probably focus more on our "hidden" curriculum. Where does that come from? Well diagnostics, ILP's etc are a very good start but lets face it there are influences on our hidden curriculums from every angle - targets, funding, departmental issues - I could go on. I don't mean to be cynical but it seems as though as long as we can tick a box to say our learners can meet the competencies stated in the ESOL CC then that's really all we need to focus on. Can't wait to write my assignment critiquing the curriculum...
After curriculums comes the module entitled Wider Professional Practice. This week we looked at (FE) teaching as a profession. Is it a profession? No it's certainly not considered one. Yes we provide a service, we have to have completed a teaching course and have many policies to adhere to but we have no specialist regulating body (the IFL is funded by the government of course!), we have low pay, low status. But does it matter? And should it matter? One member of the class was disgusted that we did not all consider it a profession but that's not why I chose to enter it. Teaching for me is a vocation, not a job, Why am I doing it? I love it! I love my learners - they are the reason to get out of bed in the morning. Yes I may be cynical about the curriculum, government policies etc but all that is forgotten once I step foot in that classroom.
What else have I got to look forward to in phase 2? Well there is my research project which must be about my Specialist Subject (ESOL) and there is the continuation of the ESOL Theoretical Frameworks module. My Action Learning Set has been agreed. So pleased with the three members of the class I'll be working with. I'm up first in two weeks - I'll be presenting on differentiation and hope that the set gives me plenty of opportunity to reflect and feedback.
Half term is over, time to get on with my lesson plans...
Saturday 21 February 2009
Sunday 15 February 2009
Back to Uni...
On Friday I returned to Uni after the very long christmas break. It was great to see everybody and made me think about the importance of meeting everyone once a week.
Yes we are there to learn but more importantly we are there to support one another and to learn from each other. We can talk about our good and bad experiences on placement and feel safe in the knowledge that we are in this together. It's the perfect forum and provides a great basis for reflection.
During the day of classes I suddenly realised that my experiences as a learner have changed over time. When I was at school and even during my first degree I used to keep my answers and opinions to myself unless called upon for a response. During my PGCE I've become a lot more confident and I'm no longer afraid to speak up in class - I regularly offer my thoughts and opinions and I'm really enjoying being so much more involved. So this got me thinking:
Yes we are there to learn but more importantly we are there to support one another and to learn from each other. We can talk about our good and bad experiences on placement and feel safe in the knowledge that we are in this together. It's the perfect forum and provides a great basis for reflection.
During the day of classes I suddenly realised that my experiences as a learner have changed over time. When I was at school and even during my first degree I used to keep my answers and opinions to myself unless called upon for a response. During my PGCE I've become a lot more confident and I'm no longer afraid to speak up in class - I regularly offer my thoughts and opinions and I'm really enjoying being so much more involved. So this got me thinking:
- What is it that has changed?
- Why do I now feel safe enough in the classroom to share my views and opinions?
- How can I use this experience to help my learners feel safe in the classroom?
Firstly I've realised the importance of laying down some ground rules from the start of a course. This is something that should be agreed by the learners and not just stated by the teacher. Every learner should feel that their opinions and ideas are valued within the classroom environment.
I've also considered the importance of ensuring the classroom environment is as relaxed as possible. Question and Answer is a crucial tool used by ESOL teachers to check their learners understanding. I like to involve all of my learners in Q&A and therefore they need to feel that the rest of the group are supportive. I've noticed through observing other ESOL teachers that humour can be an extremely useful tool. It's not about laughing at learners for their mistakes but using humour for encouragement instead. To help learners to improve it is important to use Positive Reinforcement. No learner should ever be in fear of having a question fired at them. When mistakes are made we must be supportive and involve the rest of the class in correcting the error.
I definitely feel like the learning environment in which I am at the moment is a safe one. This is why I have the confidence to contribute. Over the next few weeks I will try on reflect further on what it is that makes it so safe in order to explore my questions further.
Thursday 12 February 2009
First post!
Good news! Phase 1 is complete, I've passed all my assignments and observations and been signed off. Time for phase 2 to begin which is also a good starting point for this blog. Looking back on phase 1 I've decided that to help me to develop professionally and to assist with writing my assignments it's important to keep a reflective journal.
Yesterday was a tiring day on placement. I met the two classes I would be working with after half term. I think the Entry 2 class are going to be a challenge, they are quite a lively bunch of teenagers but they also seem like good fun. They were keen to introduce themselves and I was impressed by their levels of spoken English. I'm not sure what I was expecting but having only ever taught Levels 1 and 2 I had no idea what E2 would be like. I did however notice a marked difference in their levels when we were discussing the past tense.
As for the Level 1 afternoon class my main issues here are there seemed to be a lack of motivation in some learners which I will certainly need to take into consideration.
I had a meeting with my mentor at the end of the day. Her feedback was really helpful. My lessons are always well planned with clear aims and objectives and I have a very good rapport and manner with the students. Action points which I want to consider are:
1. Correction strategies - I need to develop these further and use different methods. I always find it difficult to know at which point to interrupt. I'll definitely be turning to my David Riddell book for assistance. He has a great chapter on correction.
2. Differentiation - I need to write more differentiation strategies into my lesson plans for weaker learners (I think this will be a little more easier now I have identified who the weaker learners are) I also need to consider extention activities for my stronger learners.
3. Teaching strategies for vocabulary and pronunciation - I'm looking at different ways to teach key lexis including word match games and the use of dictionaries. For pronunciation I need to take more care to correct this (particularly for the target language).
Yesterday was a tiring day on placement. I met the two classes I would be working with after half term. I think the Entry 2 class are going to be a challenge, they are quite a lively bunch of teenagers but they also seem like good fun. They were keen to introduce themselves and I was impressed by their levels of spoken English. I'm not sure what I was expecting but having only ever taught Levels 1 and 2 I had no idea what E2 would be like. I did however notice a marked difference in their levels when we were discussing the past tense.
As for the Level 1 afternoon class my main issues here are there seemed to be a lack of motivation in some learners which I will certainly need to take into consideration.
I had a meeting with my mentor at the end of the day. Her feedback was really helpful. My lessons are always well planned with clear aims and objectives and I have a very good rapport and manner with the students. Action points which I want to consider are:
1. Correction strategies - I need to develop these further and use different methods. I always find it difficult to know at which point to interrupt. I'll definitely be turning to my David Riddell book for assistance. He has a great chapter on correction.
2. Differentiation - I need to write more differentiation strategies into my lesson plans for weaker learners (I think this will be a little more easier now I have identified who the weaker learners are) I also need to consider extention activities for my stronger learners.
3. Teaching strategies for vocabulary and pronunciation - I'm looking at different ways to teach key lexis including word match games and the use of dictionaries. For pronunciation I need to take more care to correct this (particularly for the target language).
Subscribe to:
Posts (Atom)
