Conceptual Framework of The College of Education Reflection Paper
Zakaria Al.Hakamani ID: 111960 Task 1: – The lesson is about writing a film review. The student is in grade nine, first semester. He is excellent in English. He has high self-esteem (it can be observed in his confidence when he is participating in class and correcting his classmates’ errors). He is a fluent speaker. He explains the meaning of the word “graphics” in an excellent way. He shares many sentences when the teacher is writing examples on the board. He is the first student to finish identifying the key words used in an extract of a film review. In general, the student had a high level of participation. The lesson was about writing a film review and it seemed that he knew everything about it in advance. When the teacher started to explain how to write a film review, he was so excited to comment and add on what the teacher was explaining. The teacher chose the review of the film “The plague dogs” as a model that students can follow to write their own film reviews. The students did not know the meaning of the word “plague” and this student immediately explained its meaning for the whole class. When the teacher explained the film review on the board using the projector, he was so enthusiast to share his own ideas so that the teacher writes them on the board. Then the teacher distributed papers for all students to practice writing a review of a three-minute animated film entitled ‘ Piper’. This boy was the first one to finish writing, and he immediately asked the teacher to check his answer. 2. Learners’ error Type of error Did teacher offer treatment? Some students were Behavioral standing up frequently during the first few minutes of the class. Yes A student was Behavioral saying the answers without the teacher’s permission during the time where his classmates were saying their answers. A student Linguistic mispronounced the word “Australia.” Yes Yes What was the treatment? If no treatment offered, why do you think this was? He asked them firmly why they had stood up frequently for no logical reason. Then, he ordered them to sit down and not to disrupt the class by unnecessary movements. The teacher looked at him using eye contact to show disapproval. The student then stopped doing so. The teacher corrected the student’s error by saying the first letters of the word where he makes the pronunciation mistake(Aus……) and the student then recognized his mistake and pronounced the word correctly. While the students were writing on their own papers, a student was constantly laughing and did not start writing. Behavioral Yes A student said a sentence with grammatical mistakes (The lizard is color with yellow and brown). Linguistic No The teacher went to the student and told him to stop laughing and to immediately start writing. The student stopped laughing, but did not start writing. The teacher firmly told him that he would not give him extra time to write and he would deduct one mark if he did not start writing. A justification for not correcting this error is that the meaning of the sentence was understood no matter what grammatical mistakes the student performed. The teacher mainly uses the communicative approach, so his main focus is on the meaning not grammar. One of the main generalizations that can be made regarding students linguistic errors is that they usually want to deliver the meaning in their minds regardless of the way of doing so, whether they use the write form or not. Students, especially in the early stages, cannot recognize their own grammatical mistakes because these rules are abstract. So, it does not make a clear different for them to produce a sentence with a helping verb for example or without a helping verb. The contributions of such abstract rules are not discernible. Regarding the treatments offered by teachers, I noticed that teachers who teach early stages focus more on correcting students’ grammatical errors by using different ways such as the denial, correction and asking them to repeat the correct form in a chorus. As for me, I find it very beneficial for the students in the early stages to recognize their errors and correct them based on the feedback given by a teacher. On the other hand, I found out that teachers who deal with advanced stages do not use the same way of correcting students’ errors; they rather choose to let them discover their own mistakes and correct them by themselves because they believe that students’ mistakes in such stages are accidental and they can fix them themselves. So, students would reduce the amount of errors they make as time goes on as long as they monitor their own language. On the same hand, there are teachers who do not pay much attention to students’ tiny mistakes because they want to focus on the meaning and content more than the technical issues. For me, I find that all three ways work for students depending on the situation a teacher is in. Task2: Date of lesson, EFM Grade, book, unit and page numbers – th 6 Novembe r 2018 Grade seven, 1st semester. The assessme nt is not from the book. Content of lesson (what was taught?) Type of assessment used What teacher did and what students did? Informative writing Formative assessment (a writing exercise) The teacher determined the time of assessment which was 15 minutes and told them the instructions. He then distributed the assessment papers. How did the teacher give students feedback on their progress/ results? After the 15 minutes, the teacher asked the students to come to check their answers with him as soon as they finish. He gives them feedback and asks them to write their Date of lesson, EFM Grade, book, unit and page numbers – Content of lesson (what was taught?) Geographical 13th Novembe environments r, 2018 Grade seven, 1st semester The assessme nt is not from the The students started writing and finished on time. They asked the teacher some questions while writing about the meaning of two words and the teacher answered them because the main focus was not testing their vocabulary repertoire but their writing skill. second draft paying attention to the feedback given and then come back in the following day to check their work. Type of assessment used What teacher did and what students did? Formative assessment (Oral assessment) The teacher stuck pictures of different environments learned previously on the board. He told them the instructions. Then he How did the teacher give students feedback on their progress/ results? After each student said his sentence, the teacher used different correcting techniques to give feedback for the student mainly on book. distributed two cards that contained pictures of animals for each group. grammar and pronunciation. The teacher focuses on using the audio-lingual approach Each student because who held a card students in went to the such grade board and stuck should acquire it on the picture the language in of its a correct environment. manner. The student says a sentence about where the animal lives, e.g. camels live in deserts. At the end of the lesson, the teacher asked different questions orally, and he lets students answer quickly. Moreover, he used to ask them about the elements of the lesson that he wrote on the board at the beginning of the class, whether they do understand them or not. I think one good way of assessing students, as a type of group assessments, is that the teacher puts them in groups and gives different types of questions for each group, and then the teacher can check whether they understand or not. As for individual assessment, I believe that one of the most efficient ways to assess students is to give each one of them a short quiz about the materials discussed at each period. This can be done during the last five minutes of the period, so it saves more time and provides teachers with a clear image about every student’s performance and progress during the semester.