SielSnowden

Week3observations

Classroommanagement:

Althoughnoneofthestudentsbehavebadly,perse,manyofthem
talktoeachotherinKoreanwhileGregorastudentteacheristalkingandwillsometimesnot
payattentionorworkonotherassignments.Gregdoesn'tdomuchtocorrectthisbehavior
besidesaskingtheclassiftheyunderstandhim,butitcanbeannoying.Inotherclassesthatthe
schoolconsidersmoreimportanttothestudents'education,talkingovertheteacherisprobably
reprimanded.ThisisalsothecaseismostclassesinAmerica.

GregusespositivereinforcementbypraisingthemforspeakingEnglishandallowingthemtodo
funactivitieswhentheygettheirworkdone.

WhenIaminchargeoftheclassroomIcalloutstudentsthattalkwhileIamtalkingandwaitfor
everyone'sattentionbeforeItalksothattheycanallhearandunderstandme.I'msurethisis
thecaseinotherclassestoo,butGreg'sclassisseenasa"fun"classwherestudentshave
morefreedom.GregalsowantslearningEnglishtobeapositiveexperienceforthem.
Intermsofmyteachingphilosophy,Ithinkitisimportanttousefrequentpositivereinforcement
tokeepthemmotivated,especiallysincetheylearninsmallsteps.AlthoughIwantstudentsto
feelhappyandcomfortableinmyclassIdothinkthatastheteacherIshouldexpecttheir
attentionwhenItalkandthattalkingovermeisdisrespectful,soItrytocreatesomestructurein
theclassroomandremindstudentsfrequentlynottotalkwhileIamtalking.Usuallythis
embarrassesthemalittleandtheystop.

Cross
culturalconsiderations:

ManystudentsfeelthatlearningEnglishisasignoftheir
family'ssocialstatusandarereluctanttospeakfreelyforfearofmakingmistakes.Therefore,it
isimportanttocreateaclassroomenvironmentwherethestudentsfeelcomfortablemaking
mistakesandpracticingspeakingfluidly.

Teachingtechniques:

1. Lessonobjective
:1stGraderswillbeabletoidentifyKPopsongsinEnglishbasedon
Englishortranslatedlyricsthatappearinthesong.
a.Speaking:StudentssaythenameofthesongandKPopgroupoutloudinEnglish.
SometimesGregwillhavetherepeatsonglyricsinEnglish.
b.Listening:StudentslistentoEnglishsonglyricsorsoundbitestoidentifythesong
theycomefrom.
c.Reading:StudentsreadEnglishlyricsortranslatedlyricsonthescreentoidentifythe
songtheycomefrom.
d.Assessment:TeamsaregivenpointsforeverysongandgrouptheyidentifyinEnglish
basedonthedifficultylevel.

2. Lessonobjective:
AfterlearningtoreadandlistentoEnglish,2ndgraderswillpractice
reading,listening,andwritingEnglishriddlesandanalyzingtextsuntiltheysolvethe

riddlecorrectly.
a.Listeningpractice:Thewritermustlistentotheriddlefromthereader
b.Readingpractice:Thereadermustreadeachlineoftheriddleandmemorizeit.
c.Speakingpractice:Thereadermusttellthewritereachlineoftheriddle.
d.Writingpractice:Thewritermustwritedowneachlineoftheriddle.
e.Assessment:Theteamsareawardedpointsonhowquicklytheysolvetheriddle.

Afterdiscussingtheholesinthislessonplan,weremodeledthewaythatthelessonis
structuredsothatstudentsmustcometotheteacherfortheirnextriddlesinsteadofthe
teachercomingtothem.Thisminimizedtheamountofdowntimethestudentshad
duringtheactivityandmadethemlesslikelytogetrowdyandtalkovertheteachers.