10 moments important for my learning

Write a brief description of the moment and an explanation of why you choose to include it.

Moment #1

Receiving feedback from trainers and peers moment

I have selected this memorable moment of receiving feedback from my colleagues, and trainers

After the teaching practice sections I get feedback from the trainers and colleagues as well, they

They were important to me because their comment helped me improve my weakness and strengthen
my teaching practice. Theier observation made me aware of some points I still need to work on. And be
more mindful when teaching my lessons.

I will follow their recommendations and suggestions to enhance my teaching therefore making learning
happen in my classes

Moment #2

Practice teaching moment

Practice teaching has enable me to put into practice new knowledge in terms of ECRIF, PDP, lesson
planning, learning centered teaching, reflective teaching,

Those practices have permitted me to consciously become more skilled: planning, teaching and
reflecting on my teaching.

Moment # 3

Writing a DAPA moment

Through writing DAPA I have become more reflective on what is going on in the classroom, what is
helping or hindering learning. The interpretation I derive from any specific moment during my lesson.
Generations, and an action plan to follow see learning happen.

Writing DAPA allows me to explore students learning or my teaching in depth. It is a practice that
enable me to sharpen my reflection skills. Reflecting on any moment during my class will help me make
sense of what is actually happening in the classroom describing in detail a single moment what are
students doing, what is the teacher doing, what is
Moment # 4

Writing the final learning statement

As a final task for this course certificate it is a requirement to write a reflective final learning statement
thinking about my entire experience on the course writing a summary or list of my key leanings what I
have done to reach my goals. What did I learn about students, what are the most essential and effective
techniques in teaching ESOL. What conclusions I got from me as a teacher. What did I do to reach my
goals in this course, which aspect I need more work?

Why do I consider this final statement so important and meaningful to me?

This summary will serve as a general guidelines to improve my esol practice and to keep on research on
the key elements I learned during this course, this final statement will inspire me to keep growing as an
English teacher. It will serve as a checklist to go over the most important key points in the course.

Moment # 5

Techniques for responding to inaccuracies.

After reading this article on the student binder I have gained insight into how to go about responding t
inaccuracies more effectively. When do it. And Why to respond

Mainly because it help students with communication barriers, to improve pronunciation

To help student focus on target language.

We respond during presentation and controlled practice

We respond at the end of oral fluency activities

I would give the student who made the mistakes or error the opportunity to correct

I would also give hints or clues to how correct

Moment # 6
The formula for writing your SWBAT

: by the end of this lesson students will be able to use: grammar point, vocabulary, strategy,
pronunciation) in order to (function/active verbs)

In or during ( a meaningful communicative task)

Why is this so important to me? Having a clear-cut objective for my class will allow me to focus all my
teaching and learning activities to achieve the planned objective. Aim at this objectives from the
beginning of the lesson until the wrap up moment.

Students will be able to = what competency they will be able to demonstrate

In order to = for what purpose.

In or during (an exercise, a task, a context, a situation, )

Moment # 7

I gain a lot of insight fotm the moment when I was read in the student binder “effective teaching
practices”

Let me mention the most appealing to me

Use think/pair/share TPS

Decide upon the text to be read and develop the set of questions or prompts that target key
content concepts.

Describe the purpose of the strategy and provide guidelines for discussions.

Model the procedure to ensure that students understand how to use the strategy.

Monitor and support students as they work through the following:

T : (Think) Teachers begin by asking a specific question about the text. Students "think" about
what they know or have learned about the topic.

P : (Pair) Each student should be paired with another student or a small group.

S : (Share) Students share their thinking with their partner. Teachers expand the "share" into a
whole-class discussion.
In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely
solely on the teacher's authority (Cobb et al. 1991).
Additional benefits of using the think, pair, share strategy include the positive changes in students' self-
esteemthat occur when they listen to one another and respect others' ideas. Students have the opportunity
to learn higher-level thinking skills from their peers, gain the extra time or prompting they may need, and
gain confidence when reporting ideas to the whole class. In addition, the "pair" step of the strategy
ensures that no student is left out of the discussion. Even a student who is uncomfortable discussing his or
her ideas with the whole class still has an audience in this step. Finally, while the strategy may appear to
be time-consuming, it makes classroom discussions more productive, as students have already had an
opportunity to think about their ideas before plunging into whole-class conversations.

The Think-Pair-Share strategy is a versatile and simple technique for improving students' reading
comprehension. It gives students time to think about an answer and activates prior knowledge. TPS
enhances students' oral communication skills as they discuss their ideas with one another. This strategy
helps students become active participants in learning and can include writing as a way of organizing
thoughts generated from discussions.

Monitoring – during pair and group work, with and without responding to inaccuracies

Get feedback from learners ask students to share one things they learned I the lesson before leaving

Know about their feeling on any task in the lesson. How can this feedback help me in setting up more
effective activities for my students.

Moment # 8

Teaching vocabulary from the tesol certificate course participant handouts binder
By reading the information contained in this part of the binder I gained insight into the importance of
covering all four aspects of vocabulary: meaning form, pronunciation use apropriacy.

The teacher may also focus on learning how to learn strategies. Discussing how to go about learning
words: understanding, remembering and using them.

Moment # 9

12 steps to clearer instructions

This moment has been really important in my learning I learn that we are planning a lesson , consider
how you will give instructions, for tasks for each activity or assignment , ask yourself “how can I convey
this task clearly to Ss” Write down in my lesson plan what will I say and what visuals I will sue to clarify
my instructions . Deliver instruction thoroughly check Ss understanding; write clear concise instructions
on the board. Model the task and always do example together with the class. Do the task yourself in
front of the ss. Repeat the instructions a least once. Break instructions down and deliver them I steps or
chunks. Use CCQs have ss repeat assignments or instructions back to you.

I gained insight by describing, interpreting generalizing and making an action plan for the future about
giving instructions effectively. I taught a class where Ss fail to complete a task correctly as a result of
confusion about instruction.

Moment # 10

Pronunciation awareness

In this reading the student binder I learned what is pronunciation and what it involves. I reflected upon
the ways I have taught pronunciation in my classes. I reflected on the strategies I used while learning
pronunciation in a second language. What resources I used how can this information help in planning
pronunciation lesson? What do I teach when I teach pronunciation?

What is the goal in teaching pronunciation? Do I want my students to have a native like accent or have a
clear, intelligible pronunciation. what do my students want to achieve in terms of pronunciation

What kind of activities am I going to include to help my students improve their pronunciation.