Teaching Report
#1
Student Teaching Reflection
I taught an elementary Chinese course, which normally taught by Dong laoshi on Monday 12-12:50PM. There are suppose to have 7 students, but only 3 showed up that day. This is my first time teaching, so I felt nervous when I prepared the material. Also, I do not know their level and how they would react in the class, it was hard for me to decide which question for practice and which for example. I did not prepare enough materials so that my class was end in 35 min. Overall, although my class did not run well, for me it is a big step forward.
Students were active all the time, which may due to only 3 students in the class that each one have to give response every time. I planed my class as a big conversation, which also can divide into small section and each section lead to a grammar practice point. Since it was a conversation, they all able to participate. In addition, I prepared some colorful pictures for sentence structure practice, for example, when we practice 又…又…structure, I presented a picture about messy room and expect they would say 又脏又乱. Since I did know how many adj. they have learned, so I provide a list of vocabulary that I think useful. Also allow them use English if they cannot say the adj. in Chinese. After presenting all different pictures, I asked them to describe either their room, or friends. It seemed students enjoy more while they could use what they have learned in a real life situation. What’s more, the lesson did not completely go according to the plan. I used to plan an activity called “who is it”. I showed pictures about famous people or their teacher, one student couldn’t see and guess who is in the picture according to other students’ description. However, during the class I did not think this activity could perform well, so I switched to ask them to descript their family.
Through the whole class interaction, I think we have a TS interaction. We had one on one question answer task and ask help from other students before I gave out the answer. Most time we had full-class interaction. The major topic of lesson 5 is Chinese restaurant, so I prepared a menu. I used to think divide 7 people into different group and let them based on the menu to discuss what is their favorite dish and why, then figure out what they want to eat for lunch. If time permit, we would do a role-play. However, only 3 students come, so I tried to let them to discuss with each other and I would be the waitress at end. I did not know why the group discussion did not go well and end up as another Q&A section. Later, I think students may not know what I am looking for/the purpose of this activity. For me, I want them to practice structures like, 我最喜欢…, 因为它又…又…,所以…, 我觉得…也不错,etc. Without point out those structures, they seemed lost and did not know where to start and keep look at me. Thus I started give examples, and then they gave me answer one by one, end of discussion. At that time, I do not know how to continue this activity and end it quickly. Now, I think at that time I can ask them to decide two dishes for lunch and do the role-play. In addition, although giving the practice structure prior is not a real fluency/communicative setting, for beginners they may need those instructions to lead their thoughts. Also when we give examples, they will figure out what we are looking for anyway. So I think it would be more efficiency to provide structure for beginners through the activity.
Furthermore, I did not stop them in the middle of a conversation to correct their error unless the expression did not match their meaning. Before I corrected the whole sentence, I would do a comprehension check to make sure I get what s/he wants to say, then do an explicit correction on vocabulary or structure errors. Unlike gave correction at the end of conversation, I gave immediate response on pronunciation errors by repeat what the student said in correct tones and pronunciation.
To conclude, I need to learn how to response to all unexpected change. There are many uncertain variables in the classroom that we cannot predict what will happen in the classroom. Thus, as a teacher we need to know how to response to those unexpected change that there always should have a plan B.
#2
Teaching report
Instructor’s name: Yinglu Peng
Class taught in: Advance level, topic: 琴棋书画
Date of teaching: Wed, 03/26/14
Duration of teaching: 25 min
I. What transpired in class
I was co-teach with Andres in one of Wang laoshi’s drill section and the topic is 琴棋书画. Andres covered first half of section and he taught about Gu Qin. I focused on calligraphy. I started discussion by asking them what they know about calligraphy without looking at the book. Since I did not get immediate response, I asked them to discuss a little and then tell me the answer. Through discussion, they began to remember what said in the book and also brought in their own thought. It was a good way to help them review. Then, I asked to share their thought based on their experience of either written or saw in museum. They had limited experience on calligraphy. I presented a word that they had learnt in class (心如止水) in different styles. Obviously they could recognize word if written in the way that close to what they learnt. After looking two different styles, I asked to share their feeling. The final task was to introduce calligraphy to their friends. First, they discussed what they like to say about calligraphy in groups and then each group shared one with the class. I left an article about calligraphy as outside reading.
II. Reflections
In general, the section ends up pretty well. Students had lots of opportunity to discuss with each other and speak out. When I gave them the calligraphy work to look at, they seemed very interested and participated in discussion actively. There were 7 students showed up in drill class. They were all in different level that some were familiar with the textbook, some had written experience and some basically known nothing, Thus, during the group discussion, some group did not have any thoughts and got help from other groups. As the teacher, I should balance the ability of each group and provide hint if they have no idea on the topic. In addition, the drill teacher wanted us to include one grammar point 点点滴滴 in our teaching, but it was hard for me to think a task related to 点点滴滴. However, at the end of class, a student asked me if I could understand most calligraphy when go to museum. My answer was:一部分,要想看懂书法需要平时点点滴滴的积累, emphasized 点点滴滴 by changing the tone. I used word in purpose, but I did not think that students noticed it.
Student Teaching Reflection
I taught an elementary Chinese course, which normally taught by Dong laoshi on Monday 12-12:50PM. There are suppose to have 7 students, but only 3 showed up that day. This is my first time teaching, so I felt nervous when I prepared the material. Also, I do not know their level and how they would react in the class, it was hard for me to decide which question for practice and which for example. I did not prepare enough materials so that my class was end in 35 min. Overall, although my class did not run well, for me it is a big step forward.
Students were active all the time, which may due to only 3 students in the class that each one have to give response every time. I planed my class as a big conversation, which also can divide into small section and each section lead to a grammar practice point. Since it was a conversation, they all able to participate. In addition, I prepared some colorful pictures for sentence structure practice, for example, when we practice 又…又…structure, I presented a picture about messy room and expect they would say 又脏又乱. Since I did know how many adj. they have learned, so I provide a list of vocabulary that I think useful. Also allow them use English if they cannot say the adj. in Chinese. After presenting all different pictures, I asked them to describe either their room, or friends. It seemed students enjoy more while they could use what they have learned in a real life situation. What’s more, the lesson did not completely go according to the plan. I used to plan an activity called “who is it”. I showed pictures about famous people or their teacher, one student couldn’t see and guess who is in the picture according to other students’ description. However, during the class I did not think this activity could perform well, so I switched to ask them to descript their family.
Through the whole class interaction, I think we have a TS interaction. We had one on one question answer task and ask help from other students before I gave out the answer. Most time we had full-class interaction. The major topic of lesson 5 is Chinese restaurant, so I prepared a menu. I used to think divide 7 people into different group and let them based on the menu to discuss what is their favorite dish and why, then figure out what they want to eat for lunch. If time permit, we would do a role-play. However, only 3 students come, so I tried to let them to discuss with each other and I would be the waitress at end. I did not know why the group discussion did not go well and end up as another Q&A section. Later, I think students may not know what I am looking for/the purpose of this activity. For me, I want them to practice structures like, 我最喜欢…, 因为它又…又…,所以…, 我觉得…也不错,etc. Without point out those structures, they seemed lost and did not know where to start and keep look at me. Thus I started give examples, and then they gave me answer one by one, end of discussion. At that time, I do not know how to continue this activity and end it quickly. Now, I think at that time I can ask them to decide two dishes for lunch and do the role-play. In addition, although giving the practice structure prior is not a real fluency/communicative setting, for beginners they may need those instructions to lead their thoughts. Also when we give examples, they will figure out what we are looking for anyway. So I think it would be more efficiency to provide structure for beginners through the activity.
Furthermore, I did not stop them in the middle of a conversation to correct their error unless the expression did not match their meaning. Before I corrected the whole sentence, I would do a comprehension check to make sure I get what s/he wants to say, then do an explicit correction on vocabulary or structure errors. Unlike gave correction at the end of conversation, I gave immediate response on pronunciation errors by repeat what the student said in correct tones and pronunciation.
To conclude, I need to learn how to response to all unexpected change. There are many uncertain variables in the classroom that we cannot predict what will happen in the classroom. Thus, as a teacher we need to know how to response to those unexpected change that there always should have a plan B.
#2
Teaching report
Instructor’s name: Yinglu Peng
Class taught in: Advance level, topic: 琴棋书画
Date of teaching: Wed, 03/26/14
Duration of teaching: 25 min
I. What transpired in class
I was co-teach with Andres in one of Wang laoshi’s drill section and the topic is 琴棋书画. Andres covered first half of section and he taught about Gu Qin. I focused on calligraphy. I started discussion by asking them what they know about calligraphy without looking at the book. Since I did not get immediate response, I asked them to discuss a little and then tell me the answer. Through discussion, they began to remember what said in the book and also brought in their own thought. It was a good way to help them review. Then, I asked to share their thought based on their experience of either written or saw in museum. They had limited experience on calligraphy. I presented a word that they had learnt in class (心如止水) in different styles. Obviously they could recognize word if written in the way that close to what they learnt. After looking two different styles, I asked to share their feeling. The final task was to introduce calligraphy to their friends. First, they discussed what they like to say about calligraphy in groups and then each group shared one with the class. I left an article about calligraphy as outside reading.
II. Reflections
In general, the section ends up pretty well. Students had lots of opportunity to discuss with each other and speak out. When I gave them the calligraphy work to look at, they seemed very interested and participated in discussion actively. There were 7 students showed up in drill class. They were all in different level that some were familiar with the textbook, some had written experience and some basically known nothing, Thus, during the group discussion, some group did not have any thoughts and got help from other groups. As the teacher, I should balance the ability of each group and provide hint if they have no idea on the topic. In addition, the drill teacher wanted us to include one grammar point 点点滴滴 in our teaching, but it was hard for me to think a task related to 点点滴滴. However, at the end of class, a student asked me if I could understand most calligraphy when go to museum. My answer was:一部分,要想看懂书法需要平时点点滴滴的积累, emphasized 点点滴滴 by changing the tone. I used word in purpose, but I did not think that students noticed it.