Tuesday did a group questionnaire with Semiah and Anis as group secretaries:Anis for group 1(Mohamed,Dhia and Wassis)and Semih for group 2(Oussema,Ridha and Manel).
Anis and Semih were very good in giving their feedback.
Wassin was quiet as usual though he seems he's got the level to participate more but doesn't seem particularly interested maybe a different topic?
Oussema was also quiet but maybe participated a bit more than
Wassin.Group 2 worked together much better than group 1 at doing and discussing the task and the outcome whilst group 1 was mostly dominated by Mohamed but later he did realise he had to give Wassin an opportunity to speak.
Is it a problem
of age and experience?Wassin
and Oussema are the youngest and perhaps feel less confident in their speaking but Dhia,who is much older is often quiet who could speak and participate more but he over the past few months he has improved.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
CLASSROOM DYNAMICS:INTERACTIONS Exploring the interactions that take place between learners in the EFL classroom.Does interaction help with learning a language?
Wednesday, June 22, 2011
Monday, June 20, 2011
Group 1 Wednesday/Friday Pre Inter
Last week Abir and Marwen were quiet;especially Marwen,the youngest student was working with the new students and was quieter than usual.However,outside class he's very communicative.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur? Did you discover anything new?
Did students contribute actively to the lesson?
Reflecting on some of the students' 'territorial' behaviour for instance,the some of the latecomers (in group 1 as well as group 2) very often chose to sit with the same student/s,even though there wasn't space at the desk to work properly. Nizar who always arrived late for class ( because of his job) often sat with Abir or his preferred partner but not with the new students.
On page 84,of the book 'Group Dynamics in the language classroom',Dornyei and Murphey discuss the classroom environment contribution to group dynamics and state that 'humans,like animals,are territorial by nature,students who sit in the same seat in two consecutive lessons are already apt to think of that palc as theirs.Therefore the students who always sit in the same place or with the same students limit the number of potential interactions with the other students;they put constraints on their using/developing the target language.
Dornyei and Murphey mention that 'having students move around in class,changing seats and partners from the very first lesson,not only keeps them from claiming a permanent position in the classroom,but it can allow them to get comfortable in the classroom working with different partners and in any part of the classroom.
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur? Did you discover anything new?
Did students contribute actively to the lesson?
Reflecting on some of the students' 'territorial' behaviour for instance,the some of the latecomers (in group 1 as well as group 2) very often chose to sit with the same student/s,even though there wasn't space at the desk to work properly. Nizar who always arrived late for class ( because of his job) often sat with Abir or his preferred partner but not with the new students.
On page 84,of the book 'Group Dynamics in the language classroom',Dornyei and Murphey discuss the classroom environment contribution to group dynamics and state that 'humans,like animals,are territorial by nature,students who sit in the same seat in two consecutive lessons are already apt to think of that palc as theirs.Therefore the students who always sit in the same place or with the same students limit the number of potential interactions with the other students;they put constraints on their using/developing the target language.
Dornyei and Murphey mention that 'having students move around in class,changing seats and partners from the very first lesson,not only keeps them from claiming a permanent position in the classroom,but it can allow them to get comfortable in the classroom working with different partners and in any part of the classroom.
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
Monday, May 30, 2011
Cohesiveness questionnaire group 2 Pre Intermediate Wednesday/Friday 2011
Most of the students,who started in the Elementary class in October continued so only a few new students Nadia,Femi,Mustapha,Meriam,Atef,Alba
On this day of the questionnaire there were 16 students.
The results of the questionnaire for group One:
11 students completely agreed or agreed that their class is better than other groups;nearly 75% of the students in fact three times the percentages of students in group two.
9 students completey agreed or agreed that they would participate in another class if it had similar students.
All the 16 students completely agreed or agreed that the class was composed of students who got on very well.Again all the 16 students completely agreed or agree with the statement that the class was composed of students who liked each other.
15 students completely agreed or agreed that they were satisfied with their class.
12 students completely agreed or agreed that there were some students who worked with the same people.
11(nearly 75%) students added additional comments for the questionnaire whilst only only 3 students(33%) of the students in group two added additional comments for the questionnaire.
I've found that,in general,from the students who have been in the same group since October the cohesiveness seem to be high as they agreed with the following statements:
they would like participate in a similar group,
they get on well with each other,
Joseph who was in group 2 before hasn't always been able to attend to attend all the classes didn't realise that of the students often worked with the same people.
Amos,also from Cameroon is the most perceptive and intelligent in all the answers he has given in the questionnaires and interviews.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
On this day of the questionnaire there were 16 students.
The results of the questionnaire for group One:
11 students completely agreed or agreed that their class is better than other groups;nearly 75% of the students in fact three times the percentages of students in group two.
9 students completey agreed or agreed that they would participate in another class if it had similar students.
All the 16 students completely agreed or agreed that the class was composed of students who got on very well.Again all the 16 students completely agreed or agree with the statement that the class was composed of students who liked each other.
15 students completely agreed or agreed that they were satisfied with their class.
12 students completely agreed or agreed that there were some students who worked with the same people.
11(nearly 75%) students added additional comments for the questionnaire whilst only only 3 students(33%) of the students in group two added additional comments for the questionnaire.
I've found that,in general,from the students who have been in the same group since October the cohesiveness seem to be high as they agreed with the following statements:
they would like participate in a similar group,
they get on well with each other,
Joseph who was in group 2 before hasn't always been able to attend to attend all the classes didn't realise that of the students often worked with the same people.
Amos,also from Cameroon is the most perceptive and intelligent in all the answers he has given in the questionnaires and interviews.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
Friday, May 27, 2011
Cohesive questionnaire:Pre Inter 2 class Tuesday/Thursday
Most of the students,who started in the Elementary class in October didn't continue so only the students Akrem,Mohammed,Anis,Simiah and Dhia.
On this day of the cohesiveness questionnare(based on the short questionnare by Clement,Dornyei and Noels(1994)to measure learners's perceptions of the cohesiveness of their learner group.
I adapted the statements and also reworded the negatively worded statements into posyive statements so that the questionnaire had less of a negative influence,(How do know this ?did you try the original questionnaire with another group or whatever)in addition to work out the scoring and to analyse the results.
there were nine students,Dhia was absence due to his work and being away from Tunisia.I've found that,in general,from the students who have been in the same group since October the cohesiveness seem to be high as they agreed with the following statements:
they would like participate in a similar group,
they get on well with each other,
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
On this day of the cohesiveness questionnare(based on the short questionnare by Clement,Dornyei and Noels(1994)to measure learners's perceptions of the cohesiveness of their learner group.
I adapted the statements and also reworded the negatively worded statements into posyive statements so that the questionnaire had less of a negative influence,(How do know this ?did you try the original questionnaire with another group or whatever)in addition to work out the scoring and to analyse the results.
there were nine students,Dhia was absence due to his work and being away from Tunisia.I've found that,in general,from the students who have been in the same group since October the cohesiveness seem to be high as they agreed with the following statements:
they would like participate in a similar group,
they get on well with each other,
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
Monday, May 9, 2011
Pre Intermediate 2 Classes
Group 2 Pre-Intermediate 1 class Tuesday and Thursday;not so many of the students from this class had been in the Elementary 3 class in October;only Alessandro and Dhia remained from this class;there was also Akrem but he had to move to another class because of his timetable at university......
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
Pre Intermediate 1 classes Update
Group 1 Pre-Intermediate 1 class Wednesday and Friday;quite a few of the students from this class were in the Elementary 3 class,which started in October 2010:Mounir,Abir,Khouloud,Amos,Marwen,Nizar,though Samia and Anouar were actually in the other Elementary 3 class(Samia although she was initially quiet and shy at the beginning of the course in Ocotber she had become more confident in interacting with her peers whilst Anouar,also quiet and shy,had only become a little more confident in his speaking and interacting with his peers.Mounir,Khouloud and Amos remained confident as usual and interacted a lot with the others whilst Marwen and Nizar were quiet but confident but still at times could interact more with the others but they often seem to be tired and reluctant to participate.Abir is still extremely quiet and shy and not really interacting any more than at the beginning of the course.
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
Sunday, March 13, 2011
Closure of group with Ele 3/4 group
Recently(on the 3rd of March) did closure end of course session with my Ele 3/4 Wed/Friday class but the strange thing is Meriam did not come the next class and has not continuing studying on the next course;Leticia didn't come either but that wasn't surprising as she seems busy with her job.
I didn't do end of closure with the other Ele 3/4 class (Tues/Thursday).
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
I didn't do end of closure with the other Ele 3/4 class (Tues/Thursday).
From the book Reflective Teaching in Second Language Classrooms,Richards,J.C.,in the chapter,approaches to classroom investigation,some important procedures are recommended:
Bailey 1990,Porter et al.1990,Walker 1985 state that it's important to make entries on a regular basis and immediately spend time after the lesson in writing up about the lesson
In addition to review the journal entries as some things which were not obviously apparent might appear so later on.
On page 16 Richards,J.C. mentions some reflection questions to guide thé writing of the journal:
What did you set out to teach?
Were you able to accomplish your goals?
What teaching materisls did you use?
What grouping arrangements did you use?
Did anything amusing or unusual occur?
Did you discover anything new?
Did students contribute actively to the lesson?
Were the students challenged by the lesson?
What do you think the students really learned from the lesson?
What did they like most about the lesson?
What didn't they respond to?
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