from Amos:Spending time twice a week at the British council has been a great experience for me and that has really helped me to consolidate, upgrade my basic skills in English.
I also got an opportunity to meet some kind friends and I keep studying English with them generally on Facebook and sometimes with a cup of coffee cups with my friendsin the restaurant.
As you know, my goal is to obtain top scores in either TOEFL or IELTS that will be benefit me and open the way to postgraduate studies.
I have spent this summer improving my English, if you have any information or books don't hesitate to give me.
keep safe and we stay in touch.
from Marwen:Of course interacting with different people help very much :)
from Mounir: Anyway, I have decided to continue my studying English at the British Council, I really miss every one and I miss the class atmosphere, the group everything at the British Council.
So far the feedback received reflects similar interactions that would have happened in the class:Amos very confident in expressing himself and refelcting upon his learning experience and Mounir also expressed his opinions but to a lesser degree.Marwen,like in the classroom,made a very short comment;quiet limiting himself to short comments.
Haven't received any comments,in regards to my question,"Does interactions help with developing/learning English?" from Nizar,Abir and Khouloud and nothing from the students of group 2.
CLASSROOM DYNAMICS:INTERACTIONS Exploring the interactions that take place between learners in the EFL classroom.Does interaction help with learning a language?
Wednesday, August 31, 2011
Saturday, August 27, 2011
Thursday, August 25, 2011
Sunday, July 3, 2011
Last Day
The students interacted enthusiastically on their last day.
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:
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:
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?
Wednesday, June 22, 2011
Group 2 Pre Intermediate
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?
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?
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?
Subscribe to:
Posts (Atom)