Assignment 4: Lessons from the Classroom

NAME: Marina

I confirm this is my own work. Signature, please. Marina

Assessment criteria. Candidates are assessed on: 1st sub 2nd sub

- Noting their own teaching strengths and weaknesses in different situations in light of Partially
feedback from learners, teachers and teacher educators.

Very well done for noting the strengths and weaknesses.

- Identifying which ELT areas of knowledge they need further development in Mostly

Generally, well identified! see my comment.

- Describing in a specific way how they might develop their ELT knowledge and skills
beyond the course
ü
Very well done for describing how you plan to develop your ELT knowledge after the
course.
- Using written language that is clear, accurate and appropriate to the task. Mostly

Very well done for using mostly accurate written language. Check your assignment
for minor slips.

Yes/No Date 1st marker 2nd marker

PASS Read and agreed.

RESUBMISSION Yes 13/12/2023 Elham

NEEDED Helmy
PASS ON
RESUBMISSION

FAIL ON
RESUBMISSION
Overall Comment:

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com
 750 - 1,000 words

This assignment is designed to develop your skills as a teacher in the following areas:

● Reflecting on your own teaching and learning

● Identifying your own teaching strengths and developmental needs
● Reflecting on the implications for your teaching from the observations of experienced
ELT professionals and your colleagues on the course.

Note: Be succinct. Write in the first person.

Please use the sub-headings provided.

You and teaching

a) Write a few sentences about your learning experience on the course so far.
Is it what you expected? How are you processing the material from the input sessions?
What kind of learner do you think you are? etc.

This course has been a long challenging journey for me. At the beginning, I just wanted to
get a certificate to add to the value of my resume especially because it is accredited
worldwide. However, when I joined the course, I have found more valuable skills to learn than
having a certificate. Thus, I would admit that the course exceeded my expectations. The
input sessions were of a great benefit, and because I am a kinaesthetic learner, I used to
have many notes during the lessons. This is besides the handouts we were given
sometimes. I think that these notes and materials are a precious resource to go back to
whenever I want. ü

b) What have you learned about good teaching practice from the observation of
your tutors and other experienced teachers? Remember the DVDs you have
watched as well.

This can be general principles e.g., involve the students as much as possible or
practical e.g. use fingers to focus on syllables in a word.
● Use bullet points for this.
● Provide at least 6 examples
● You can use your observation notes from the demo lesson you observed,
the DVDs and the experienced teachers you observed.

 Use finger coding while drilling for a natural speaking. ü

 Use my arms up and down with an accurate tone of voice to show the
students the correct intonation. ü

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com
  Engage the students by setting an interesting lead in. ü
 Focus on the main and sub aim, and not to be deviated by any other
thing. ü
 Know how to give language and content feedback at the end of the
sessions. ü
 Use effective ICQs to make sure that the students have got the
teacher’s instructions. ü
 Use meaningful CCQs to check the students’ understanding. ü
A good range of points.

c) Your colleagues on the course.

Reflect and comment briefly on your colleagues’ teaching. For example, what common
problems have your TP group experienced and how have they dealt with them? What have you
learned from your colleagues? Only write about your colleagues’ strengths, please.

Most of my colleagues had a high missing words here TTT at the beginning of the course,
and they used to echo the students’ answers, or echo their own answers. After getting their
feedback from the instructors, and training, and noticing themselves, their TTT has reduced a
lot, and this helped me a lot to reduce my TTT as well, and to have my class student-centred.
ü
Some of my colleagues are really creative, and they are so clever in engaging the students
from the beginning of the session till the end. I have learnt from them that what distinguishes
one teacher from another is the one who keeps the students engaged and on their toes till the
end of the lesson. ü

Your teaching strengths

List three key strengths and for each strength note three classroom examples which
demonstrate this. Please only refer to your tutors’ comments from your feedback
notes.

e.g. Strength: 1. Engaging the students: This is not a Cambridge criterion and you
have combined two criteria her: rapport and context setting.
 In TP6, the tutor praised me for having a pleasant rapport with the students. ü
 In TP5, she praised me for accommodating the late commers. ü
 In TP2, the teacher liked the idea that I engaged the students immediately with
the interesting lead in task. ü

2. Good preparation This is not a classroom example.

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com
  In TP 5, the tutor commented that I prepared the materials appropriately to
the tasks and to Ss, and that they were sourced.
 In TP2 and TP3, the tutor liked the good material I prepared, and the
lovely pictures I set the context with.

3. Anticipated problems: This is not a classroom example.

In TP3, I had a good awareness of problems that the ss might face in their
lessons figuring out solutions to overcome them.

In TP5, I had an excellent level when it comes to anticipated problems and

solutions.

In TP6,The tutor commented that the anticipated problems and solutions are
detailed and well-related.

Developmental needs - action points

List three key areas you need to work on for each area write three action points.

Problem throughout the TPs: wordy repeated instructions that are sometimes not clear.
.

Action Points

1 Script my instructions and rehearse them before class.

2 Use effective ICQs to make sure that the ss are on the right track.

3 Demonstrate directly with the elementary level instead of using wordy instructions.

Problem in TP 3: not using smooth transitions to link the tasks. Which Cambridge
criterion is this?
Action Points:
- Link each task to the previous one to have a coherent lesson at the end.
- Don’t go cold in the task without informing the students its purpose.
- Wrap up my lesson before ending it.

Problem in TP4: finishing the lesson and having extra unplanned time. Which
criterion is this?
17 Boulos Hanna, Dokki, Giza, Egypt
e-mail: [email protected] | Website: www.ihcairoeg.com
Action Points:
- Keep tracking of the time to manage it throughout the session. ü
- preparing an extra activity in case I finish earlier than I expect. ü
- following my lesson plan for the duration of each task. ü

You need to mention another action point. According to the rubric, you need to
mention three action points.

Short term action plan for after the course

List action points for your first year of teaching after the course and a timeframe.
Use bullet points and provide five examples.

Examples:
● Read Concept Questions and Timelines book within one month to check all the
timelines of the tenses. ü
● Gain experience in teaching upper intermediate level classes next year. ü
● I will search for a well-reputable school to work for with a higher grade to be able to
apply what I have learnt. Where is the timeframe?
● I will search for a vacancy in some institutions to teach adults next year. ü
● Start searching for vacancies abroad after two years of experience here in Egypt. ü

17 Boulos Hanna, Dokki, Giza, Egypt

e-mail: [email protected] | Website: www.ihcairoeg.com