CELTA Experience (Day 7)

Tomorrow, I'm teaching functions (asking for and giving directions) and just today I had an input session on Teaching Functional Language. Well, of course I needed to adjust my lesson plan that I had prepared previously after this session. 

It's interesting how we started the session by having a look at two different conversations and finding out which utterance that seemed out of context and why. It reminded me of Discourse Analysis when I was doing my Master. I've always found it amazing to analyze how particular words, expressions, or sentences are used in a particular context by someone. Well, definitely we need to think about when, where, and of course who the person is actually talking to. And, it's all about the functional language teaching which basically consists of two elements, function and exponent. Function means what we are doing with the language, and exponent refers to what is said. For example, in my TP tomorrow, the function is 'asking for and giving directions', and the language used to do this is called functional exponent. It means that formality and register are necessary, for example from most direct to most polite ways to ask for or give directions. Other than than, teaching form is as important with the focus of what the expression is as a whole and what comes next in the expression.

The next session talked about Teacher Talk Time (TTT) by Erin. Honestly, this is my challenge. I find it not easy to control my TTT. I've been trying my best so far though. It's really helpful to start the session by thinking about when or the reason why a teacher talks in class. Some examples are such as giving instruction, for sure, or having a chit chat to build a rapport with students. During the session I kept reflecting on my teaching, especially in grading language. It's my first time to discuss this specific topic and have a look at a few examples of TTT, then think about the impact on the learner. Looking at TTT from learners' perspective. That's it. That's really new to be, but insightful. In the middle of the session, we had a chain dictation. It was really fun, and guess what? I thought about using it in my next lesson. Let's see how it's going tomorrow. Anyways, about TTT, it can be reduced by doing it in more student-centered way. For example, instead of me telling students the meaning of the vocabulary, I can have them do a matching activity. Unfortunately, we ran out of time and couldn't explore up to monitoring and stopping activities in a classroom. 

After lunch, I observed Carys, Ethan, and George. After sharing the feedback, Erin shared some ideas about the stages in teaching Functions and Writing because tomorrow Ethan and I are doing the lessons. 

Teaching Writing

1. Lead-in
2. Model text (read for context)
3. Look at the features (language, organization, genre features)
4. Planning time
5. Writing task
6. Peer feedback

Teaching Functions

1. Lead-in
2. Contextualization
3. Meaning, Form, Pronunciation, Appropriacy (MFPA)
4. Controlled practice
5. Free practice (more)
6. Error correction/feedback

Also, Erin gave us some advice in setting up tasks such as to give clear instructions and pauses between each one, to use Instruction Checking Questions (ICQs) to help, to grade the task from easy to more difficult, and to stage the instructions (For example, do the task in pairs (how to do the task), (show the task on the handout), in 5 minutes (time), and go!).

CELTA Experience (Day 8)

This morning Manuel distributed a different coursebook to each group. After having a look at the coursebook, in groups, we discussed what aspects that make a good coursebook. Also, we shared our thoughts about the coursebook that we have been using in our TPs so far, anything we like or don't like as a teacher and as a student. In teaching, there are some criteria to consider when evaluating ELT materials such as content/topics, layout and design, syllabus/language work, promotion of independent learning, and teacher's guide. There are some guiding questions in each criterion which can help us teachers to think about when evaluating. In using coursebooks in class, there are some ways to do like adding, adapting, replacing, and removing. However, we were suggested that we try to 'add' and 'adapt' as much as possible, rather than replace and remove. It's interesting to learn that commonly coursebooks provide the main content for a lesson such as situation/context, pictures, dialogues and text, and tasks and exercises, but materials that need to be more personalized can come from the teacher such as warmers/personalization, instructions/tasks, roleplays/pair-work activities, homework tasks/opportunities for learners to get to know each other better. 

The second input session was a workshop where Erin helped us with our portfolio and told us to make sure that we complete all required sections. 

After lunch, I had my TP4. This time I taught for 60 minutes, and it's going to be the last session with this intermediate class. I'm going to miss them, I'm sure. Unlike other days, Col and Michael were in my class to observe my teaching. Ethan and Carys observed another class as well. I taught functions today, how to ask for and give directions. I started the class by a warmer instructing students to step forward, backward, to the right and to the left. Then, we had a dictation chain activity. It's fun, but I felt like it took so much time. As a result, I skipped one freer practice activity because I ran out of time. Anyways, I'm happy it's over and I received a lot of positive feedback from Col and Michael, especially about my energy and excitement in class. 

CELTA Experience (Day 9)

It's surprising today because unlike the other days when we had input sessions with Erin, Manuel and Nick, we had a new one today. Her name is Josie and she talked about Speaking and Communicative Activities. As always, we learn a new teaching approach and method by being students while the Tutor demonstrates it. The very first impression that I had about Josie is that she's a kind of excited teacher with full of energy. I could tell that from the first step of the lesson, describing some pictures that she showed us. After describing and familiarizing ourselves with those pictures, we put them in order and discussed in groups how the story might be like. It was fun how each group could come up with different stories out of exactly the same pictures. From here, we listened to a song 'A Perfect Day' which actually the pictures are from and put the all in order. From there, we started preparing to share how our version of a perfect day looks like. It was fun, I'd say! So, overall, the procedures consist of Lead-in, Language work, Preparation for speaking, Speaking, and Follow-up. Honestly, it's my first time learning this method in detail by combining the language input lesson, in this case is listening, and the language production lesson, speaking. 

After breaktime, Nick delivered an input session to review the language analysis assignment (LRT) to check our understanding. Well, actually this assignment is quite tough and requires careful analytical thinking skills supported by relevant references. Believe me, this session made things a lot clearer for in the way how I would present my analysis. In finishing my assignment, I decided to copy and adapted some examples provided to make sure that I meet the assignment requirements. This review session showed me clearly what I should and shouldn't do in my analysis. 

Today was very special. I observed CELTA trainees in the other group, Sama and Michael, in an upper-intermediate class. I was in there with Iori. It was fun to see other trainees teaching in class, not only trainees in our group, so I can learn and reflect for my own TPs. I wish we all could have a chance to see everyone teaching in class. 

CELTA Experience (Day 10)

Today was the due date for Language Related Task (LRT) assignment. It's the second assignment of CELTA. Unlike the first one, it's a lot tougher and required a lot of research to support the analysis. I tried reading a lot of sources such as textbooks and coursebooks to help me. I didn't want to rush in the last minute, so I decided to finish and submit it yesterday. Let's see how result shows later. 

Today wasn't too busy. We had an input session on Continuous Professional Development (CPD) with Erin. We started the session by finding someone who ..... (with a list of strengths and weaknesses). From here, I learned that I am one of CELTA learner who has a good rapport with the students. Next, we were given a list of options for CPD. They are either formal or informal, and immediately or later in career. We all had a look at the list and shared which options that we'd prefer. Oh, we're given a list of websites for CPD as well for more references. 

From the input session, we moved to the assignment description for Lessons from the Classroom (LFC). We read the guidelines and answered some questions about it to make sure that we had understood each aspect such as aims, parts, and deadline. For me, this way was really helpful. I would say that this assignment is a lot easier than the previous one, LRT. I need to reflect on my TPs so far by thinking about my strengths and weaknesses as well as any further development required for specific areas . Well, at least I don't have to find references such as textbooks or coursebooks. 

It's just half day today. I was excited. I went home right away and did an independent study, observing a video of teaching beginner students. In the evening at around 5 pm, we went to Nando's in West Street for dinner. We all enjoyed the food and shared a lot of stories about our life. It was a lot of fun!

(Beautiful people - Col, Sama, Ethan, Charlotte, Kirsty, George, Iori)

CELTA Experience (Day 11)

I have gone through the last two weeks. Yeay! I finished and submitted the assignment Lessons from the Classroom (LFC) last Saturday, so I wasn't worried about it last weekend or this morning. 

Well, we are moving on to the next input session, Exploiting Texts and Authentic Materials delivered by Erin. We were introduced to any texts, spoken and written from our surrounding, and how we can make use of it in our classrooms. Well, of course it is for a reason. We got the next assignment, Language Skills Related Tasks (LSRT). On one side, I am excited because it's going to be last assignment in this CELTA, but it's the toughest one I'd say. As always, they always give us clear descriptions and guidelines. Personally, I found them all really helpful to understand the expectation from the assignment and to make sure that I meet each of criteria. So, I read it carefully. 

Starting from this week, my TP group is teaching a new class and Nick is our Tutor. At first, I was really nervous knowing that Nick is a kind of teacher who is super organized (knowing how he always prepares a note on a piece of paper for every thing he uses on the board during input sessions) and looks into details of stages in class, as far as I could see it. However, I couldn't wait for learning more from him. I'm sure that I'd learn a lot from him. Oh by the way, again, this time I'm going to teach Grammar for my first lesson. Oh my God!

After lunch, we had a chance for observing an experienced teacher, in this case is Nick, as our Tutor. I paid full attention to how he staged the lesson and took some notes on some aspects that I found important there. His lesson stages were well structured and I was aware that his Teacher Talk Time (TTT) was very less. I liked the way how he gave clear instructions to students before every task, short, simple, direct, and of course clear. Also, he always made best use of the board to support the lesson and help students. I stole all of those points for my next TPs. 

CELTA Experience (Day 12)

Today's input session was very interesting for me. We talked about Correcting Learner Errors (spoken and written) delivered by Manuel. I think this is one of areas that I need to improve in my teaching, to pick up what, when, and how to correct errors. We started the session by having a discussion in groups about our opinion on error or mistakes that students make in class. In short, it definitely is important for students' learning progress. In correcting errors, first thing first, as a teacher, we need to be able to identify the type of errors, e.g. grammar, vocabulary, pronunciation, or form, and think about any possible reason for the error such as L1 interference, Overgeneralization, or Lack of knowledge. By the way, there's a slight difference between error and slip. An error is mostly more consistent. Next, we were introduced to some correction techniques like reformulation, asking a question to check understanding, prompt using terminology, prompt (the teacher starts the sentence for the student to finish it), finger correction, and delayed error correction. It's my first time learning all of those techniques and I found them all relevant and useful in my future classrooms. And as always, we had a chance to practice those techniques in some errors to be corrected. Unfortunately, we didn't have enough time to discuss written error correction, so I reviewed it myself. Oh, before we started the session, we had a fun activity on Kahoot about English Grammar in groups. I was in a group with George and Iori. Guess what? We won the game!

Starting from tomorrow, I'm going to teach an upper intermediate class. That's why we had a session on Teaching The New Level with Manuel. We started by ordering a few pieces of grammar exercise from different books, from the lower level to the higher one. It's to understand the differences in levels in terms of receptive skills, productive skills, and grammar. Overall, the levels are pre-intermediate, intermediate, and upper-intermediate. Anyways, I taught intermediate level class in my previous TPs. It's definitely important to be aware of the level of students so that as a teacher I can apply effective approaches and methods in class. Before ending the session, we were invited to have a look at the assessment criteria of CELTA for the next TPs (5-8). I highlighted a few points there, the ones were not paid attention to or focused on in the previous TPs. They are variety and balance, terminology, error correction, and register (appropriacy - formal or informal), portfolio, and participation in feedback. It's to help me make sure that I'm going to meet all of those criteria. 

Just like what we did previously, we, Carys, Ethan, George and I, had an opportunity to have an unassessed/unobserved teaching practice to get to know the students better. The lesson was given and it was about Being Green. I got the last part where students did a whole class survey and presented the results. As always, before I started my part, I tried to make a connection with the part before me, taught by George. Also, from the first part, I had been observing and learning if anything I needed to anticipate or manage. Well, I did a great job in my opinion!

CELTA Experience (Day 13)

Today I had my first TP with a new class, the upper intermediate. Of course, I was nervous. However, I still needed to have an input session in the morning and forget about the TP for a while. 

This time Nick demonstrated how to teach grammar using Guided Discovery. After the lesson simulation with us being the students, we had a discussion comparing and analyzing the difference between this method and the previous method, Presentation, Practice, Produce (PPP). Well, the stages are different anyways. In PPP, it goes Lead-in, Contextualization of language, Elicitation and clarification of MFP(A), Controlled Practice, Freer practice, and Error correction or feedback. Meanwhile, in Guided discovery, it consists of Lead-in, Set context of the target language (through reading or listening tasks), Discovery (a worksheet with guiding questions about the rules of the structure is given to students in pairs, small groups, or alone first followed by pair-checking), Feedback, Controlled practice, and Freer practice. 

In this new class, I tried to do something different by providing a handout for students step by step or task by task. I think that was how Nick would do in his class. Nick was really helpful in guiding me to plan the lesson. It's a grammar lesson today 'be used to ' and 'get used to'. I started it by having students differentiate the meaning of both in two different sentences. Then, I continued introducing them to the form. I provided controlled practice task by changing the form of sentences in different situations. For the freer practice, I distributed small pieces of paper containing a question in each of them for each group of students, such as 'are you used to shopping online? What do you buy and how often?'. Also, I gave some small pieces of blank paper for students to ask questions on their own by using the target language. I could tell that students had a lot of fun. 

Oh, before we started the lesson, I got a surprise from Martha, a student from the previous class. She's a lovely student and always excited to learn in class. I found her gift really beautiful and special.

CELTA Experience (Day 14)

Today, Manuel gave an input session about Phonology 2: sounds, pause and intonation, connected speech. This input session brought me back to my experience in learning English in the past and how even now I sometimes still struggle and feel unconfident in pronouncing certain words. English is super tricky in sounds anyways. Same writings or spellings sound such as ough (tough, bough, cough), ea (dear, fear, bear, pear), and many more. It's interesting how we all could learn and review the phonetic symbols by using pictures, for both vowels and consonants. I'd never thought of that before. I guess it'll be helpful for learners as well in class. Analyzing how each sound is produced in the phonemic chart in the phonemic script reminded me of Pak Soepriyatna, a lecturer in Sampoerna School of Education. Trust me, I had no idea what I learned at that time, but it makes more sense now. We didn't discuss too many terminologies, unlike when I was at the university, such as plosives, nasal sounds, and fricatives. These are the fundamental of all I guess. I can still remember clearly the time when I needed to describe in detail how certain sound was produced in one of the exam paper in the university. Then, the session was getting more fun when we tried analyzing and noticing the differences in pausing and intonation which may affect the meaning. We had a lot of discussion in our group. The session was closed by practicing intonation with Banana Dialogue. Col took some time to get how we did it, but he had a lot of fun once he got it and kept doing it all over again and again to everyone. 

Another session today was about Giving Feedback by Erin. We mostly had discussion in group starting from the purpose of feedback, and problems of feedback such as Teacher Talk Time (TTT) in feedback, dealing with less confident students, timing and pace, and checking students' understanding. I think I still find some of these problems myself. Sometimes I can be out of control in speaking when I give feedback, but it turns out that giving feedback doesn't mean I talk much. I can use any of the feedback techniques introduced to us today. Actually, those techniques were not only introduced to us today, but also been implemented by all tutors throughout this CELTA program, so I can have a picture of how it looks like if I use any of them in my classroom in the future. 

TP 6 was the last thing I did today. It's my first time teaching Writing in this program. I was nervous, but I tried to manage my time and plan the lesson carefully, so the lesson aims could be achieved. I wrote the simple version of my stages and instructions on a piece of paper to keep me on track. I started my class by a warmer swinging hand to the right and left, to the front and back. It's somehow related to the lesson anyway. At the end of the lesson, I distributed two stars for each student to stick on to their favorite writing. Also, students suggest the best title for each writing by sticking a note. Overall, the lesson went really well and fun. You can see some of students' writing below. 

CELTA Experience (Day 15)

I love Fridays during CELTA because normally we're not too busy on this day. We watched a video of teaching general English today and took some notes on the stages of the lesson, a Task-Based Learning (TBL) lesson. Nothing much to share here, but what I remember well from the video was that there were some students being silly but active throughout the lesson. The lesson was for students to give a short talk recommending a tour of their country. The teacher provided a model talk, introduced some useful language and gave students enough preparation time and guidance before the task. The talk was given in the next lesson anyways. I've come to understand that giving a presentation or talk is better  in small groups than in the whole class with the student presenters standing in front of the class.

The second and last input session today was a lot of fun, Warmers and Games. We tried a variety of games and warmers that can be used in our classroom for various purposes. Some games that we tried were Categories (finding people with the same category and sit with them), Taboo/describe the object, 5 Things that (against the clock, teams think of 5 things that are.....), Back to the board (one person has their back to the board and their team explain a word to them), and Guess the missing word in teams. The use of games might help some classroom issues such as teacher/learner rapport, learner energy levels, learner motivation, difference in learning style, difference in level, and quiet/noisy learners. Last, we also had a chance to think about a game or activity which could work well with some language points, such as the second conditional to refer to a hypothetical situation. 

As soon as I got home, I started working on my LSRT assignment (Language Skill Related Task) because I still hadn't worked on it at all. I kept changing the reading and listening materials that I would use. Thank to Nick who reminded me today to choose one, so I decided to start working, finish, and submit it as soon as possible. I don't want to spend my whole weekend for it only. I have life here!

CELTA Experience (Day 16)

 Today was the deadline of LSRT assignment (Language Skill Related Task). Well, I finished and submitted it last Saturday, so I didn't need to rush this morning. Oh, I decided to finish and submit it earlier so that I could enjoy my weekend without any thing bothering my mind. I'd say this assignment was the toughest one compared to the previous assignments. Thank goodness it's the last assignment. In this assignment I needed to an authentic material to teach either reading or listening with a follow up activity, either writing or speaking. It's fun though. 

This morning, unlike the other days, we had our input session on our laptop or in the computer room because we talked about Teaching Online. I found it interesting to see and learn how an online teaching would be like in the perspective of Cambridge Assessment. I learned some techniques and tips on how to keep the class student centered despite its online setting. One of tips that I can do is to jump in in every Breakout Room once in a while to monitor how the student discussion is going and take notes if necessary. By the way, in teaching online, there's no way for us the teachers to have students work in pairs. It may waste of time by arranging the Breakout Room or cause a chaos in the main room if every one speaks at the same time. Oh, it's a bit funny though to experience that actually some of us joined from the same computer room, but we communicated, interacted and discussed on Zoom. 

After breaktime, it's shocking when Nick asked as to write down and copy some scripts in Bengali. We all had no idea. From here I could understand that some of my students in the future, the may have no literacy in English, struggling to read and write, or even no literacy in their first language. As a result, what the students do is to guess here and there using the clues, just like what we did to find out what the story was from a series of codes talking about 'Death on the Prom' story. Some of the clues are Semantic (clues of meaning, derived mainly from context), Syntactic (grammatical clues), Phonic (clues from the sounds of letters), and Graphic (visual clues). 

I did my TP 7 today. I wrote on a piece of paper the summary of my talk and instructions in every stage of the lesson. Based on the feedback given by Nick in the previous TP, I  must give feedback after every task, not echo what students say, and give clear and demonstrate the instructions for task. So, I wrote these three points in uppercase letters on top of my piece of paper to keep me reminded. Well, it's really helpful and I did great I guess.