Focus of my LSA4 - reload...
I experimented the lesson with my last class, on Friday, my last day at work. The results are:
- counting the number of syllables: dangerous (two syllables?). I will need to make sure that no funny questions are asked, although, not being God, I hope the assessor will be lenient...
- deciding where the stress goes: better. As in, that's where I can see students struggle, so my theory holds, and we can have a chat and a revision and they all practice, so it's good. I think.
- deciding where the stress goes in a sentence: not so easy as it looks, and that's also good. Some students are quicker than others, and with a bit of support we all made it there.
- the practice with Spiderman: awesome. It was really good, andI had the right balance of boys and girls to play the part, it was fun, it was good, it ended well.
The whole lesson, with improvised material, took just over an hour, and considering that we were faffing about, it's ok. I could imagine the assessor walking out just as we were repeating the lines while watching the movie, and it would make a good impression, I believe...It's practice, it's doing what they were supposed to do, and so on...
Currently working on the assignment, which is being written by default, having written so many by now... The only thing is: will it be good enough? Who knows what these Cambridge people want. I can only do my best, again, and pray for the best.
Meanwhile, it's still raining, so my plans of morning gym and afternoon study have gone in the gutter, which means a whole day of study and preparation, followed by a day of nothing at all, by which I mean gym and a trip to London for tea and shopping...sounds nice, and it should help my gloomy mood too.
Monday, November 08, 2010
Wednesday, November 03, 2010
No resources in the teacher's room...
Observation at school tomorrow morning…uff. The day before my contract terminates, and there is no work for me after that there, so why bother, I wonder? It just means wasting time on a silly lesson plan, which by the way is the same that the teachers had to prepare on the days of the BC inspection – and it’s funny, in a ridiculous way, because there is such a box as the timetable fit, Delta-style…except it’s silly to fill that in, and in total rebel-style, this is what I have written:
“The lesson opens the new unit in the book, having just finished unit 6. (…). In future lessons the focus will be on unit 8 (…)”.
…what else could I have written? It’s a short-term class, the two students who have been here the most have been here for 2 weeks and are leaving this week, so what’s the point?
This conveyor belt teaching style, with lack of extra resources, is very disappointing, and above all depressing: going by the book is boring and dry, especially when it’s a book that seems to focus on teenagers in lots of activities, and crams in grammar and random vocabulary, with silly exercises that are the opposite of memorable. And I can’t really integrate these lessons with anything, which is really sad, because I have no other resources in the teacher’s room, and clearly my own materials are somewhere else. And in any case it seems that the focus here is on a traditional teaching style, with lots of TTT, grammar, exercises, and the like of it. I’m not totally against it, but it feels dry, forced, useless: what’s the point of me explaining a million rules per lesson, and talking for most of the 3 hours we spend together, when I already know the grammar and can use it properly, and don’t need any speaking or listening practice, this being (sort of) my own language? Speak, dammit!
In other news, assignment for LSA4 – reload, is going ok, and with a lot of effort (and headache, backache, and sleepless nights) I will have the necessary materials to test the lesson on Friday. Shame that, as I said, these guys are not really great for speaking and practicing pronunciation… Well, at least I can get an idea of the time, then, and prepare lots of back-up, or simply change it to a 45 minute lesson.
So, back to study now, and two more days before leaving the school…
“The lesson opens the new unit in the book, having just finished unit 6. (…). In future lessons the focus will be on unit 8 (…)”.
…what else could I have written? It’s a short-term class, the two students who have been here the most have been here for 2 weeks and are leaving this week, so what’s the point?
This conveyor belt teaching style, with lack of extra resources, is very disappointing, and above all depressing: going by the book is boring and dry, especially when it’s a book that seems to focus on teenagers in lots of activities, and crams in grammar and random vocabulary, with silly exercises that are the opposite of memorable. And I can’t really integrate these lessons with anything, which is really sad, because I have no other resources in the teacher’s room, and clearly my own materials are somewhere else. And in any case it seems that the focus here is on a traditional teaching style, with lots of TTT, grammar, exercises, and the like of it. I’m not totally against it, but it feels dry, forced, useless: what’s the point of me explaining a million rules per lesson, and talking for most of the 3 hours we spend together, when I already know the grammar and can use it properly, and don’t need any speaking or listening practice, this being (sort of) my own language? Speak, dammit!
In other news, assignment for LSA4 – reload, is going ok, and with a lot of effort (and headache, backache, and sleepless nights) I will have the necessary materials to test the lesson on Friday. Shame that, as I said, these guys are not really great for speaking and practicing pronunciation… Well, at least I can get an idea of the time, then, and prepare lots of back-up, or simply change it to a 45 minute lesson.
So, back to study now, and two more days before leaving the school…
Sunday, October 31, 2010
Pronounciation and another observation
Long time no see, mostly because I've been busy teaching in London, teaching in Hull, finding another job in London, finding a place to live in London, trying to find more work...
LSA4 - reload, is coming soon. Having said that, I have no idea of when it will be, as far as I'm aware it may well be tomorrow, since my tutor only appears when he needs money or admin info from me, and seems to be in another country/world/planet any other time...
Anyway, I am working on an assignment on pronunciation and stress in connected speech, having been convinced that discourse is a suicidal decision (it did feel like that, but pronunciation is so scary). I have spent most of yesterday and today working on notes, preparing a provisional lesson plan, thinkink of resources. My weekly plan involves an equal amount of time spent on the assignment, on preparing the materials, the class profile (of a class I don't even have, this being my last week at the school and probably my last too, by the looks of it), and all that jazz.
The school I am working for is not exactly the best I have worked for...Week three of four, they take a picture of me to put on the teachers' wall, which makes me feel they are serious about keeping me on. They plan to observe me on Thursday, that is, the day before my last day of contract, which is either promising or really bad planning. They haven't given me a contract because the DOS is the only one who prepares them, and she's back on week four, which means I may as well have a contract on my last day of the contract, which somehow is hilarious. They say it will be no problem to find me a class for the observation, but they can't tell me if there will be work after November 5th (presumably because of some Guy Fawkes-like attack on the school that they have foreseen but which may not happen...). They have been giving me lots of work, which on the one hand is pretty cool as I am paid by the hour, and on the other hand it makes me feel that it's so that by the end of week four they will have their complete 12-week course for EAP and they can send me away, no longer needing my services. Clearly not good.
But enough complaining: I've been working 7 hours already and I feel that some distraction is well deserved... Miss Marple here I come.
LSA4 - reload, is coming soon. Having said that, I have no idea of when it will be, as far as I'm aware it may well be tomorrow, since my tutor only appears when he needs money or admin info from me, and seems to be in another country/world/planet any other time...
Anyway, I am working on an assignment on pronunciation and stress in connected speech, having been convinced that discourse is a suicidal decision (it did feel like that, but pronunciation is so scary). I have spent most of yesterday and today working on notes, preparing a provisional lesson plan, thinkink of resources. My weekly plan involves an equal amount of time spent on the assignment, on preparing the materials, the class profile (of a class I don't even have, this being my last week at the school and probably my last too, by the looks of it), and all that jazz.
The school I am working for is not exactly the best I have worked for...Week three of four, they take a picture of me to put on the teachers' wall, which makes me feel they are serious about keeping me on. They plan to observe me on Thursday, that is, the day before my last day of contract, which is either promising or really bad planning. They haven't given me a contract because the DOS is the only one who prepares them, and she's back on week four, which means I may as well have a contract on my last day of the contract, which somehow is hilarious. They say it will be no problem to find me a class for the observation, but they can't tell me if there will be work after November 5th (presumably because of some Guy Fawkes-like attack on the school that they have foreseen but which may not happen...). They have been giving me lots of work, which on the one hand is pretty cool as I am paid by the hour, and on the other hand it makes me feel that it's so that by the end of week four they will have their complete 12-week course for EAP and they can send me away, no longer needing my services. Clearly not good.
But enough complaining: I've been working 7 hours already and I feel that some distraction is well deserved... Miss Marple here I come.
Sunday, July 25, 2010
Time flies
Well, it's week 4 already, and so far so good..which is strange. It's the first time in 3 years that a summer camp goes perfectly fine, and all my classes are awesome, and I don't have to stay up all night planning lessons, and all that.
Having said that, we may have a British Council inspection on Thursday..since they seem to be after me, I bet that of all the centres they could choose, they're going to end up here. Oh, well. I am prepared, and have been under 3 inspections already, and all I think is, if I have survived the Delta, really, there isn't much more that I can't do.
In other news, and on a more personal side, I am starting to think that I am not ready yet. As much as I miss human contact, and sometimes I really feel it, I am slowly realising that I may not be ready for it yet. Not just with anyone. Although I have pangs of jealousy whenever I see certain things happen which I would like to be part of, and then I remember that it's not going to happen, me being what I am, so I am almost fine with it.
It's not time yet.
Having said that, we may have a British Council inspection on Thursday..since they seem to be after me, I bet that of all the centres they could choose, they're going to end up here. Oh, well. I am prepared, and have been under 3 inspections already, and all I think is, if I have survived the Delta, really, there isn't much more that I can't do.
In other news, and on a more personal side, I am starting to think that I am not ready yet. As much as I miss human contact, and sometimes I really feel it, I am slowly realising that I may not be ready for it yet. Not just with anyone. Although I have pangs of jealousy whenever I see certain things happen which I would like to be part of, and then I remember that it's not going to happen, me being what I am, so I am almost fine with it.
It's not time yet.
Saturday, July 17, 2010
Update...
On day 2 of my new job in London, I have become a senior teacher...
By day 5, I am nearly in love with a cute guy who, unfortunately, looks a LOOOOOT like my ex...
Almost week 3, and I am seriously wondering what to do with myself...and would rather concentrate on teaching and not be bothered by heart matters...but as they say, le coeur a des raisons que la raison ne connait pas.
Dammit.
By day 5, I am nearly in love with a cute guy who, unfortunately, looks a LOOOOOT like my ex...
Almost week 3, and I am seriously wondering what to do with myself...and would rather concentrate on teaching and not be bothered by heart matters...but as they say, le coeur a des raisons que la raison ne connait pas.
Dammit.
Saturday, May 29, 2010
Countdown..and the feedback questionnaire
Well, with only a few days between me and freedom, I can say I am feeling quite confident. Although I have no idea whatsoever about my module 3.
So, first we receive this email that says: goodbye, thanks for working together, for the time we spent on those long dark winter nights talking crap, ahem, about methodology, and so on.
Following this, an email that says: oh, guys, two of us are going to Lybia for a month on Friday, yes, it's a few days before the final exam and the deadline for module 3, so for any question bother our number 3, who has no clue about anything and will take a day to reply, if he replies at all, but hey, good luck, maybe we can meet up during the summer for a drink and a laugh, hey?
....
So I email number 3 with a question about module three. Then I email again to say that on Thursday I am going to go to the school to pick up my memory stick that I left there for them to download my files (which they should have already, but rather than finding them in the mailbox they had me leave my flashdrive there...).
On Thursday I go to the school, and guess what: no memory stick anywhere, and no sign of guy number 3. Oh yes, and no reply to my question either.
I find a partial answer on the handbook, then receive his email saying that he didn't really understand what I meant about the bibliography...
Now, this is the way I asked my question:
"In the bibliography for the assignments on module 2 we had to include at least 5 sources, and they had to be mentioned in the assignment itself, I was wondering if the same principles applies to module 3, i.e. is there a minimum number of sources to include and mention?"
....
Ok...sounds like proper English to me!
Well, in the end, Cambridge says that I should show extensive research, and only include in the bibliography the people I have mentioned in the assignment. This results in a total of 9 sources, although I have read some 20 books for the bloody paper. Of this 9 sources, 6 are directly relevant to the subject I am discussing, and 3 are general teaching resources such as Harmer and Scrivener. FINGERS CROSSED! I hope Cambridge will consider it enough...
Well, following all this the only thing left to do was let them have my feedback questionnaire... and question one, "is there any aspect of the course that wasn't satisfactory or caused problems" did give me material for writing...
So, I won't say all the things that I wrote in the questionnaire, because I also doubt that they will be taken into account, however I haven't been satisfied with the way the course has been presented and managed, and if I have missed so many lessons it's also because some evenings, looking at what we were going to do in the session, my only thought was "what a waste of time", which, looking at the photocopies, actually was.
I don't know.
But in 5 days it will all be over, and I will be packing, celebrating, going to the beach, and spending the last days in Bournemouth NOT studying...
So, first we receive this email that says: goodbye, thanks for working together, for the time we spent on those long dark winter nights talking crap, ahem, about methodology, and so on.
Following this, an email that says: oh, guys, two of us are going to Lybia for a month on Friday, yes, it's a few days before the final exam and the deadline for module 3, so for any question bother our number 3, who has no clue about anything and will take a day to reply, if he replies at all, but hey, good luck, maybe we can meet up during the summer for a drink and a laugh, hey?
....
So I email number 3 with a question about module three. Then I email again to say that on Thursday I am going to go to the school to pick up my memory stick that I left there for them to download my files (which they should have already, but rather than finding them in the mailbox they had me leave my flashdrive there...).
On Thursday I go to the school, and guess what: no memory stick anywhere, and no sign of guy number 3. Oh yes, and no reply to my question either.
I find a partial answer on the handbook, then receive his email saying that he didn't really understand what I meant about the bibliography...
Now, this is the way I asked my question:
"In the bibliography for the assignments on module 2 we had to include at least 5 sources, and they had to be mentioned in the assignment itself, I was wondering if the same principles applies to module 3, i.e. is there a minimum number of sources to include and mention?"
....
Ok...sounds like proper English to me!
Well, in the end, Cambridge says that I should show extensive research, and only include in the bibliography the people I have mentioned in the assignment. This results in a total of 9 sources, although I have read some 20 books for the bloody paper. Of this 9 sources, 6 are directly relevant to the subject I am discussing, and 3 are general teaching resources such as Harmer and Scrivener. FINGERS CROSSED! I hope Cambridge will consider it enough...
Well, following all this the only thing left to do was let them have my feedback questionnaire... and question one, "is there any aspect of the course that wasn't satisfactory or caused problems" did give me material for writing...
So, I won't say all the things that I wrote in the questionnaire, because I also doubt that they will be taken into account, however I haven't been satisfied with the way the course has been presented and managed, and if I have missed so many lessons it's also because some evenings, looking at what we were going to do in the session, my only thought was "what a waste of time", which, looking at the photocopies, actually was.
I don't know.
But in 5 days it will all be over, and I will be packing, celebrating, going to the beach, and spending the last days in Bournemouth NOT studying...
Tuesday, May 18, 2010
And the countdown is...
Oh my God, three weeks and I'll be over and done with the Dip! ..Well, provided I have passed the external, and that module 3 is a pass, and that module 1 is a pass..
I am not worried about module 1, really. With barely no preparation I have almost got a distinction, so I am ok with that. Module 3 is complete, only needs some editing as I am (again) over the word limit, so have to cut some 80 words...Plus, what is it with people who assume that I should have a fancy mobile phone?
Foreword: when submitting the assignment for module 3 you have to provide appendices, which, if necessary, have to be scanned. Although I know we have a scanner (and a cool photocopier which also scans and emails stuff) at school, I just thought I'd make sure that I need to scan my materials (which seems stupid, since I provide page numbers and all that, and I believe the Cambridge people will be familiar with materials that..well, that they publish!). So I asked, do I have to? And what if I don't have a scanner?
The answer, from a random person who signed "regards" and no name, is: "try to take some pics with your mobile phone, it sometimes works"..
Ehm...thanks for assuming, as I said, that I have a fancy phone, when I have everything but...
In other news, it's sunny, breezy, birds singing in the sunset, warm enough, and I have an interesting and not too difficult class, this week, L3.2. And I meet up with my favourite students after the lessons, and at lunch time, and they are nice, and smiling, and they make me smile too. I do love this job.
I am not worried about module 1, really. With barely no preparation I have almost got a distinction, so I am ok with that. Module 3 is complete, only needs some editing as I am (again) over the word limit, so have to cut some 80 words...Plus, what is it with people who assume that I should have a fancy mobile phone?
Foreword: when submitting the assignment for module 3 you have to provide appendices, which, if necessary, have to be scanned. Although I know we have a scanner (and a cool photocopier which also scans and emails stuff) at school, I just thought I'd make sure that I need to scan my materials (which seems stupid, since I provide page numbers and all that, and I believe the Cambridge people will be familiar with materials that..well, that they publish!). So I asked, do I have to? And what if I don't have a scanner?
The answer, from a random person who signed "regards" and no name, is: "try to take some pics with your mobile phone, it sometimes works"..
Ehm...thanks for assuming, as I said, that I have a fancy phone, when I have everything but...
In other news, it's sunny, breezy, birds singing in the sunset, warm enough, and I have an interesting and not too difficult class, this week, L3.2. And I meet up with my favourite students after the lessons, and at lunch time, and they are nice, and smiling, and they make me smile too. I do love this job.
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