Tech Blog

I’ve been feeling quite apprehensive about this tech blog, because as the weeks have gone by, I realised that I don’t really use ‘tech’ in my classroom.  In fact, in my day to day teaching I use none.

As I’ve mentioned (potentially ad nauseum) my school doesn’t want us using any kind of worksheet, hand out or any kind of  ‘image’ that is from movies or popular culture.  SO for school, if I’m making flashcards or something – I usually just use word and google for images.

Some websites I do use, for finding reading passages etc:

http://www.superteacherworksheets.com - I think we paid for this site, but there are some free readings that you can access.  The good thing is that the reading passages have comprehension questions attached – which prove useful for TD, TDBU and BU ideas.

Another site for reading passages that I use is https://www.readworks.org.  I signed up for this one, free, and it allows you to search for reading passages by grade level, lexile level, reading skill etc.  The passages also have questions attached – so it’s a good resource when you’re reviewing.

For the younger kids – I have (in the past – when my boss isn’t looking) used this handwriting wizard to make specific words and/or sentences for the children to copy: http://www.writingwizard.longcountdown.com/handwriting_practice_worksheet_maker.html It seems like something small – but it has helped some of my children who really struggle to use the lines.

Sometimes Mums call in asking for websites that they can use with their children at home to practice letter sounds etc.  A colleague of mine told me about this website - http://www.starfall.com.  It’s an interactive website that gives children the chance to learn while listening.  I’m never sure about the effectiveness of this given that I’m not sure how mothers use it with children (if at all).  Yes, it’s colourful and exciting to look at, but it also (in my opinion) isn’t suited for children without some guidance, and follow up.  Also – I find some of the recorded sounds a little ‘off.’  Still, though, the interface (wow – that’s an “Information Systems 101” term that may not be used anymore…) is user friendly and interesting for the children – so if used as a review strategy, I think it’s good.

In my International Class, we made our own TedTalks – and the girls (who both brought their school MacBooks to class) were able to record themselves during ‘practice’ rounds.  We used iMovie for the final projects – but I will admit – they were much more adept at it than I was, then.  Now that I’ve been uploading videos to Youtube in this course – I feel like I know my way around the app better.

One thing that I have always wanted to try with my students, is a video journal, or video storytelling.  I was at a KOTESOL conference a few years ago and went to a presentation where it was introduced.  At the time I didn’t have any classes that I thought would be able to carry out a project like that – but as I’m starting to realise…if I planned the activity correctly I could make it heterogeneous (e.g. describing a picture – or making a story.)  I’ve been looking around online and I’ve found one site that may have something promising to use in class.  Here is the website: http://www.speak-a-message.com/en/voice-diary.html

In this app – it appears you would be able to set up images and could let students add in their own text, as well as a voice over.  I know I haven’t tried it – but I will definitely try this at some point.  I downloaded it pretty easily - it seems you can download a free version - but (uh oh) it doesn't run on Macs...so I guess this would be a drawback for me - but we do have a class computer at school.  That means the project would have to be collaborative (if students weren't able to bring in their own laptops.)  We have just started a book on Greek Myths, and I think this will be a good opportunity to introduce the tool.  Students could retell a story from a myth using their own drawings, or pictures scanned or uploaded from the net.  I think this would be a great way of engaging them in a project - especially as they often find "writing" to be "a drag" (their words...)  As soon as I try this out, I’ll let you know!

Career Considerations

My career in ELT could probably be described as pretty “plain sailing.”  I arrived in Korea just over seven years ago, have been employed at two great schools, with two very supportive and encouraging bosses, and I’ve met and made a lot of great friends.

My ‘career moves’ have mostly started as a result of me not knowing how to put up boundaries.   When I resigned at my job in CT – I did a CELTA, and while I was looking for a job, I started chatting to a friend - and within an hour - I was employed. Within a month, I boarded a plane and flew to what would become ‘my real life.’ I knew very early on in my first job here, that I loved the classroom interaction.  I loved the challenge of living away from my parents, and I loved the idea of being slightly ‘anonymous.’   I’ve come to realise I value independence (maybe a little too much?)

While I’ve been teaching, I’ve been made Head Teacher twice (not really my choice on either occasion – darn those boundaries of mine) and am now working as a “Program Co-ordinator” which – from this course, I have seemingly been approaching all wrong!  ‘Stepping down’ from being HT was a decision I made because I felt like my time at school was consumed by ‘other peoples’ problems.’  My day was 90% “putting out fires” and 10% teaching – which felt wrong – so I changed my role.

At my current school, I believe my boss respects my opinion, and far from being marginalized, she often brings me into discussions around curriculum, teachers or issues involving parent complaints etc.  There are certain situations I don’t have ‘access’ to –the bilingual teachers’ meetings, or conversations that are spoken in Korean.  The bilingual teachers know I speak ‘enough Korean’ to guess what they’re talking about, so they often include me, but it would be naïve to think they don’t avoid me at times. I suppose if I am marginalized in any way – it may be from a cultural viewpoint.  There are decisions that I have no say in – often the ones that come from ‘In Korea we do this…’ or ‘Well – the mother has complained so…’

In the last two years, I’ve begun to question whether teaching is ‘all’ I want to do.  I’ve been in my current job for just over five years, and as much as I value stability,  have started to feel ‘disinterested’ at work. So even though, I value the fact that I am respected, and my opinion is taken into account, I have become bored…apathetic even.

This has been the major driving force that led me to joining the TESOL course.  I know that I want to stay within the ELT field, and by combining my other interest of training, I came to the ‘logical’ conclusion that doing teacher training would, for me, be rewarding, and something I could easily see myself doing.  Studying suddenly became an urgent priority, and I can say that I never expected to feel as motivated, or as driven to challenge myself, as I do right now.  The whole experience has pushed me to further examine what I want.  It’s been interesting that as much as I have felt motivated and “invigorated” on this course – I also had some really low points (the funeral – the week in hospital) where I seriously considered quitting.  In those moments, the value of family and being present in their lives seemed at odds with most of the values that drive me to stay here.  I can relate to Johnston’s challenge of moving across the globe – but in a strangely converse way – I struggle to know if going back home is the right thing.

So while I am still in a ‘personal vs. professional life conundrum’ I am realising how much I value the process of up-skilling, and developing myself professionally.  For this reason, I am quite confident that whatever is next, it will involve further study, and hopefully a few more risks…

MT 3 *yawn*

As I watch the video for my MT, I’m struck, once again, by the fact that the lesson seemed really…bland.  It’s the same kind of feeling I had after watching my second MT lesson.

I prepared this MT last week, and had Friday to ‘try it out’ with two of my classes (that’s for a different reflection) so in a way, I knew the steps and knew what had worked well the day before, so I think I was focused on trying to get it all ‘correct.’  This is something I know I’m bad at – I focus too much on getting the steps right, and am less engaged with the class and the activities. 

I keep wondering if there was something else I could have done to have made it fun (“Let’s try some Balinese dancing everyone!”) but I’m not sure how I could have made it more fun, without being able to go through the source and the reading tasks. 

When I focus on my instructions, they seem shorter, in fact, I think my Teacher Talk Time is definitely shorter than before.  However, some of the instructions were a little confusing:  “Write down two things that she does that you don’t do.  Two things that are different about Putu.”  As I know I’m bad with instructions, I try to script them in my LP – but I don’t always remember them, obviously.

Also – when I asked ss to use the ‘structure’ in the board – I noticed I did all the talking.  Perhaps I could have done this a bit more inductively – and had ss try to use the structure before – HOWEVER – I did want to give them a model.  The ‘practice rounds’ I’d done at school didn’t go very well – so I was conscious of wanting to give ss a model.  Here, though, maybe I could have given one model and then asked a ss to give another example before they went into their pairs.

In terms of feedback, I tried to be as communicative as possible – I asked ss to elaborate, and some of them did (Laura told me about a friend who lived in Bali etc.)  Some ss answered with “just a guess” or “no reason” and I didn’t continue with that – maybe I should have? 

When I was planning my lesson, I put in a lot of ‘short’ activities for ss to go through.  As I watch the video – I wonder how ‘smoothly’ the lesson went.  The many short activities feel like they made the lesson a bit ‘choppy.’  So it was: guess – feedback – find the country – feedback – what are we going to read? – feedback – find two things you do and don’t do – grammar construct – use it  - feedback.  Perhaps I still need to work on deciding how many activities I should use to get through the TD, TDBU and BU sequence. 

One last thing – I did a little pronunciation drilling in the class.  Now, in my ‘real’ practice class, the students didn’t pronounce Indonesia correctly – so we practiced it (It was actually something I anticipated).  Here, when we practiced it – it just sounded weird because everyone got it right…but I still drilled it (face palm.)

All in all, I think the MT went well enough.  I think I have improved in my instructions and feedback – but again, I can’t help but feel like the class needed some more ‘spark’ to it.  Also – I think the idea of ‘letting ss talk amongst themselves’ still isn’t comfortable for me – maybe I’m the one who’s bored because no-one’s talking to me??  I can hear Tom’s favourite line ringing in my ears… “It’s not all about you, Amy…”

Party Time

I started out this week having a complete panic attack about our SLA 'Week 13' project.  In an attempt to elicit "my language feature" I was trying to think of activities I could use to make the most of the limited time I would have with my students.  I wanted to make sure I could maximize student talk time... which got me thinking of ways to make sure I wasn't speaking...  And finally...it hit me... TBL!!!

Giving the students a task meant they wouldn't be focusing on their language (hence providing naturalistic data) and it would also mean that I would take a back seat - leaving them to finish the task on their own!

While I was planning, I did realise some limitations of the project:

1. I requested this class specifically as a way to help me implement some of the strategies we have been learning...and also as a way to gather data for the SLA project.  I volunteered to spend my free period with the kids, and their moms are thrilled they are getting some "TESOL influence."  The only problem is that we don't always have 30minutes - sometimes it's less.

2. The time limit meant that I wouldn't be able to finish everything in one session.

3.   There are only two children in the class...so I was worried that would may cause them to not interact with each other - because they could 'easily' check things with me.  (this did happen a few times...)

SO - how did it go?

It's my Director's birthday next week - and she is one of their teachers - so I asked them to plan a birthday party for her.  I have to admit - that was kind of sneaky because in a way, I am 'bribing' them with the promise of a pizza party...
However - whatever their feelings, I will say that they seemed really excited by the idea - and remained really focused on the task!

I began by putting a few "birthday party" items into a basket (candy, a party hat, spoons etc.) and I covered it with a scarf.  As a Schema Activation activity, I told them they would look at the items for one minute and during that minute they should try to remember what was inside, and also, try to remember the details of what was inside.  They loved this idea, and took it quite seriously.  After a minute, I covered the basket again and asked them to work together to write down a list of everything they could remember.  I was thrilled to see them working together to check spelling, add in details of color, flavors etc.  They really did help each other!!   (AND...I was really quiet!!)

After checking up on items they missed, we talked about what the items were for / when we would use them, and at first they mentioned words like "eat" but then with a little more wait time, "birthday party" was elicited and I tried to include some communicative comments about their own birthdays.  They described their own birthday parties and I think we did well to keep things 'dialogic-esque.'

I will admit - my instructions were not that concise.  Also - they had a few questions and a few "outbursts" of what they wanted to plan, so it did take me a 'few goes' before I got them to begin the activity -->  This is something I want to work on for sure (not only the instructions, but also me being able to control the class - I mean, there were only two of them...perhaps I should be thinking that concise instructions won't end in a loss of control...)

The actual interaction between them was definitely not perfect, but I really tried to avoid "butting in."  I noticed they used a lot of L1 at times, so I tried to remind them...  On the whole, though, they got a list down.  We had a short presentation - but again, this wasn't as "well-oiled" as I had hoped, because I don't think I made the presentation very specific - in fact, I hardly mentioned it - so in terms of my TBL cycle - I wasn't clear about what kind of product I wanted.  I told them a list - but I didn't tell them about the presentation.

We didn't get around to the grammar section, nor the opportunity to redo the presentation...I may try this on Thursday - and let you know how it went!

On the whole, I feel excited about the potential TBL has for this class!
Their proficiency is not that high, but today I really saw them working as a team to meet the goals I'd set (albeit poorly..)  Here is a list of "questions" or "comments" that are floating around my head...

**I found the students used a lot of L1.  I'm wondering if the "excitement" or the feeling of "being in the moment" means they are more likely to use L1?  Is this a drawback of TBL, I wonder?

*I'm not sure I did very well during the presentation part...I asked some questions - and asked them to review things...some of them were a result of me not making the instructions clear (for example, I had to ask them to think about how many of each item they thought they needed...)  I'm wondering if my questions at this stage were appropriate?

**This is a "serious" limitation - in my head, I don't think I had really though out the grammar section.  I was going to work with plurals - because I know that is a weakness of theirs, but in all honesty, I went in not entirely sure of how I was going to introduce that...  Also, I found it quite difficult to note down 'real time grammar mistakes' they were making.  There were...so many.  I am wondering how to choose "what" to focus on in the post-task activity.

**This was so fun!  I had fun, and I think the kids had fun...but...it did take a while to plan!  I feel like I may have spent too long on the "planning" and "buying of fun stuff" etc. that I lost focus of the REAL goal... i.e. the grammar.  I feel like this is a MAJOR learning for me - not to get too caught up in the 'fun' of it, and to plan more...intentionally.
Also -  linked to this... I guess I'm wondering whether the children would be as excited with a TBL activity that doesn't involve the belief of "4 pizzas and 4 boxes of chicken" coming their way (yes...that was the initial number for me to buy...)

I'll update as I go!

I know this wasn't a perfect TBL - but I did try and stand back (and I think I did well), and also, I came out of it with a lot of learnings - so all in all...it was a really valuable experience for me!  My Teacher talk time was certainly reduced within the lesson, however...I did notice that when I did speak it wasn't concise...nor as simple as it could have been.  SO some progress...but still some to go!

Beetlejuice...Beetlejuice...Beetleju....

Since my video is taking forever and seven days to upload onto my computer, I have the perfect opportunity to do some “pre-viewing” reflection.

To be honest, I’m not sure how my micro-teaching went… I feel like my lesson plan was ‘solid enough’ but something felt like it was missing yesterday?  Fun, maybe??  Maybe fun was missing.

I think I established a context for the reading activity.  I think the lead in of looking at the title page worked, and the students knew what they were ‘in for.’  Similarly, I felt as though the students were ready to read, and had enough ‘instruction’ to work with.  While I’m curious to see what my T-talk was like… I do feel as though I tried to make sure I set up the TD task, as well as the TDBU task.  So…possibly what I’m bothered about was a ‘lack of enthusiasm’ from the students?  Sorry guys – I’m not saying you weren’t awesome (‘cos you KNOW you were), but it just felt like the class was too boring – and maybe I got that because the responses seemed … lacklustre. 

I tried putting in some PW – which is something new for me.  I’m trying it in my classes at school, and I’m seeing results, however, I’m not sure whether I’m so comfortable with it yet.  It’s hard for me to “let go” of all the control, I guess (hangs head in shame…)  Now, I’m not sure about how the report-back section would have gone, but I sort of foresee some problems that may have occurred. 

I wanted to have students ask each other questions “X, ask a friend question A1” I think that may have become confusing – because what if the friend wasn’t an A?  That happened yesterday when I asked Kevan what he would do…So perhaps I should rethink that whole A1, B1 thing…

I guess I’m disappointed that I didn’t get to finish my lesson.  I feel like “the good stuff” may have come later (hopefully?)

WHY is this video taking so long to load????

Ok…here I go…

My “opportunity area” feedback from my first MT centred around:

T-talk and MIC.  I was curious to see what kind of questions I used… so those are the things I focused on during the watching.

T-Talk - Here are some ‘stats’ to look at:

No-one other than me spoke for the first minute of the lesson.

When I explained the first TDBU activity (the bold sentences) – it took 1min55secs – during which there was a period of complete silence (tumbleweeds rolling around – the works…)

There was S-talk – I can hear discussion in the PW – students asking each other the questions, some comments – a general ‘buzz’ (haha  - that was NOT an intentional pun…)  – BUT…it’s definitely not a 50% ratio…

Lordy – the “A – ask B1 their question” debacle was a nightmare to listen to…

*MIC Techniques*

Hmmm… well I definitely have some repetition, some rephrasing and some “checking in” on people (the bold – dark sentence went on a bit long??)  – but… I feel like the MICs took too long… So – did they help, or did they just increase T-talk???

Questions – not  a lot other than display questions…  Perhaps later on in the LP there would have been some…maybe not…

Can someone please tell me when I’m going to learn to shut up???  I watch the video and think to myself: “Just GIVE them the reading – don’t TELL them you’re going to give them the reading…”  That was one of the first things my tutor said to me in my CELTA course… “Don’t explain it – just do it!”  Clearly that’s STILL a problem … seven YEARS later!!!

I can’t lie – I’m disappointed – this is week 9…  I see the same mistakes.  I try to “plan” for them by writing scripts in my LP – but it doesn’t help.  I tried the MIC techniques – but I’m not sure they helped either…

All that prep…and I stand up and… it’s like an “Amy Show” (yes, Tom…I see what you mean now…)

I’ve come to the conclusion that there is only one solution….  See you next week!