CELTA Lessons From The Classroom Assignm

Part A
1. Strengths:
1.1. Monitoring:
My Tutor commented on the intermediate grammar lesson I gave in my fourth
teaching practice that I had not monitored all the tasks or given students enough
time to complete them. This is because I started asking the students for feedback
on the tasks without making sure that they had finished them or not. The tutor
advised me to monitor closely to know if students need more time and to know
who to call during class feedback. Since then, I started monitoring all the students
by looking closely at their work and giving guidance when they needed. I also,
spread my attention across the students’ groups and nominated some of them
clearly for feedback. Now, one of the best comments I have received from my
tutors is to keep this good monitoring up.
1.2. Well-paced lessons
During my fifth teaching practice which focused on teaching reading and
speaking for Elementary learners, I focused on pacing my lesson by giving
the students more time to finish the task when they were reading for detail.
This is because I remembered my tutor saying that teachers should teach
their students and not their plans. In other words, making sure that students
understood the lesson and practiced one controlled activity is more
important than rushing through all the activities planned in the lesson. Well
paced lesson have become one of my priorities and one of my main strengths
throughout the teaching practices.
Part B
2. Area to work on:
2.1. Language Analysis
I had a problem with my vocabulary language analysis. In the third Intermediate
teaching practice lesson that focused on reading and speaking, I neither gave a
clear clarification nor did I give good CCQs. To be more precise, when trying to
pre- teach the vocabulary word “court”, I did not clarify that we could use the word
‘court’ with other sports apart from tennis or the difference between court and
pitch. I also provided only one CCQ for each vocabulary words. My tutor asked
me to check the meaning and analyse the language and think through more
potential problems with the lesson. Therefore, language analysis is one of my
weaknesses to work on.
2.2. Teacher talking Time
My tutor and colleagues pointed out in my second teaching practice lesson for
intermediate students when teaching grammar, that I should not eco students’
answers as this discouraged them to listen to each other. On that day, I remember
instead of eliciting the grammar rule from the students, I started talking and
explaining the grammar on the board and repeated the students’ answers. My
lesson was more teacher-centered thus, it resulted in increasing my teacher talking
time (TTT) and making it one of my weaknesses.
Part C
3. Ideas for future development:
3.1. Providing more detailed language analysis
As an action point for my future teaching classes, I believe that I should study and
analyse the target language in appropriate depth in relation to meaning, form and
pronunciation. I should also put myself in students’ shoes and think of all the
possible problems they might face. This can be achieved by reading online articles
related to grammar and language analysis from teachingenglish.org.uk website.
3.2. SHOW don’t tell / ELICIT don’t explain
The action point I learned from my tutors and I need to work on is to reduce the
teacher talking time, and show students how to do the task rather than spending a
lot of time telling them what they must do. I also should work on eliciting
information from the learners by asking them good CCQs instead of giving long
explanations and unnecessary talk as this might help change the focus of the lesson
from a teacher- centered lesson to a student- centered one. By visiting webpages
such as the British Council webpage, that gives advice on how to reduce TTT and
articles related to this I can find ways to achieve my goal.
3.3. Self- development plan
The third action point that I should consider is to read some methodology books
in English Language Teaching such as, learner’s guide to interference and other
problems by Michael Swan and Bernard Smith and About Language task for
Teachers of English by Scott Thornbury. I believe that reading such books will
help me develop my awareness of students’ major language problems like
pronunciation, vocabulary and grammar.

Work Cited
Swan, Michael, and Bernard Smith. Learner English: A Teacher's Guide to
Interference and Other Problems. Cambridge [Cambridgeshire: Cambridge University
Press, 1987. Print.
Thornbury, Scott. About Language: Tasks for Teachers of English. Cambridge:
Cambridge University Press, 1997. Print.
teachingenglish.org.uk
https://www.britishcouncil.org/voices-magazine/english-teachers-are-you-talking-
too-much-class

CELTA Lessons From The Classroom Assignm

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CELTA Lessons From The Classroom Assignm

Uploaded by

Copyright:

Available Formats

Part A

My Tutor commented on the intermediate grammar lesson I gave in my fourth

tutors is to keep this good monitoring up.

1.2. Well-paced lessons

During my fifth teaching practice which focused on teaching reading and

speaking for Elementary learners, I focused on pacing my lesson by giving

This is because I remembered my tutor saying that teachers should teach

throughout the teaching practices.

2. Area to work on:

2.1. Language Analysis

I had a problem with my vocabulary language analysis. In the third Intermediate

potential problems with the lesson. Therefore, language analysis is one of my

weaknesses to work on.

2.2. Teacher talking Time

lesson was more teacher-centered thus, it resulted in increasing my teacher talking

time (TTT) and making it one of my weaknesses.

3. Ideas for future development:

3.1. Providing more detailed language analysis

related to grammar and language analysis from teachingenglish.org.uk website.

3.2. SHOW don’t tell / ELICIT don’t explain

articles related to this I can find ways to achieve my goal.

3.3. Self- development plan

help me develop my awareness of students’ major language problems like

pronunciation, vocabulary and grammar.

Swan, Michael, and Bernard Smith. Learner English: A Teacher's Guide to

Interference and Other Problems. Cambridge [Cambridgeshire: Cambridge University

Press, 1987. Print.

Thornbury, Scott. About Language: Tasks for Teachers of English. Cambridge:

Cambridge University Press, 1997. Print.

You might also like