4 Preparing for Your Teaching Practice - Taking Feedback CertTESOL (2)

7/30/2019 4 Preparing for Your Teaching Practice - Taking Feedback CertTESOL (2)

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Trinity Certificate in TESOLTrinity Certificate in TESOLTrinity Certificate in TESOLTrinity Certificate in TESOL

Trinity TESOL Study Resource no 4:Trinity TESOL Study Resource no 4:Trinity TESOL Study Resource no 4:Trinity TESOL Study Resource no 4:

Preparing for your teaching practicePreparing for your teaching practicePreparing for your teaching practicePreparing for your teaching practice ----taking feedbacktaking feedbacktaking feedbacktaking feedback

IntroductionIntroductionIntroductionIntroduction totototo thisthisthisthis Study ResourceStudy ResourceStudy ResourceStudy ResourceJust like learning to drive or to play an instrument, there are so manythings to remember when you first start teaching that it seems difficult toimagine how youre going to be able to apply them all in a classroomsituation at the same time! Its completely normal to have some of thesethoughts:

Teaching Practice (TP) forms the backbone of any Trinity CertTESOLcourse, which you might think is hardly surprising, given that the end goalof the course is all about preparing you to teach independently. Butstanding up in front of a group of learners for the first time can bedaunting for even the most confident of people, especially when you knowyoure being watched and judged by others. During the course youllcomplete a minimum of six hours of assessed TP with at least twodifferent groups of ESOL learners, where youll be observed by yourcourse tutors and sometimes your peers.

This module is designed to raise your awareness of some of the key issuesthat youll need to think about when it comes to TP and to encourage you

to reflect on them before you start the course. By doing so now meansthat youll feel more prepared, have a greater understanding of what the

What if the learnersdont understand whatIm trying to teachthem?

How do I keep mynerves under controlyet still come acrossas confident?

What if a learner asksme a question that Icant answer?

How do I know if whatIve planned is suitableand interesting for mygroup of learners?


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TP process involves and what is expected of you once the course begins.It will also help to ensure that you get the most out of the TP experienceas a whole. The content of this module is divided into three sections, eachof which represents the three time frames associated with TP:

1) before the lesson2) during the lesson3) after the lesson.

1.1.1.1. Before theBefore theBefore theBefore the LLLLessonessonessonessonBy failing to preparBy failing to preparBy failing to preparBy failing to prepare, you are preparing to faile, you are preparing to faile, you are preparing to faile, you are preparing to fail.... Benjamin Franklin

PREPARATION, PREPARATION, PREPARATION!PREPARATION, PREPARATION, PREPARATION!PREPARATION, PREPARATION, PREPARATION!PREPARATION, PREPARATION, PREPARATION!Like many activities in life, making sure you prepare well is a major key to

ensuring success. As far as TP is concerned, there are lots of things thatyou can do before the lesson to make sure youre well prepared. Here aresome of the key things that you will need to cover:

PreparPreparPreparPreparing theing theing theing the llllessonessonessonesson:::: Nobody expects you to be able to prepare alesson on your own from the outset. You wouldnt be doing the courseif you could already do that! At the beginning of the course your tutorswill often start you off by providing you with the teaching materialand/or ideas for your first TP. As the course progresses, you will beexpected to develop your own ideas and materials for TP, but yourtutors will always be on hand to offer you their support and guidance.

There will usually be a specific time set aside for lesson preparationduring which you will be able to ask pick your tutors brains as well asthose of your peers. The experience and knowledge that your tutorshave of teaching English is invaluable, so dont feel shy about askingfor their help when planning your lessons.

TOP TIP: Make a list of any questions that you plan to ask your courseTOP TIP: Make a list of any questions that you plan to ask your courseTOP TIP: Make a list of any questions that you plan to ask your courseTOP TIP: Make a list of any questions that you plan to ask your coursetutors before you mtutors before you mtutors before you mtutors before you meeteeteeteet with themwith themwith themwith them so that you can make the most ofso that you can make the most ofso that you can make the most ofso that you can make the most ofthe timethe timethe timethe time.... DDDDont forgetont forgetont forgetont forget totototo take notes during the meetingtake notes during the meetingtake notes during the meetingtake notes during the meeting!!!!

Writing theWriting theWriting theWriting the llllessonessonessonesson pppplanlanlanlan:::: The lesson plan is a written document whereyou map out what language and/or skills you intend to cover during the

lesson (i.e. the aims of the lesson) and how you intend to do so (i.e. theactivities that the learners will be engaged in to help them achieve


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these aims). In many ways, the lesson plan represents a mental pictureof the thought and preparation that you have put into the lesson andhow you envisage it unfolding in reality - although, of course, thingsdont always go according to plan. In such instances youll need to beflexible and prepared to respond to the learning context accordingly.

What this really means is that while your lesson plan is an importantworking document that provides you with a clear framework to follow,you shouldnt feel obliged to stick to it rigidly at all costs. Youll needto have one copy of your lesson plan for the tutor who is observing youand one for yourself so that you can refer to it during the lesson.

TOP TIP:TOP TIP:TOP TIP:TOP TIP: Think carefully about what you want the learners to achieveThink carefully about what you want the learners to achieveThink carefully about what you want the learners to achieveThink carefully about what you want the learners to achieveby the end of the lesson. When writing your lesson planby the end of the lesson. When writing your lesson planby the end of the lesson. When writing your lesson planby the end of the lesson. When writing your lesson plan,,,, remember toremember toremember toremember tomake youmake youmake youmake your outcomes/targetsr outcomes/targetsr outcomes/targetsr outcomes/targets SMARTSMARTSMARTSMART i.e.i.e.i.e.i.e. Specific, Measurable,Specific, Measurable,Specific, Measurable,Specific, Measurable,Achievable, Realistic and TimeAchievable, Realistic and TimeAchievable, Realistic and TimeAchievable, Realistic and Time----related.related.related.related.

Organizing yourOrganizing yourOrganizing yourOrganizing your ResourcesResourcesResourcesResources:::: Make a list of all the resources thatyoure going to need for your lesson. If youre using printed handouts,make sure that you have enough copies for all the learners in thegroup as well as those people observing you. Its a good idea to includesome extra copies just in case any new learners turn up unexpectedly

on the day. If youre using any type of electrical equipment then makesure youve checked that its all fully functional beforehand and thatyoure comfortable with using it. Dont assume that it works! This mayseem like an obvious point but youd be surprised how many peopleencounter problems with electrical equipment during TP.

TOP TIP:TOP TIP:TOP TIP:TOP TIP: Its a good idea to get to the room youre teaching in as earlyIts a good idea to get to the room youre teaching in as earlyIts a good idea to get to the room youre teaching in as earlyIts a good idea to get to the room youre teaching in as earlyas possible so that youas possible so that youas possible so that youas possible so that you cancancancan set up any equipment you plan to use andset up any equipment you plan to use andset up any equipment you plan to use andset up any equipment you plan to use andorganize your resourcesorganize your resourcesorganize your resourcesorganize your resources how you want themhow you want themhow you want themhow you want them....

MentallyMentallyMentallyMentally RRRRehearsing yourehearsing yourehearsing yourehearsing your LLLLessonessonessonesson:::: Many great sportspeople,entertainers, politicians and renowned speakers often talk about theimportance of visualizing and mentally rehearsing the eventbeforehand. Mental rehearsal involves imagined, mental practice ofperforming a task as opposed to actual practice. As the saying goes,"Practice makes perfect." Because mental practice is perfect practice,it is also a confidence-booster. Experiencing success increases


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confidence, even if that experience is imagined, which means thatwhen it comes to the TP itself you will feel more confident that you aregoing to succeed.

TOP TIP: Once youve finished planning your lesson, set aside someTOP TIP: Once youve finished planning your lesson, set aside someTOP TIP: Once youve finished planning your lesson, set aside someTOP TIP: Once youve finished planning your lesson, set aside sometime to metime to metime to metime to mentally rehearse itntally rehearse itntally rehearse itntally rehearse it. Visualize the room where youll be. Visualize the room where youll be. Visualize the room where youll be. Visualize the room where youll beteaching and the learners allteaching and the learners allteaching and the learners allteaching and the learners all fully engaged in the tasks you have set.fully engaged in the tasks you have set.fully engaged in the tasks you have set.fully engaged in the tasks you have set.CoCoCoConsult your lesson plan and talk things through out loud if it helps.nsult your lesson plan and talk things through out loud if it helps.nsult your lesson plan and talk things through out loud if it helps.nsult your lesson plan and talk things through out loud if it helps.

2.2.2.2. During theDuring theDuring theDuring the LessonLessonLessonLessonA pessimist sees the difficulty in every opportunity; an optimist seesA pessimist sees the difficulty in every opportunity; an optimist seesA pessimist sees the difficulty in every opportunity; an optimist seesA pessimist sees the difficulty in every opportunity; an optimist sees

the opportunity in every difficulty.the opportunity in every difficulty.the opportunity in every difficulty.the opportunity in every difficulty. Winston Churchill

BEING OBSERVEDBEING OBSERVEDBEING OBSERVEDBEING OBSERVEDEven for the most diehard optimists amongst us, being observed duringyour TP can be an anxious and sometimes stressful experience at first,especially when you know youre being assessed on your performance.But it neednt be like this, and as the words of Churchill above suggest,the way in which you perceive an event plays a large part in how youactually experience it. Here are some practical suggestions on how tocope with being observed:

UUUUsing yoursing yoursing yoursing your BBBBodyodyodyody LLLLanguageanguageanguageanguage Positively:Positively:Positively:Positively: A statistic that is oftenquoted when it comes to body language is that 93% of communicationbetween people is non-verbal. If we assume this to be true, this meansthat our tone of voice, eye movement, posture, hand gestures andfacial expressions all have an important role to play in projecting apositive & confident image of ourselves to our learners. Think abouthow you use your body language when communicating and if possibletry to get someone to video a snippet of you in action that you can

use to reflect on. Even using a recording on a good quality mobilephone will be a helpful starting point for you to develop your self-awareness.

TOP TIP: TTOP TIP: TTOP TIP: TTOP TIP: Think of someonehink of someonehink of someonehink of someone who you really admire andwho you really admire andwho you really admire andwho you really admire and pay closepay closepay closepay closeattention to the ways in which they use theirattention to the ways in which they use theirattention to the ways in which they use theirattention to the ways in which they use their body languagebody languagebody languagebody language. If it is. If it is. If it is. If it issomeone fasomeone fasomeone fasomeone famous you might even find it helpful to access a video clipmous you might even find it helpful to access a video clipmous you might even find it helpful to access a video clipmous you might even find it helpful to access a video clip


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of them via YouTube. Are there aspects of their body language thatof them via YouTube. Are there aspects of their body language thatof them via YouTube. Are there aspects of their body language thatof them via YouTube. Are there aspects of their body language thatyou might wish to incorporate into your teacher image?you might wish to incorporate into your teacher image?you might wish to incorporate into your teacher image?you might wish to incorporate into your teacher image?

UsingUsingUsingUsing HHHHumour:umour:umour:umour: Humour is an excellent icebreaker and an effective

antidote in lowering anxiety levels. If youre able to have a laugh withyour learners it will create a more relaxed and enjoyable workingenvironment and endear you to them. That doesnt mean to say thatyou have to be a stand-up comedian with a list of clever jokes at yourdisposal! Besides, most jokes are quite culturally specific and oftenlinguistically complex, so not really suitable for a lot of ESOL learners.However, you might find the following site of use:http://www.esljokes.net/

TiTiTiTime &me &me &me & TTTTimingimingimingiming:::: Our speech tends to speed up when were nervous. If

you feel this happening, take a deep breath and take time to composeyourself before speaking. Its important to take it slowly and to makesure that your learners understand you. Reading their body language isoften a helpful indicator and dont be afraid to ask them if youretalking too quickly for them. Theyll soon let you know! Timing isdifferent to time in the sense that it is all about doing things at theright time. For example, when giving instructions to a group of learnersyou need to make sure that you have the attention of the whole groupbefore starting. Another example of timing might be knowing when theright time to wrap up an activity is. In both of these scenarios reading

your learners body language and using your own effectively is crucial.

TOP TIP: Before giving instructions try using some simple crowdTOP TIP: Before giving instructions try using some simple crowdTOP TIP: Before giving instructions try using some simple crowdTOP TIP: Before giving instructions try using some simple crowdcontrol phrases to get everyones attention (e.g. Ok everybody,control phrases to get everyones attention (e.g. Ok everybody,control phrases to get everyones attention (e.g. Ok everybody,control phrases to get everyones attention (e.g. Ok everybody,Now, can I get youNow, can I get youNow, can I get youNow, can I get your attention for a moment, etc). As you do so, taker attention for a moment, etc). As you do so, taker attention for a moment, etc). As you do so, taker attention for a moment, etc). As you do so, takea look around the classroom and make eye contact with the wholea look around the classroom and make eye contact with the wholea look around the classroom and make eye contact with the wholea look around the classroom and make eye contact with the whole

group. Dont start talking until you are sure you have everybodysgroup. Dont start talking until you are sure you have everybodysgroup. Dont start talking until you are sure you have everybodysgroup. Dont start talking until you are sure you have everybodysattention. Dont be afraid to stand there quietly, silence is a veryattention. Dont be afraid to stand there quietly, silence is a veryattention. Dont be afraid to stand there quietly, silence is a veryattention. Dont be afraid to stand there quietly, silence is a veryundeundeundeunderused and powerful technique for managing a classroom.rused and powerful technique for managing a classroom.rused and powerful technique for managing a classroom.rused and powerful technique for managing a classroom.

BBBBeeee PPPPrepared for therepared for therepared for therepared for the UUUUnexpectednexpectednexpectednexpected:::: Dont panic if something doesnt goaccording to plan, thats completely normal. Your learners are allindividuals with differing backgrounds, abilities and learning styles, soit is highly likely that some will be able to process information and

make sense of it much more quickly than others. Coping with this in areal classroom situation is something that you will find helpful to


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discuss with your course tutors before the lesson. Its always good tohave a back up plan (e.g. an alternative or additional activity forlearners to do) just in case.

Video clip: Now click on this short video clip from TeachersVideo clip: Now click on this short video clip from TeachersVideo clip: Now click on this short video clip from TeachersVideo clip: Now click on this short video clip from TeachersTV to see some more tips on how to cope with being obserTV to see some more tips on how to cope with being obserTV to see some more tips on how to cope with being obserTV to see some more tips on how to cope with being observed:ved:ved:ved:http://www.teachers.tv/video/3234

3.3.3.3. After the LessonAfter the LessonAfter the LessonAfter the Lesson FFFFeedbaceedbaceedbaceedback & Reflectionk & Reflectionk & Reflectionk & ReflectionStudy withoutStudy withoutStudy withoutStudy without rrrreflectioneflectioneflectioneflection is a waste of time;is a waste of time;is a waste of time;is a waste of time; reflectionreflectionreflectionreflection withoutwithoutwithoutwithout

study is dangerousstudy is dangerousstudy is dangerousstudy is dangerous Confucius

REFLECTIONREFLECTIONREFLECTIONREFLECTION, REFLECTION, REFLECTION!, REFLECTION, REFLECTION!, REFLECTION, REFLECTION!, REFLECTION, REFLECTION!The concept of reflection underpins any teacher training/developmentprogramme. But what does reflection really mean? Reflection isessentially all about thinking critically (not in a negative sense!) about theteaching and learning processes that you and your learners are involved in

and evaluating what works effectively and why in order to make you abetter teacher.

During TP youll be encouraged to reflect on both your own teaching and

that of your peers whilst observing them in the classroom. Below is a list


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of some questions that you can ask yourself to help you to reflect on yourTP:

What do I think I achieved during the lesson?What am I most proud of?

Did my students learn what I intended?Were my students productively engaged in the activities?Was I satisfied with my planning, selection of resources andstrategies?What have I learnt about the class, the individual students or teachingstrategies?What worked/didnt work? Why? Why not?What could I have done better?What have I discovered about myself?What happened that I didnt expect to happen?

If I could teach this lesson again, what would I do differently? Why?What is the key thing that I want to improve for next time?What do I need to do to bring about this improvement?

ReceivingReceivingReceivingReceiving feedbackfeedbackfeedbackfeedbackCommon practice for most teacher educators/trainers in the feedbackdiscussion after the lesson is to start off by asking you how you felt aboutthe lesson before sharing their feedback with you. Here are somesuggestions on how you can best prepare for the feedback session:

Stay Calm & Detached:Stay Calm & Detached:Stay Calm & Detached:Stay Calm & Detached: Try to remain as objective about your lessonas possible and avoid reacting defensively if your tutors or peers makea comment that you disagree with or see as a criticism. See thefeedback session as an opportunity to enhance your knowledge andskills and treat all comments as constructive criticism.

Dont be Afraid to Ask:Dont be Afraid to Ask:Dont be Afraid to Ask:Dont be Afraid to Ask: Ask for clarification if youre not sure aboutany of the oral or written feedback. Remember that your tutors areoften highly experienced teachers themselves and sometimes theymight unconsciously use a term that is unfamiliar to you or make acomment that requires further explanation. Dont be afraid to say you

dont understand something or ask them to give you an example ofwhat they mean.

Keeping a Record of the Discussion:Keeping a Record of the Discussion:Keeping a Record of the Discussion:Keeping a Record of the Discussion: Take lots of notes so that youhave a record of the key points that were discussed. Alternatively, youmight even want to think about using a digital voice recorder so thatyou can listen to the discussion again at a later point. However, if youdo decide to use a voice recorder, make sure you check with all thoseinvolved in the discussion beforehand that they are happy for you torecord it.


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FFFFutureutureutureuture AAAActionctionctionction PPPPointsointsointsoints:::: Your observing tutor usually makes a list of keyareas for future development to emerge from the lesson. Spend sometime thinking about these and how you plan to tackle them. Once again,dont be afraid to ask others for their thoughts and ideas.

TOP TIP: When youre reflecting on your TP and that of others, it canTOP TIP: When youre reflecting on your TP and that of others, it canTOP TIP: When youre reflecting on your TP and that of others, it canTOP TIP: When youre reflecting on your TP and that of others, it canbe helpful to try to see things from the eyes of the learners. By doingbe helpful to try to see things from the eyes of the learners. By doingbe helpful to try to see things from the eyes of the learners. By doingbe helpful to try to see things from the eyes of the learners. By doingso means that you are less likely toso means that you are less likely toso means that you are less likely toso means that you are less likely to analyse the events from a veryanalyse the events from a veryanalyse the events from a veryanalyse the events from a verypersonal viewpoint and focus exclusively on the teachers perspective.personal viewpoint and focus exclusively on the teachers perspective.personal viewpoint and focus exclusively on the teachers perspective.personal viewpoint and focus exclusively on the teachers perspective.

Ask one of your peers to follow the progress of one or perhaps twoAsk one of your peers to follow the progress of one or perhaps twoAsk one of your peers to follow the progress of one or perhaps twoAsk one of your peers to follow the progress of one or perhaps twolearners for the duration of the lesson and then share notes at thelearners for the duration of the lesson and then share notes at thelearners for the duration of the lesson and then share notes at thelearners for the duration of the lesson and then share notes at theend of the lesson.end of the lesson.end of the lesson.end of the lesson.

Giving feedback to othersGiving feedback to othersGiving feedback to othersGiving feedback to others

"Do unto others as you would have them do to you"."Do unto others as you would have them do to you"."Do unto others as you would have them do to you"."Do unto others as you would have them do to you".Luke 6:31

When observing other people teaching it can be difficult to maintain a

balance between making positive comments and identifying those areas ofthe teaching and learning experience that could be improved on. Here aresome suggestions to help you:

Try not to make purely evaluative or judgmental comments - Besensitive. Overtly critical comments can be off-putting and dent thepersons confidence considerably. Try to avoid offering solutions i.e.Well, this is what I think you should have done .., unlessspecifically invited to do so.

When you are the person receiving feedback, it is best not to respondto each point but rather to listen quietly, hearing what the experiencesof your peers were, asking only for clarification.

Think about what they did well and why it was successful. Rememberthat pointing out strengths is as helpful as recognizing and describingwhat seem to be the challenges faced by the person teaching.

Make a note of three things that you enjoyed/found interesting aboutthe lesson.


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Identify a technique and/or an activity in the lesson that you would liketo use in your own teaching

TOP TIP: It can be easy to find fault in somebody elsTOP TIP: It can be easy to find fault in somebody elsTOP TIP: It can be easy to find fault in somebody elsTOP TIP: It can be easy to find fault in somebody elses teaching, butes teaching, butes teaching, butes teaching, butremember that you too will be on the receiving end of feedback onremember that you too will be on the receiving end of feedback onremember that you too will be on the receiving end of feedback onremember that you too will be on the receiving end of feedback onyour own teaching from your peers. So, tread carefully and try to beyour own teaching from your peers. So, tread carefully and try to beyour own teaching from your peers. So, tread carefully and try to beyour own teaching from your peers. So, tread carefully and try to bebalanced about highlighting the positives as well as makingbalanced about highlighting the positives as well as makingbalanced about highlighting the positives as well as makingbalanced about highlighting the positives as well as makingconstructive comments about how your peersconstructive comments about how your peersconstructive comments about how your peersconstructive comments about how your peers might like to thinkmight like to thinkmight like to thinkmight like to thinkabout doing something differently.about doing something differently.about doing something differently.about doing something differently.

4 Preparing for Your Teaching Practice - Taking Feedback CertTESOL (2)

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