TEACHER ASSessment Part One

Skype name: marcos.cordero.87

Name one of your most memorable teaching experiences, either as a student or a teacher, good or bad. Ive met some incredible students over the past few years. Some have given me trouble and others have been just wonders to work with. But at the end of each semester I can really tell most of them are grateful for having putting up and never giving up on them.

In terms of professional development, which of the following professional development tools do you prefer? (please tick) Attending workshops X Reading articles Researching online X Receiving feedback on your lesson plans Class observations and feedback X Open forums and peer feedback

Which areas of your teaching are you currently working to improve? I am always working on my classroom management skills.

In the past when teaching, what have you found to be the best forms of error correction and which have achieved the best results with your students? One of the biggest errors I have made teaching has been trying to get students comprehend the material at one certain pace. I saw poor results when trying to make every student learn some subjects at my pace. When I tried different individual strategies I saw better reception from certain students.

What are some of the methods you have used to motivate your previous students? I have used group rewards as a motivational teaching method. Lets say that if everyone scores 80% or higher in a test, the whole class gets a prize. Competition has worked great in the past, especially with younger students.

Part Two Pick two of the following teaching scenarios, one from Section A (Kids) and one from Section B (Adults), and create two lesson plans (see overleaf) including the different activities you would use to teach the specified topics. The plan should be for a 60 minute class. Remember to take into consideration the student, their level and their personality, as described below. SECTION A - KIDS 1. The Brief: Group of three highly kinesthetic boys, neighbors and regular playmates who tend to phase out/ignore the teacher in favor of playing among themselves. Ages: 4 and 5 years old Level: Beginner Topics: Communicative Function Answer simple questions in English with yes or no Vocabulary Toys 3. The Brief: Individual class for a reserved but generally cooperative boy whose mom wants the focus of the class to be conversational. 2. The Brief: Pair of boys, classmates from school with the same basic level but one boy is much quicker to respond than the other and tends to dominate the class. Age: 7 years old Level: Beginner Topics: Communicative Function Discussing likes and dislikes Vocabulary Food and drink 4. The Brief: Group of three girls, classmates from school, enthusiastic about English but have a hard time retaining what they learn from class to class and also have the tendency to

Age: 10 years old Level: Pre-Intermediate Topics: Communicative Function Giving advice and recommendations Vocabulary Vacation/Holidays 5. The Brief: Brother and sister duo, same level but different interests & personalities. Age: 11 and 13 years old Level: Pre-Intermediate Topics: Communicative Function Making offers and suggestions, making arrangements Vocabulary Directions and locations Transport Teaching Scenario Number

speak in Spanish to each other throughout the class. Age: 8-9 years old Level: Elementary Topics: Communicative Function Asking for and giving directions Vocabulary Places in a city 6. The Brief: Individual class for a bright but moody young woman who needs help with her schoolwork but her level of English is a lot lower than required to complete the work. Age: 14 years old Level: Intermediate Topics: Communicative Function Talking about future plans Vocabulary Jobs and places to work

Objective:Engage students in a scavenger hunt to find hidden items (toys, drawing of toys, etc.)

Warm Up: Engage them with instructions of a scavenger hunt. Prepare a role playing scenario.

Activities Prepare students for a scavenger hunt Read aloud clues with expressive gestures.

Ask students every time they find an object Is this the________ you were looking for?

Fillers

Websites (If relevant)

SECTION B ADULTS 7. The Brief: Group of three students who each have slightly different levels. One student knows much more than the others and so gets easily bored while the other two struggle to keep up. Level: Beginner/Elementary Topics: Grammar Adverbs of Frequency Vocabulary Daily Routine 8. The Brief: One-on-one conversation class where the student is constantly focusing on their Blackberry and emails rather than English class.

Level: Upper Intermediate Topics: Communicative Function Talking about future plans Vocabulary Jobs and places to work

9. The Brief: One-on-one class with an adult learner working in an office where all his coworkers have a much higher level of English than him. He feels under pressure to be able to communicate at the same level as them. Level: Intermediate

10. The Brief: Group of four adult learners. One student is very talkative throughout class while another barely says anything at all. Level: Pre-Intermediate Topics: Communicative function

Topics: Communicative Function Giving advice and recommendations Vocabulary Vacation/Holidays 11. The Brief: One-on-one class with a student who feels that his English level has reached a plateau and that he cant advance any further. Information is not being absorbed and he is frustrated by his lack of fluency. Level: Intermediate (bordering on Upper Intermediate) Topics: Communicative function Making offers and suggestions, making arrangements Vocabulary Directions and locations Transport

Asking for and giving directions Vocabulary Places in a city

12. The Brief: One-on-one class with an adult learner who feels he has learnt all he needs to know in terms of English and is therefore unmotivated and uninterested during class. Level: Advanced Topics: Grammar Phrasal verbs Vocabulary Colloquialisms

Teaching Scenario Number Objective Have students engaged in conversations about places and directions. Warm Up Pair up a less talkative student with a more talkative student. Prepare a list of places that a student can ask how to get there. Find or prepare a map that can locate places. Activities Pair students up so they can have a conversation Ask students individually how to get to a certain place in order for them to answer. Fillers

Websites (If relevant)