Posts Tagged ‘feedback’

Reflections on pedagogy thanks to Rosie Tanner and Catherine Green

18 May 2014

twitter: @eugenio_fouz

 Imagen

Rosie Tanner and Catherine Green edited a coursebook for teachers of language Tasks for teacher education –A reflective approach- (Longman, 1998). Their book on pedagogy showed a lot of interesting points. They provided teachers with a great variety of texts, samples and drawings on topics such as the difference between error and mistake, reading views (skimming, scanning) or the importance of the movements of teachers inside the classroom. Through a funny map a teacher may see himself as a fly flying around their pupils or as a boring tired fly with no control over their learners. This point is almost anecdotic, but it made me think a lot on my moves in the classroom.

In the book, they suggest teachers to do plenty of activities in the class. And the more diversity of activies, the better. There are the classical four skills, namely reading, listening, writing and speaking– and consequently a good teacher should try practising them all.

There is some useful information on warming up a topic when the lesson begins, being aware of the students´s attitude, getting feedback from them, how to teach and practise grammar. I found some tasks having to do with the creative side, e.g, games of the type “find someone who…” or roleplaying, drawing maps, describing pictures, starting dialogues.

One must take into considerations many more points which have been analized in the coursebook: timing and planning lessons, how to teach grammar, use of the blackboard or teaching styles.

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Feedback de urgencia: clase, vocabulario, práctica y herramientas

17 May 2014

twitter: @eugenio_fouz

 2014-04-26 10.28.22

Cuando una cosa no funciona es bueno preguntarse por qué no funciona, replantearse qué no se está haciendo bien y qué piensan los alumnos de la clase. La otra opción es no hacer nada.

Quería saber si preferían tener las clases en la lengua materna -castellano- y todos respondieron que no, que necesitaban aprender inglés. Uno de los chicos propuso la inserción de aclaraciones en castellano en casos puntuales. Obviamente, como profesor no es saludable acabar una lección habiendo hecho un trabajo que no ha entendido nadie.

Quise saber si les gustaba la asignatura de Inglés y he leído respuestas diciendo que sí y otras que no. Esta cuestión es subjetiva aunque no sería la primera vez que un profesor podría convertir una materia que no gusta en algo agradable. Esta es, en mi opinión, la satisfacción mayor que puede sentir un profesor. Escribí la pregunta porque es preciso saber qué les gusta y qué no les gusta.

La pregunta número 3 se refería a qué cambios harían en la clase y aquí propusieron más audios y dictados, más práctica y ejercicios en clase y una disposición más relajada para el paso de una actividad a otra. Una alumna propone mayor atención al vocabulario. Por otro lado un alumno solicita una exposición más clara de las tareas del cuaderno de clase. Me sorprende este punto ya que las tareas son anunciadas en la pizarra por medio de un icono representativo de un bloc y la palabra CUADERNO así como con una lista continua de números controlados y sincronizados en sus cuadernos y en mi dossier. Un alumno escribe que cambiaría al profesor y ahí creo que no puedo ayudar.

También propone una chica que repasemos a menudo las cosas y veo que tiene razón. Además de esto sugiere trabajar más el vocabulario y utilizar las pantallas que tenemos en el aula. Las pantallas tecnológicas interconectadas en el centro escolar era una herramiente pendiente que estoy empezando a utilizar. Un día después de haber leído el feedback de urgencia de este grupo preparé actividades de audio y vídeo, imágenes y textos expresamente para este grupo.

Pregunté si eran partidarios de hacer tareas en casa y solo los alumnos con buenos resultados contestaron afirmativamente a esta cuestión.

Memorándum.-EF; 16.05.2014

La opinión de los alumnos (feedback de la primera evaluación)

26 January 2014

twitter: @eugenio_fouz

Imagen

Los alumnos de los cursos de ESO opinan sobre la asignatura de Inglés, las clases y, obviamente, el trabajo del profesor. Anónimamente o con firma, como prefieran, analizan cómo ha ido el primer trimestre. Es un escrito voluntario.

La mayoría de ellos coinciden en que habrían necesitado más tiempo para la realización del examen de evaluación. Algunos proponen examinarse más a menudo con menos temas; desde dos temas a un tema.

Alguien dice que se valore más el trabajo en el cuaderno de clase en el que anotan tareas para casa, ejercicios de básicos (recordatorio de pronombres personales, ejercicios, comentar imágenes, traducción de frases cortas al inglés) mientras que otros piden que no se valore tanto.

Apuntan que la prueba no debería tener preguntas de cultura inglesa o que se hable más de esto en clase.

Un alumno solicita que se elabore un listado de vocabulario global por trimestre.

Casi todos coinciden en la necesidad de escuchar más audios y hacer más traducción de frases cortas en la pizarra.

Un alumno dice que habría que hacer la clase más clara con explicaciones de gramática y dedicar menos tiempo a los ejercicios del workbook.

Otro alumno habla de la dificultad que encuentra en los dictados, y pide que se hagan con más frecuencia. Otros simplemente señalan que no le gusta hacer dictados, sin más.

Alguien se queja de que la corrección de las conjugaciones sea tan severa y  no se admita ni un error.

Un alumno confiesa que no entiende las preguntas de los exámenes.

Un alumno dice que le gustan las fotocopias trimestrales o “Parallel Papers” y ve la utilidad de MOODLE.

Más de un alumno ha cuestionado la validez de un solo examen de evaluación.

Alguien dice que no se hace nada en clase y que se pierde mucho el tiempo.

Teach & test

19 December 2012

twitter: @eugenio_fouz

One girl, Penélope C., was asked to draw her classroom and two students writing sentences on the board. This is what he did. The guy on the left must be me ;-)

One girl, Penélope C., was asked to draw her classroom and two students writing sentences on the board. This is what he did. The guy on the left must be myself 😉

I have just tried a different type language test from a new different teaching style. My focus is mainly on meaning. I want my students to understand what they are doing.

Among other activities in the test, the students must complete English words from which they are provided one or two initial letters and their Spanish meaning. We work with blocks of words by means of packs of photocopies. My students have to study and learn words and their meanings by heart.

Some of my students wrote their opinions about the new tests on a sheet of paper days ago. They confessed that some questions were not easy to understand. Also they noticed their lack of vocabulary to understand all  exercises. We both (students and teacher) must work harder with words and dictionaries.

Another point was grammar. Most students said that there was little room for grammar. And they are right, maybe I should have included a few more grammatical exercises.

The exam was too long, that´s true. There were too many exercises to do and not enough time. . This is something to be reconsidered.

The exercise on English culture was the most unpopular activity among students because they could not admit that learning the Christian name of the Queen of England or the author of Ulysses were interesting issues. On the other hand, I have the impression that they loved an exercise where they were asked to draw things such as their own desk, our classroom or their favourite gadgets, for example. (And some kids were really good at doing this).

The new tests included an English original text to be translated into Spanish language as well as short sentences to be translated into English.

There was an episode in the test named Classroom diary after our daily routines in class. I think this is important. The students see the relevance of paying attention to teachers and taking active part in class life.  There were questions on “functional language” or useful phrases and a short essay on a current topic, e.g. “write a note to your friend that you are leaving later from school” or “ advantages of having a mobile phone”.

Two more points were a reading comprehension text with questions on form and meaning and a strict exercise titled Basics focused on elementary aspects of language such as writing ordinal numbers, telling the time, listing the past participle forms of verbs, quoting all the possessive adjectives, etcetera.

Something that I have not included in these new tests was a listening comprehension text, namely a listening recording or a short dictation. I think this must be included next time.

Six steps in teaching

30 August 2012

twitter: @eugenio_fouz

 

1/teach nicely, calmly, slowly-try to be clear and use brief explanations

2/ask questions to students- get them involved in the teaching and learning process

3/exercise a lot- practise theory, do lots of exercises, make your learners talk and write

4/revise with your students here and now.

5/test – be strict

6/feedback- be tested by your students and take a copy in black and white of their serious criticism

Louis Gossett Jr as Emil Foley

31 March 2010

One of the best films I have ever seen on the movies about teaching and learning was that one An Officer and a Gentleman (1982, directed by Taylor Hackford) and there I felt fascinated by the personality of the ideal teacher, the character of sergeant Emil Foley (the actor is Louis Gossett Jr.). The plot is awesome good and the roles of Zack Mayo (Richard Gere) and his girl Paula Pokrifki (Debra Winger) were wonderfully done too.

Now, I copy here my conclusion notes about the opinions or feedbacks on my classes written by some sixteen-year-old students.

Conclusion notes:

I have read quite intelligent analyses on the class of English. On the one hand, I see that my students need a clearer explanation of grammar on the blackboard and want to make their horizons bigger when someone suggests that writing works on any topic different to those from the textbook.

Some students require lists of vocabulary, lots of words. I agree with them absolutely. In fact, we are constructing lists now.(These students choose some words from every unit and I type them on a sheet of paper.The lists from Spotlight are in alphabetical order and it is hard to learn lists without a classification or little doses from every unit).

Most students would love listening to songs and learning the lyrics. Someone suggests making dialogues in class and speaking English all the time. I agree, too.

These students would enjoy listening audios from different sources and reading appealing texts and I am going to try these as well. As a matter of fact, I have been telling them via the “Plataforma Educativa” and some others to download podcasts from the BBC. English culture is another point to deal with.

One student says that I divide the class into lots of small parts such as SMS, “Parallel Papers”, listenings, etc and what could seem a negative point is just the opposite, a good compliment.

Latest message to students of 3 ESO for their feedbacks on the English classes

16 January 2010

Hello! This is Eugene. If you are reading this note you are a good student. I think so.

This note is to report that I have just read all your feedbacks on our classes of English. I liked most of them. Thank you!

I remember now that somebody wrote that classes were in good humour and I never got angry with my students. Well, umm, sometimes I get angry but I am not guilty for that, maybe a disobedient pupil drives me crazy and I lose my temper.

I think I am going to speak more slowly, make my words on the board bigger and try to play audios more times. If I can, I will ask you to perform like actors.

Have a nice week end.

Regards!

Eugene


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