WEEK 10 (FINAL RFELCTION)

FINAL REFLECTION

       These  last  10  weeks  of  my  life   have  been  so  fruitful, not  only  in terms of  how much  I  have  learned  and  how much  I  have  shared  with  other language professional  (around the  world)  but  in terms   of  how much  I  have  reflected  and  grown  as  a  teacher.  There were many things that I would take for granted. But  now  I  know  that  as  a  teacher  I  need   to  make  sure my  students   engage in  the  lesson,  work  in class, rehearse  at  home,  and  above  all  feel  they  are  learning in my classes.  I  have  learned  to listen  more to what  they  have  to  say,  to  focus  on their  learning  styles, and  I  take  advantage  of  every  opportunity  to  include   technology  into my  lesson plans. Students  appreciate   that, in  subtle  ways  that  have  a  great  impact  in the  lesson itself ( students  pay  more attention and  commit  to  lessons  on their  own  initiative).

       Some teachers, once they have attained certain level of experience in their  field  of  expertise, tend  to  feel  that  they  do have  the  skill  it  takes  to  actually  reach  all  kinds  of  students as  well  as  the  skill it  takes   to  teach whatever  content. This training  has  reminded  of  the  fact  that  knowledge  that  is  not  to  be  shared  is  inevitably   to  be lost.  This  training  has  also reminded me  that teaching  is  to  be  perfected  on  a  daily  basis and  technology  is  to  make  our  teaching more  effective  and  efficient.  Learning is  indeed  such a  great  sacrifice  for we  place our  passion (teaching)  before  many  other  priorities  in life; nonetheless, I  do not  hesitate  to  say  that  teaching is  by  far  the most  rewarding  trade  in life.  I  do see  myself  involved  in  the  classroom  for  the rest  of  my life.   

       Learning can be  challenging  and  full  of  uncertainties  at  times but  good teachers  are  good  learners. They  have  been equipped  with  the  desire  of  learning  which  finds  a  way through  the  most  frightening  of  adversities in order  to  attain the  knowledge it  requires  to  deliver  a  successful  lesson  and bring  a  smile  in  a  student’s  face when  he/she understands the  content  of  a  lesson plan.  I  have  to  say  that  I  am  so  appreciative  of  everybody  involved  in this program (partners  and  professor alike), and  everyone  who  worked  hard  in  order   to  make  it  available   to  such  a  wonderful  and  professional  cohort.  From the bottom of my heart thank you very much!

Sincerely,

Fernando Minda

WEEK 9 (REFLECTIONS)

LEARNING STYLES

       I  have  learned  throughout  the   years  of  my  teaching career  that there  is  to  know one’s students, their  strengths,  weaknesses, likes and  learning  preferences.  Doing so benefits both the teacher as well as his/her students.  It  only  requires limited  investment  in  time and a few other  resources (assessment, survey and  planning), which  is  nothing compared   to  all  the  benefits  it  yields. Learning  is  very  often thought of  as  dull  since  teachers  do not  take  some time  out  to  talk  to  their  students and  learn  some  rather important facts  about  them. Teachers,  more  often than not,  make  the  big mistake  of  teaching  the  very  same  way  as  they  were   taught.  Such a fact may scar some our students for life.  I  very often  encounter students  who  feel  they  have  not  learned  anything  throughout  the  years  of  language instruction (10, 12  years).  I  mainly  think  that  such  a stalemate  point  is  due  to  teachers’  neglect  in meeting  their  students’  learning expectations  and preferences (styles)  in the target language. Technology may be the answer to breaking such a not-learning point. Including  technology   in our  lesson plans will  have  such  a  great  impact  since  it  boosts   different  learning  styles  by  properly  using  varied  strategies and  techniques. There  is  to  acknowledge  the  fact  that  people  learn  differently; thus, effective  teaching  has  no  recipe but  it is to  evolve  and  adapt as  needed, so  that  the  best  results  are obtained.

TECHNOLOGY

       Technology is to be adapted in order to meet students’ needs in the target language.  One  of  the  most  remarkable  characteristics  of  technology  is  its adaptability; there  is  to  take  full  advantage  of  such  a  fact.  Teaching  is  to be  student- centered; therefore,  technology as  well as  any  other  teaching-learning resource  must suit what students  learning  requirements suggest. It is  not  a  matter of  having cutting-edge technology  in  every language classroom but to make  the  best  use  of  whatever technological resource available (which is only attained through good  training). Successful  second language   learners are  usually people  who know  how  to  manipulate  style (as  well  as  strategy)  levels  in their   day-to-day encounters with  the  language.  This  means  that  they  are  first  aware of  general  personality  and  cognitive characteristics or tendencies that  usually lead  to  successful  acquisition  and  strive to  develop  those  characteristics (Brown, 2001) .  Good teachers are to make sure students succeed in their learning. Educators  are  to  design  their  lessons  in  such  a  way  that  they   take  full advantage  of  their  students’ potential and trigger learning at all times. On  a  daily  basis,  technology  makes headway into meeting social requirements; education  will  always  be  part  of  such  a requirement. Thus, learning how to properly use it, in the classroom, will make teaching easier and more fruitful.

Best Regards,

Fernando Minda

     

WEEK 8 (REFLECTIONS)

ANVILL

      After exploring ANVILL and learning  most  of  its  interesting features, I  have  come  to  the  conclusion that  it  is  a  very  good (technology-bound) tool  not  only  for   ESL students but also  for   teachers. It is suitable to everyone in need and desire of reinforcement, communicative-skill-wise.  Language learners regardless of their level need to rehearse their skills to develop and hone their command of the target language.  Otherwise, they all risk losing whatever headway they have made    regardless of the language. I  have  had several students  who  have  not only  taken language  courses,  tutoring  and  diverse  subjects  in English, but have also learned  how to  learn  on their  own .  ANVILL is a great option and opportunity for those students. People   who  have  acquired  a certain level  of   proficiency  in terms  of  identifying  what  their  requirements are.

      ANVILL wisely includes features that can be useful to both students and teachers.   Teachers  can  benefit  from each  and  every tool;  nonetheless,  students  who are  interested in  developing   their  skills  will  have  to  make  do  with  fewer  features.  Among  the  most remarkable  features  one  is  to  find  the  following:  

1.    Voice boards 

2.    Forums

3.    Live chat

4.    Quizzes and  Surveys

5.    Lesson Planning Templates

6.    Course management

     I think that ANVILL indeed makes a useful tool, which takes root in variety of resources (features). It is  not  the  same  to see certain material presented  in  a traditional way (written on the board)  as  to  see  such  material (information)  in  a  more  didactic  and  even more  entertaining fashion.  Therefore,  ANVILL  presents  a  valuable  opportunity  as  a  learning  and  teaching – planning  tool for anybody  who  has  internet  access, has  some  spare time, and  above  all  is  willing  to  give  technology   a try   in order  to  improve  their  command  of  the  target  language.

Best Regards,

Fernando Minda

WEEK 7 (REFLECTIONS)

LEARNER AUTONOMY

      Learner  autonomy is   greatly  influenced  if  not  fully ruled  by  intrinsic  motivation  and  personal   preference . As   a  language  professional,  I  have  learned  that   everybody   may  acquire  a certain  level  in  a  target  language. Everyone is  likely   to  learn  a  language  up  to  a  certain  extend;  however , only  the  ones   who  are  willing  to   go  the   extra  mile  will develop  a  respectable  level  of  command  of  such  a  language.  Many students do not see the   big picture when learning a language.  They  mostly  learn  a  language  to  comply  with  a  requirement  or  satisfy  an  immediate necessity.  Once they  think  they  have  done  so,  their  interest  will  drop  drastically/significantly.

       Intrinsic  motivation  is  of course  not  the  only determiner  of  success  for  a  language  learner.  Sometimes,  no matter how much  you  want  to  accomplish  something or  how hard  you  try,  you  may  not  succeed for  a  host of  other  reasons.  But  if  the  learners in your  classroom are   given  an  opportunity  to  “do”  language for  their  own  personal  reasons  of  achieving  competence  and  autonomy ,  those  learners  will  have  a better chance of  success than  if  they   become dependent on  external rewards for  their  motivation( Brown, 2001).

Sincerely,


Fernando Minda

WEEK 6 (REFLECTIONS)

POWERPOINT

     I  do  agree  with   the  fact  that  less is  more   when  making a  presentation.  More  often  than  not  people  make  the   mistake  of  overloading  the slides  with  thick text which makes the presentation  dull and dissatisfying.  PowerPoint is to be used as an aide-memoire; thus,  we  must  be very  selective  of  the  information  we  type in  and  the variety  of  features  to illustrate.   

CLASS SIZE

       Teaching   a  larger  class  often  takes more  preparation  and  energy  to  maintain students  engaged   in the lesson; however, teaching  a  one-student  class  can  also  demanding. I  have  been  a  tutor  for  most  of  my  teaching career and  I  have  worked  with people  who  have had  to take standardized  tests  or  simply  want to improve their command  of  the  target  language  because  their  reality  dictates  so.  Those classes can be challenging as well due to the necessity the students. What  I  mean  and  have  reflected on  is  the  fact that when there  is  planning  and  preparation  the  number  of  students  might  become an irrelevant  factor.  Of course, logistically speaking  there  may be some  limitations and challenges; nonetheless, educators  must  use different  techniques to  make sure  knowledge  reaches everybody  in  the  classroom (group work, peer assessment among  others). Technology often lends a rather helping hand in such situations as well.

  

Best  Regards!

Fernando Minda

REFLECTION (WEEK 5)

PERSONAL REFLECTION

             As a reflective practitioner, I know that alternative assessment (since it  uses  a  rather  wide  variety  of  approaches  rather  than  only  tests  or quizzes) may  be  more  effective  than  formal  assessment  because it  takes  off   most of  the stress that  assessment  itself  brings into  the   classroom.  More  often than  not  students  are  placed  under rather big  amounts  of  distress as they  take  a  test  or any  sort  of  quiz.  I  tend  to let  my  students  know  that  they  are   to  perform   to   the   fullest  at all  times  since  evaluation  is  permanent.  It is stressful at the beginning since they often do not know what to expect; however, they   fast get used to it.  I also make sure to provide permanent feedback.  I see mistakes and questions as opportunities to learn; thus, my students learn at all times, and feel self- confident to participate in class (thanks to positive feedback).  In  fact,  I  often have  one  or two students   to  summarize  the  main points of the  class as a  closure  activity.  A class  in which  students do not  learn  anything  new is  not  worth  attending  nor  teaching.

      It  is  worth  remembering  that  handing  back  any  piece  of  assessed homework  or   progress tests  presents  teachers  and  students  with ideal  learning  opportunities-  opportunities  which  will be  wasted if   the  work  is  immediately  put  away, rather  than  being  used  as  a  vehicle for  development (Harmer, 2007).  A good teacher never ceases to assess students, whether those assessments are incidental or intended (Brown, 2001). 

WEEK 5

TESTING AND ASSESSMENT

 ASSESSING, TESTING, AND TEACHING

 
    People  might  be   tempted  to  think  of  them  as  synonymous  terms,  but  they  are  not.  A  test  is  an instrument  or  procedure designed  to  elicit  performance  from learners  with  the  purpose of  measuring  their  attainment  of  specified criteria (formal assessment).  Tests can be useful devices among other procedures and tasks designed to assess students (Brown, 2001). Assessment encompasses a much wider domain than tests. Whenever as student responds to a question, offers a comment, or tries  out a  new  word or  structure,  the  teacher makes  assessment  of the student’ s performance (informal assessment),(Brown, 2001). 

      Teachers  and  other  education  professional  spend a  lot  of  time  testing,  evaluating  and assessing  students. Sometimes  it  is   to  measure  the  students’ abilities to  see  if  they  can  enter a  course  or  institution.  Sometimes it is to see how well they are getting on.  Sometimes it is because the students themselves want a qualification. Sometimes  this  assessment  is  formal  and  public , and  sometimes it is  informal  and  takes  place  in  day- to –day  lessons (Harmer, 2007).

     There is to differentiate between summative and formative assessment. Summative  assessment (formal assessment), as the  name suggests, is  the  kind of  measurement  that  takes place to  round  things  off  or  make a  one-off measurement. Such  tests  include  the  end-of-year tests  that  students  take or  the  big  public  exams  which  many  students  enter for . Formative  assessment (informal assessment), on the  other hand,  relates  to  the  kind of  feedback  teachers  give  students  as a course is  progressing  and  which,  as  a result  may  help  them  to improve their  performance (Harmer, 2007).

ASSESSMENT CONSTRUCTS

Informal                                    Formal

Formative                                 Summative

Process                                      Product

(Brown, 2001)

ALTERNATIVE ASSESSMENT OPTIONS

    In  recent   years  language  teachers  have  stepped up  efforts to  develop non-test  assessment  options  that  are  nevertheless  carefully designed and  that  adhere to  the criteria  for  adequate assessment.  Sometimes  such  innovations  are  referred  to  as  alternative  assessment, if  only  to  distinguish them from traditional  formal  tests. Among which self- and peer-assessments, journals, conferences, portfolios, and cooperative test construction can be found.  

1.       Self- and peer-assessments

a.       Oral production

b.      Listening comprehension

c.       Writing

d.      Reading

2.       Journals

3.       Conferences

4.       Portfolios

5.       Cooperative test construction (Brown, 2001)    

Best regards, 

Fernando Minda