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Vivienne Grobler - Post-training assessment

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https://docs.google.com/document/d/10AGkncp5eOssrKY6hP49xbjYJoRuWzi4yylrhWZ56ZQ/edit?usp=sharing

Dear Teacher Harley.

Please find my post-training assessment based on the Foundation Phase Speaking lesson (Lesson 34). The task includes a warm-up activity, strategy explanation, and speaking exercise aligned with the training content.

Kind regards Helouise

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Teacher Lihan Puren

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Teacher Rebekah Chen

https://docs.google.com/document/d/1Bt052I28oZmNcrhFDVUcfP1c-hTdleJQUIJ0j5M_z5s/edit?tab=t.0

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Post-training Assessment

Choose one real teaching lesson of the Speaking skill from the IELTS 25 materials and complete the following tasks:

Design a warm-up activity that is appropriate for the selected lesson.

Select one slide that contains tips/strategies/knowledge and explain how you would present and explain this theory to students

(please take a screenshot of the slide and attach it together with your written explanation).

Select one exercise from the same lesson and explain how you would implement the activity

(as controlled, semi-controlled, or free practice — explain why you choose this approach and what the objective is).

Please present all three parts in a Google Doc, then submit the document link to Padlet.

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What you found useful for your teaching

After the 3rd training session on parental expectations, student characteristics, as well as the roles and requirements for teachers, I would love to hear your thoughts on what you found useful for your teaching and for building relationships with your students. Please share with me through this Padlet

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The workshop was extremely insightful in helping me better understand the expectations of both parents and students, which is essential for supporting growth and preparing learners effectively for the IELTS exam. The content was very clear, structured, and practical, with useful strategies for real application.

What I plan to improve and implement:

Listening activities: Introducing short pauses during audios so students can process information and remain on track.

Feedback during the session: Making it more question-based and student-centred to encourage active participation and build comfort.

Feedback after the session: Aligning it more closely with IELTS criteria and outlining clear next steps so students know exactly how to improve.

Overall, this was a highly valuable and supportive session. Thank you to Teacher Harley for leading it with such clarity and care.

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In this session, I realised that many learners seem to be driven primarily by test results rather than communication skills, which explains why they might sometimes not be as keen to participate based on the fear of failure. This highlights an opportunity where the teacher should motivate learners by creating a relaxing classroom environment where they would be able to develop natural speaking skills and understand the ebb and flow of the English language, which will vastly improve their abilities in such a way that diverts their focus from only worrying about their scores. Furthermore, this underscores the importance of building their confidence by supporting them through positive reinforcement and encouragement, while also providing careful yet constructive feedback that will motivate them to focus on areas of improvement with enthusiasm rather than taking the feedback as negative.

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From this session, I found it especially useful to better understand the expectations Vietnamese parents place on IELTS preparation. Knowing that many families invest heavily and expect band 6.5 or higher helps me see why students often feel pressured. This will remind me to balance academic goals with creating a supportive classroom environment.

I also found the overview of student characteristics very insightful. Many students are motivated by exam scores rather than communication, which explains why they can be cautious, hesitant, and focused on accuracy over fluency. This will guide me to design activities that encourage risk-taking, natural conversation, and critical thinking.

Finally, the discussion on teacher roles and requirements was valuable. I see the importance of being both a coach (helping learners understand the test format and strategies) and a motivator (building confidence, especially for weaker students). Creating a safe space, modeling natural English, and giving clear, targeted feedback are all things I can apply immediately in my own teaching.

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Hi there Harley, thank you so much for another great training session. The thing that I found most helpful about the training session was that you helped me understand students' and parents' requirements for IELTS a lot better. For example, the desired band score that they hope to achieve, before taking the IELTS exam and the reasons why they take IELTS classes at certain ages. This will really help me in my future classes to focus on students' needs better and my role as their teacher.