You see is soothing over here. The air just has more coolness in it.

Sounds touch you and the light brightens you up somehow. It is a place that stays with you

1. Which activities were EASY / MEDIUM / DIFFICULT to complete? easiest is small group sharing, medium is large group discussion, difficult would be answering professional questions using specific terminologies

1. What was the purpose of each GTKY activity? to put on the teacher's hat and realize these approaches can be implemented in classroom as well

1. How might you adapt these activities for the physical classroom? to plan and use suitable ice breaking methods for different groups of students with different abilities

learner profile: age range 10-11, level 3

language focus: time, simple present, verbs of daily routine

Thank you for your Peer Teaching 1 reflection, and for updating your Padlet with all your Peer Teaching materials. You have started a solid portfolio of ideas, materials and insights here, which I think will be highly valuable to your future career.

I’m delighted to read in your reflection that you felt enthusiastic about your Peer Teaching lesson. This willingness to engage students will undoubtedly have a positive and constructive impact on your future teaching throughout the course. I would also like to add that I thought you had clear and direct classroom language, which helped facilitate student understanding.

In your reflection, you comment on wanting to shift the focus to a more student-centered approach (especially in the pre- task).  I agree that it’s important for us as teachers to be aware of how much we talk when setting things up initially in class, and whether or not we could refocus that energy to “heads together” time. I’m looking forward to seeing how you will work on this aspect of your teaching throughout the course.

Thank you for being a willing participant in class so far. I look forward to hearing and seeing even more contributions from you in the coming week.

Vicki Bos

students - they sit freely around on the floor, no restriction, they are very active and always raise their hands

teachers - they always ask lots of questions to engage students and urge them to reflect on the topic being taught

resources

the classroom set up - very colorful, lots of decoration, lots of creative setup and interactive

the use of space - full use of space where students are seen walking around, interacting freely, sitting on the floor, changing their places

the language the teachers use - English only, simple vocab, slow pace, clear pronunciation

the staging of tasks - breaking down tasks into easier ones where students work in groups but teacher always come around to help, asking them if they have met success criteria or not

what surprises yo

The children are so excited and very engaging, making the teaching much easier than I have expected! It was fun and unforgettable! I wish to bring this enthusiasm back to Hong Kong from both the teachers and expected from my future students!

Personal, emotional

Preparing, practicing, presenting

Excitingly

Poetry

With Hera

D - paint

F - fight

B - foolish

E - blind

A - laywer

C - obvious

Class answer

BEDFAC

General context

Picture of money - idea of being rich (brief discussion)

2. Specific context

Introduce character - Cinderella (pictures, questions, etc.)

Tell me about her life now

Tell me about her life before (Introduce the contrast)

3. Elicit Target Language (marker sentence "She used to work hard*)

Ask questions

Use finger model

4. Model & Drill TL

Use finger model to highlight pronunciation/word groups

Drop finger model to give a natural model

Show sentence stress (clicking)

Correcting pronunciation

5. Meaning Check

Questions (MCQs)

Timeline

6. Board Stage

Elicit to the board

Form/Grammar analysis

Highlight pronunciation features

Practice

Controlled practice

Focus on accuracy (then and now pictures of kids)

Free(r) practice

Focus (more) on fluency

Personalise

Production

Productive skills task (speaking or writing)

St use TL to write or speak about something more freely

B: I had my makeup on, put on my lippy and sunnies, then I had some of the chocky bicky. What you gonna do in the arvo?

A: I’m heading to Brussie this arvo

A: What went down before you smashed your brekky?

B: I slapped on me makeup, chucked on me lippy and sunnies, then had a few choccy bickies. What’s the plan for the arvo?

A: I’m off to Brussie this arvo!

Transformation - changing forms and variation

Split - ask students (pair) to form complete structure

• Asking students to group in pairs where they would listen to songs while the other person would have to explain what had happened. These interactive lessons would be more engaging when there is a short story in the music video with great popular songs that are relatable to the students. I would also definitely adopt the painting and drawing activities to make lessons fun and engaging, with all students participating actively. Online interactive tools will also be adopted.

Links you want to explore in future

• I would definitely want to explore the link with huge list of different stories and poems and use them in my classroom for students to read and have activities built upon these resources.

Songs, games, poems, stories, pictures and other authentic materials you could use in future

• Pronunciation: Aussie accent practice + tongue twister game - I am someone who really cares a lot about the pronunciation and sounding authentic, maximizing communicative efficiency by minimizing barriers created by pronunciation so these are especially important for when I'm correcting pronunciation and integrating intonation in language learning.

Anything from the Class Padlet that you would like to add to your own Teacher Toolkit

• Apart from the interactive websites for interactive learning, I would also like to add the PPP approach in teaching to my own teacher toolkit as it really fits in well and is conducive to the teaching in Hong Kong. The approach could ensure students learn effectively but at the same time engage actively in the classroom. This could prevent boredom and passive learning in the classroom, these include:

• Back-chaining - ask student to complete the structure 

• Transformation - changing forms and variation

• Split - ask students (pair) to form complete structure

Idea for Showcase video

• Grammar teaching - setting scenes, model and drill, controlled practice, free practice - effective teaching and clarification with students' understanding

• Instruction + models and drilling approaches

A teacher of English as an Additional Language or Dialect (EAL/D) designs and delivers an activity based around ANZAC Day to a Year 11 class with limited English proficiency.

Migrants and refugees aged 16-20 who have studied English for two years. The students sit in groups, facing each other but also the board, although it was quite crammed. Teacher do a lot of talking as the students are weak English speakers. Teacher use slow English with slow pace. There are a lot of scaffolding and supportive strategies in teaching. Teacher always comes to different tables to help them produce response. Students however seem to be less engaging, although they are quite focused, there were limited interaction and engagement, each task also took longer than expected. 

https://www.aitsl.edu.au/tools-resources/resource/eal-d-reading-strategies-illustration-of-practice 

A teacher and team leader of English as an Additional Language or Dialect (EAL/D) implements a lesson plan to demonstrate teaching strategies for a pre-service teacher

Classroom setting similar with the previous one where students are facing their groupmates but can also see the whiteboard, although quite crammed. Students seem to be much interactive here because the teacher is constantly asking questions using easy simple language. This encourages the students to also response easily and engage actively in the discussions. The teacher uses English as the main language. After answering questions, students get to read storybooks and engage in active classroom questioning and answering.

• i spoke loudly, stepping out of my comfort zone and engage the students actively, lots of laughter and I absolutely love that

1. What secret skill have you discovered you have?

• I might be good at making the lesson engaging and interactive

1. Comment on what you have learned from your peers.

• Using competition is a smart approach to engage students

1. Give yourself advice about what you will continue to improve.

• take more consideration into how students would perceive my lessons

• integrate students in the teaching to make everything more engaging

recognize the problem and the suggestions the presentor has provided to solve the problem

• post task

write a letter / proposal to take about racial problem in your school and how should different stakeholders deal with it.

write a letter to the principal to mention the racism problem you and some other classmates face and how to deal with it

2: getting students' attention and how to help them understand better by giving clearer instructions

3: to help students with weaker english to learn English in a more effective way using the grammar learning techniques I have learnt