This is the area for trainees to ask questions about confusing sections of the chapter or to make comments on the good and bad parts of it or how it fits or doesn’t fit in the Korean context…
Continue reading about Discussion Area: Chapter 15: Classroom Management
Chapter 15. Classroom Management : 5. Disciplining (E1-Esther and Jinny, E2-Jungsun and Justin) Debate topic: Teacher should resolve disciplinary matters outside of class time? (Or is it okay to discipline students during the class time?) Team 1 : Agree! All teachers let the students know what kind of behaviors he/she expects for [...]
Normally, We have 30-40 students in public school in Korea. According to the book, it said that the number of students of large class is more fifty. But our classroom is still big for language class. We meet some problems such as various level of proficiency and ability, lessened opportunities to speak, individual [...]
Continue reading about Chapter 15 Teaching Large classes – Becky & Teresa
Song &YK In the view of affirmative, we talked about the environment to build the atmosphere of English. Being an English teacher speaking only English in the class we can build a good mood to use English. Students can speak English without feeling weird mood in speaking English in the atmosphere. Also, about the students’ [...]
Continue reading about Using “English only [2 posts combined]
This is the discussion area for our two chapters this week. Place questions or comments in the “comments” section below. Feel free to speak openly, and please practice fluency writing…
Continue reading about Discussion Area: Testing and Assessments
Assessment is a broad term covering any conscious effort on the part of a teacher or student to draw some conclusions on the basis of performance. In recent years language teachers replace formal test in the classroom with portfolios, journals conferences ,observations and self- and peer-assessment. There are some guidelines for using portfolios or journals [...]
Continue reading about Alternatives In Assessment – Portfolios, Journals and More [2 posts combined]
by Yoon & Andy 1. Self-Evaluation: Self-Evaluation helps students pay closer attention to the standards and criteria. And it also helps them develop or internalize these habits of mind for themselves. 2. Peer Evaluation: Peer Evaluation might come in response to poems, essays students write, or presentations they give. Students listen to each other if [...]
Continue reading about The Role of Evaluation: Self- Peer- and Other Forms [2 Posts Combined]
Role of good testing (Becky, Teresa) The role of good assessment can be defined in two other aspects. 1) the meaning of assessment to students Testing has to be somewhat challengable to students that is to say, good assessment involves risk and demands patience, hard work and courage. 2) the meaning of assessment to teachers [...]
Conferences and observations Through conferences, individual students can have chances to receive direct feedback. For the teacher’s part they can assume the role of a facilitator and guide, rather than a master controller and deliverer of final grades. Observation Teachers are engaged in a process of taking students’ performance and intuitively assessing it and using [...]
Continue reading about Conferences and Observations [2 Posts Combined]
One of the alternatives in assessment is the Performance-based assessment. The trend to go toward this os part of the same general educational reform movement that has raised strong objections to using standardized test scores as the only measures of student competencies. The stadardized tests do not elicit actual performance to the stdents. acomplishment. Performance-based [...]
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