I observed another two hours of the Level 4 Advanced Communication class from classroom reflections 2 and 3. About 12 adult students of mixed cultural backgrounds were present. The first hour of the class mainly consisted of student presentations about their ideal vacation. Afterward, the students learned about logical fallacies and how to express critical ideas about them in English.
For most of this hour, the teacher was listening more than teaching. Students were giving presentations, so the hour was more about language production rather than language acquisition. However, the teacher still used subtle strategies to facilitate learning during the presentations. He helped the students articulate their ideas when their use of language was unclear. He asked questions to help guide them to accurate use of language. By asking questions, along with expressing interest in the students’ presentation, the teacher prompted the students to speak more than they would have on their own. He engaged in a discussion with the students, which in turn taught the students English discussion skills.
When teaching the students about logical fallacies, the teacher encouraged critical thinking, expressing opinions, and disagreeing with others. He told the students that having strong opinions will help their English. I found this statement interesting, and upon consideration I thought it was very true. I think if the students have strong opinions and ideas they want to express, they will be motivated to be more articulate in English in order to get their point across.
I believe assessment in this hour of the class was informal. I do not think the teacher was grading the presentations. However, informal assessment was certainly occurring. The teacher was assessing the students’ level of preparation, and expressed that he expected the students to have more information prepared to present. By hearing students speak individually, the teacher could assess the speaking and communication skills of each student during their presentations.
The online environment, like last time I observed this class, was a barrier to learning. I do think the students were better adjusted this time, however. Students agreed to turn their cameras on for the presentation this time which I think forced them to participate and speak more. I think using the camera makes students more accountable, as they are being watched. It gives the element of surveillance (for lack of a better word) that exists in a physical classroom.
I appreciated how the teacher engaged with the students during their presentations. He expressed genuine interest in the information they shared. For the students, I think speaking to someone who is interested in what they are saying will encourage them to speak more. I also liked how he encouraged the students to have opinions and to disagree. I think celebrating everyone’s opinions is a great way to build confidence in speaking. If the students know their opinions are welcome, they are probably more likely to voice them and practice their English communication skills in the process. Using discussion as a way to teach English is a strategy I would like to adopt in my teaching as well.