Billy the Taiwaness

 Today I had kind of “formal teaching” in class before being a practice teacher in junior high school. From the peer evaluation, I really appreciated the response and sincere suggestion. And, I would be really sad if they dislike my demonstration since I had prepared this teaching two weeks before, fortunately, they loved it. However, my intonation and pronunciation still are my severest problem.  Although I caught a cold last night and had a sore throat, it still can not be the “excuse.” Honestly speaking, it is not good to understand the problem that my flat voice and unclear pronunciation “again,” since my mom has always told me to speak from my belly instead of throat.  Yes, I should improve this problem soon, and maybe speak slowly and talk cheerfully would help me a lot. Yes, Thanks for everyone’s “kind” evaluation, especially Alice’s, yours honest suggestion make me move on, thank you.  Now I want to start this report from explaining why I chose the task. The reason I choose this task is because I want to inspire the students learning poems from different methods instead of just reading it. The first impression of poetry for students is that poetry is hard to understand, so they would not read it after the lesson finished. For me, poetry is inspiring and consolable. So the targets of my microteaching are to help students to appreciate the poem, to see the scene described from the poem and to “sing” it.       While implementing the different methods in my teaching, the time limit becomes a major problem for me to solve. All I want to do is to give them another way to learn the poem without basing on grammar teaching. First, I introduced the poet, Robert Louis Stevenson, as a writer of children literature. Telling the students that Stevenson is the author of Treasure Island gives them a little information of the author and attracts their attention. Later, the title of this poem, “The Swing,” was asked to raise students’ imagination of this poem. Now, using the song to enhance students’ interests and help them to concentrate the lyrics. After listening to the song, students were asked to fill the blank on worksheet. Moreover, the blank is designed as a words rhyme in order to teach the rule of poem. Continually, an game of matching words rhyme was interacted through PPt.. Here came my obstacle. One of the answers was questioned by the students, and I could not give them the correct answer immediately. Through Alice’s help, I talked to the students that I would check the answer and tell them in next class. With the students’ support, the teaching ended through their responses of the poem.          From the peer evaluation, I found that how my participants reacted in this activity. Most of them give me high credits in organization, physical delivery, and teaching material. Especially, the song activity was their favorite, and it motivates them to learn further. My advantage shall contribute to my classmates in graduate school that three of them were willing to review my teaching and gave me critical responses before the microteaching. However, I did not perform very well in “vocal delivery.” Most of the evaluators pointed out that my shortcomings of pronunciation and volume. The shortcomings were not caused by technology but “me,” and it really makes me a little bit sad. “Pronunciation” represents a central part of teaching English, so I should really find a way to solve this individual problem.        Finally, during this microteaching, I showed partial of the knowledge I learned from this course. And there are still many useful methods waiting for me to apply with courage. I know I have to try the teaching techniques out, forming my own style. Most importantly, your helpful suggestion makes me move on, driving me to improve my disadvantages. Thank you, Alice, your course is one of the best courses I had during my study in college and graduate school. Yes, you broaden our horizon of English teaching. And thanks for sharing us with your life experience.    

Today I  have  kind of “formal teaching” in class before being a practice teacher in junior high school. From the peer evaluation, I really appreciate the response and sincere suggestion. And, I would be really sad if they don’t like my ppt since I have prepared this teaching two weeks before..ha, fortunately, they love it. However, my intonation and pronunciation still be my severest problem.  Although I caught a cold last night and  had a sore throat, it still can not be the “excuse.” Hmn, It’s not good to understand the problem that my flat voice and unclear pronunciation ”again,” since my mom has always told me to speak from my belly instead of throat.  Yes, I should improve this problem soon, and maybe speak slowly and talk cheerfully would help me a lot. Yes, Thanks for everyone evaluation, especially Alice’s, yours honest suggestion make me move on, thank you.