'Celta Assignment- Lesson from the Classroom\r'

'We are almost half delegacy through the CELTA course and it is admirable that except of us have had such a tremendous growth curve. Personally, I issue I have become practically(prenominal) more confident round stand in front of a classroom full of scholars and talking more or less different aspects of incline language. I discovered the rattling first day that it was important to apply a good rapport with the students and be flourishing talking with them.I learned it was too important to engage students in chat rather than assume the role of a traditional t apieceer. When fathead commented on family line 13, after my first lesson, that I realised a good rapport with the students and label my performance on â€Å"building/maintaining a good rapport” above the standard, I felt more comfortable from the countenance lesson onwards. I call in of I in like manner did whole nigh in class solicitude from the beginning. I made sure I kept all students invol ved in the ongoing activity.In the threesome week, Guy as well as my peers commented that I dealt well with the student arriving late, and also another student asking a question which I did not know the answer to precisely confidant lavish to use my ipad to look for for the correct answer and gave it to her. I think my class management skills have only improved since then. Also on October 4, my away lesson, Gui wrote: â€Å"well through with(p)” in the additional notes on my ability to counsel correctly and clearly on specialized lexis and grammar (meaning, form, phonology) and to embroil utile use of the fair board or other visual support.Guy also commented on my first lesson TP feedback that I did a good descent explaining some difficult lexis i. e. effortless, lean meat… I think I have essential adequate skills to teach lexis. (300) I havent d ane a very good job at providing productive exercising to students because I dont time my lessons too well. D uring my first and third lesson, students didnt have enough time for public harangue or even practicing the grammar apprehension at the end of the lesson.In my TP feedback on phratry 13, Guy suggested that I should give students a â€Å" stipulate time limit” to avoid expend so much time on every task. Gui also commented in my TP feedback from my third lesson, on September 27, that although I was able to contextualize well but not economically and consequently not enough time for even a controlled practice. However, I line up the commonwealth I very need to develop and work on in future is my lesson planning. Since the beginning of the course, I have never felt comfortable with my lesson plans and it has not improved yet.The lack of exact information is still there, even in my latest lesson plan. I’ve been advised by some(prenominal) Guy and Gui to include more information in my plans about analyzing the language used in each lesson and identifying potential problems and how to respond to them. Another area that I am very conscious of is my own oral and indite language. I am not an English internal speaker and I constantly think that I may use incorrect language when I am speaking in the class.As Guy has drawn my attention to this point in my stage one progress record on September 22, I need to provide accurate and appropriate models of both oral and written language in the classroom. (270) I must add that I have gained a lot by find both experienced and CELTA trainee teachers. I think I have gained most by observing my CELTA colleagues. I have learnt from their mistakes and picked up more good techniques from them. law-abiding Guy in the first week of the class was a big bonus. He was so much at ease in class, so much at home.He made the students feel comfortable and involved his Intermediate English students in the process of teaching and learning. His lesson thought me it is very important to have an evoke lead in and connec t it smoothly into the main aim of the lesson. It was also bang-up to observe Hayley because it showed how exciting a grammar practice can be to students. Hayley prepared a police-thief game for the students to investigate a plague using present perfect tense. I found it a very importive method of practicing the language for students and at the uniform time they enjoyed speaking English.I learned about collocation when I observed rear’s and Martina’s lesson on lexis. fundament allowed the students to speak about different types of relationships and evoked the words that go side by side together such as: ‘married to’ or ‘mother-in-law’. Martina also did the equal with eliciting the focus lexis which were comparative and superlative adjectives. Observing James made me realize the effect of proper use of voice when he used his firm voice to interpret: ‘liar’ while instructing a modify game. (250) Total word count: 820\r\n'