Formative Assignment 2 A: The language lesson

Beroepsopdracht
Name: Anciëlla Slotboom
Student number: 500686685
Class: IDEE 1B
Tutor: Saskia Sollie-den Bleker
Introduction
The goal of this reflection of our first lesson is to practice making a lesson plan and carrying it
out. Subsequently to be able to reflect on our lesson taught and see which areas need
improving. In order to achieve this goal we had to create a full lesson plan on either a
reading + vocabulary or a speaking + vocabulary lesson. I decided to go for a reading lesson
since this is very time consuming and would be the best option for my first lesson. Together
with my link teacher we decided it would be best if I were to read the text together with the
class, since it’s a Havo/Vwo year 1 class and the text might be difficult for them. With this in
my head, I created a lesson plan for my reading + vocabulary lesson. This lesson plan can be
found in the appendix.

Important Instances
I was very nervous when teaching my very first lesson, however, the time passed by really
quick and in the end I was even short on time. After I had greeted the class and explained to
them what we would be doing I started reading the text with them. I gave turns to students
and asked them to read certain parts out loud, this is oral reading (Brown, page 312) . I was
happy that most students immediately did as I told them, some however, weren’t so co-
operative and wouldn’t do what I asked, which made me nervous. Despite their indocile
behaviour, I wouldn’t give in and waited until they eventually gave in and started reading
their part. After having read the text with them and made sure that all of them understood
what it was about, I had them answer a question sheet about the text.

Strong Elements
What I thought was a strong of my lesson, was the reading part where I gave turns
to students and asked them to read orally. (Brown, page 312) I gave turns to students and
each student had to read a small part of the text out loud. This is also a check up on their
pronunciation (Brown, page 312) which is important for beginners. After they had read their
part, I asked if the student could tell me what they’d read to make sure they understood the
text. In case they didn’t understand what they’d read, I asked another student if they could
tell me, which in most cases they could. After we had finished the text, I had them answer a
couple of questions about the text as a post activity. (Scrivener, page 5) By having them
answer some questions about the text I could make sure that everyone understood the text
completely and I was pleasantly surprised that almost the entire class answered all the
questions correctly, which gives me the indication that they understood the meaning of the
text.

Weak Elements
Looking back on my lesson, I need to work on getting the attention of the class and
commenting on negative behaviour. It was both due to the nerves and the fact that it was
my first lesson, that I was a bit afraid to do this, however when it really got out of control,
the teacher chipped in and get them in check for me. I want to work on this in order to be
able to comment on negative behaviour myself and be able to have full control of the class
at all times. Also I think that my text was too long and took up too much of the time. I could
improve on this by choosing a shorter text which will take up less of the time. By doing this I
will have more time for a more efficient pre-activity (Brown, page 315). It might be helpful to
add a list of difficult words from the text at the end of the text with the translation of those
words, since it’s a first year class this might be helpful for them to get an ever better
understanding of the text. Another thing I need to work on, which my link teacher gave me a
helpful tip for as well is that whenever I ask a student to read, I shouldn’t ask that same
student to tell me what it is that they had just read. Instead I should ask another student
from the other side of the class to tell me what that person had just read, by doing this I
keep the attention of the entire class and make them alert since I could pick anyone and ask
them to explain what their fellow classmate has read. I need to be a more strict too, though
this was most likely caused by the nerves. Sometimes when I asked a student to read a part
out loud they simply said ‘No’ and this made me nerves and uncertain what to do. However,
I didn’t want to give in and kept looking at them until they eventually started to read. My
teacher said that I need to be more strict with them, even though this might still be scary for
me and simply say that it wasn’t a question and that they don’t have a choice in that matter.
I believe that I can work on this and improve myself in those areas to become a better
teacher, after all it was my first lesson ever!

Conclusion
I need to teach if not full lessons, parts of lessons as much as possible in order to improve
myself on the weak elements of my lesson. I have to conquer my fear of being disliked by the
class and show them that I am the teacher and whenever I ask something of them they don’t
have a choice but to work with me, at the same time, however, I have to create a friendly
learning atmosphere for them as well. This is something that did go well, because they can
always ask me questions whenever they’re having problems with the work. I’m always happy
to help them whenever necessary and this is something I enjoy, helping them. I believe that
if I overcome my nerves, I will be able to improve my weak aspects and have control of the
class and become better in helping them in their learning process.
Bibliography

Brown, H. D. (2001). Chapter 18. Teaching by principles: An interactive approach to language

pedagogy (second edition ed., pp. 298-332). New York: Addison Wesley Longman inc.

Scrivener, J. (2005) Learning Teaching. Oxford: Macmillan Publishers Limited, second edition.