Reflective Summary

 Reflective summary

According to my pedagogical philosophy, teaching is a collaborative journey where students are not mere recipients of instructions but active participants in shaping their educational growth. I started my internship journey at Mayfair English School, Wahakotte as a student teacher and my role as a teacher goes beyond the traditional boundaries of an instructor by guiding students along the intricate pathways of learning. Further, it involves a balance of guiding while allowing room for autonomy and self-directed exploration. I was assigned to two grades, grade 6 and grade 7 which comprised 8 students and 10 students respectively. The proficiency level of the students was at the intermediate level according to the Common European Framework of Reference (CEFR B1).   

Before commencing my internship, I undertook a thorough needs analysis and classroom observation and identified that the classroom is teacher-centered. Thus, my focus during lesson planning aimed to transition towards a more learner-centered approach, prioritizing increased student talking time over teacher talking time. The created lesson materials provided a comprehensive foundation, particularly in addressing the local curriculum requirements for grades 6 and 7. As an ESL teacher when executing lesson plans and materials practically in the classroom, I was able to identify that there were effective and ineffective aspects as well. In the first week of the internship, I recognized the importance of pre-tasks and lead-in activities in developing students' schemata, eliciting prior knowledge, and encouraging engagement. Further employing diverse materials, including YouTube videos and ESL games such as Simon Says, Charades, Dancing, and Drawing games, facilitated Total Physical Response by enhancing the interactive nature of the learning process. Further, while-tasks and post-tasks activities were designed to improve receptive and productive language skills: listening, reading, writing, and speaking with the incorporation of role-playing, discussions, interviews, essay writing, note writing, and song parodies and it further enriched the learning experience. Gamification elements were also integrated when designing the lessons and applied in the classroom. However, challenges emerged, notably when certain topics were identified as either too advanced or insufficiently engaging. There were instances where students refused to engage in games such as Bingo and I had to create games suddenly within the teaching hours. Recognizing these gaps, I adapted lessons, incorporating additional resources and interactive activities to comprehend and sustain student interest. Moreover, flexibility in lesson adjustments became crucial to the evolving academic needs of the students.

As an ESL practitioner, I followed the theories that we learned during the 4 years of my university academic journey. The main theories that I incorporated when designing lesson plans and teaching as a student teacher were Task-Based Language Teaching (Prabhu, 1980), Constructivist theory (Piaget, 1896), Second Language Acquisition theory (Krashen, 1982), and the Communicative Language Teaching approach (Hymes, 1996). Apart from these theories, I adopted Total Physical Response, Eclectic teaching-learning approaches, and gamification to create an engaging and learner-centered classroom. As Bhandari (2020) said, Task-Based Language Teaching is where the students are a major part of this approach, while the “teacher plays the role of an advisor, monitor, or facilitator of his or her students’ tasks” (p.2). Thus, incorporating Task-Based Language Teaching into my practicum helped me to create a learner-centered classroom. According to Alanazi (2016), constructivist theory transforms students from being passive recipients of information to active learners in educational environments, and therefore I adopted this theory for my teaching practicum. According to Krashen’s Second Language Acquisition theory, learning a language should include subconscious processes. Thus, I applied real-time scenarios when designing lessons for students to acquire knowledge rather than learning it. As Thamarana (2015) said, “CLT advocates go beyond teaching grammatical rules of the target language and propose that, by using the target language in a meaningful way, learners will develop communicative competence” (p.91). Therefore, I incorporated activities such as cookery shows, interviews, and real-life role-playing scenarios for my teaching. Moreover, the incorporation of Total Physical Response, eclectic teaching-learning approaches, and gamification techniques served to include elements of fun and interest, creating an engaging and effective language-learning experience for the students. These pedagogical theories, and methodologies, not only contributed to the creation of a dynamic and learner-centered classroom but also enhanced my effectiveness as an ESL educator during my teaching practicum.

The feedback received from students after each lesson and the comprehensive feedback obtained at the end of the practicum have proven areas for my personal and professional development. Notably, students expressed enthusiasm for the lessons, attributing their enjoyment to the engaging activities and tasks I designed. Specifically, activities such as truth or lies, snowball darts, cookery shows, mystery bags, and round-robin sessions were highlighted as particularly interesting and enjoyable. The incorporation of a well-structured lesson framework, lead-in, and pre-task activities was identified by students as a key factor that heightened their eagerness to participate and learn. Additionally, the integration of technological devices and platforms, including YouTube, videos, and audio, effectively captured, and maintained students' attention throughout the lessons. Further, the use of laptops gained positive feedback, with students expressing a desire for more activities utilizing this technology. Furthermore, the implementation of pair work and group activities emerged as a successful strategy, improving collaborative skills among students. Their positive reception of these collaborative activities indicates not only engagement but also a recognition of the value of developing teamwork and communication skills. Overall, the feedback received from students proves the importance of incorporating diverse and interactive teaching methods, emphasizing the importance of technology integration and collaborative learning experiences in enhancing the overall educational environment.

This teaching practicum has been helpful in my professional growth as an ESL teacher. It has shaped my adaptability, pushing me to think on my feet, time, and classroom management, and adjust lesson plans in real time based on student feedback. The experience has also awakened my awareness of the importance of flexibility in teaching methods to fulfill diverse learning preferences and apply pedagogical theories into practice. Moreover, the constructive feedback received from my mentor at Mayfair English School and my supervisor has helped me to develop my teaching skills.

In conclusion, my teaching practicum at Mayfair English School has been a remarkable journey, highlighting the relationship between effective lesson delivery, varied teaching methods, student engagement, and professional development. As I reflect on this experience, I was able to learn and identify the importance of knowledge and practice to improve my skills as a teacher. Thus, my teaching journey at Mayfair English School helped me to shape my future endeavors as an ESL practitioner committed to creating dynamic and inclusive learning environments.

References

Alanazi, A. (2016). A critical review of constructivist theory and the emergence of

           constructionism. American Research Journal of Humanities and Social Sciences, 2(1), 1-8.

Bhandari, L. P. (2020). Task-based language teaching: A current EFL approach. Advances in   

Language and Literary Studies, 11(1), 1-5.

Gitsaki, C. (1998). Second language acquisition theories: Overview and evaluation. Journal of  

communication and international studies, 4(2), 89-98.

Thamarana, S. (2015). A critical overview of communicative language teaching. International

Journal of English Language, Literature and Humanities, 3(5), 90-100.

Link 

https://docs.google.com/document/d/1HAlJD3HWRcwG-ECjxtbhYFwbE72spO_S/edit?usp=drive_link&ouid=112842285059872871937&rtpof=true&sd=true