AYTEN PARİN
WEEK 9- 10
Petrol Ofisi Primary School
Task 1
Task 1
This week, I observe the use of the blackboard in a language classroom. One of the materials which is
used the most commonly is the board as there is no many different materials to
be used in the class I attended for the intership, As It is the white- board, it cant be used for
the multi- purpose. The teacher usually
uses the board for introducing the topic of the unit at the pre-stage of the
course, to write the words or the phrases of some activities for repetition.
Although it is used the most widely, it doesn’t have a positive effect on
students’ learning. Because while the teacher is writing anything on the board,
the students are busy with doing something else or talking to each other. It
doesn’t provide anything other than making the student repeat what the teacher
write on it. The things are written on
the board don’t catch their attention as the board isn’t used in a different
way, the things on the board are very ordinary for them or the board is not
suitable for a different use. So the lesson may be boring due to their age.
However, that a lot of equipment have been brought to the class with the
advanced technology both facilitates the teachers’ work and supply the course
pass more pleasant in terms of the students. Also English lesson which is one
of the lessons requires the use of different materials and equipment that are
computer, projector, audio- visual player, smart board etc… Lecture on the
white or black board may be spontaneous and boring especially for YLs. It may cause the students to dislike the
lesson and to give their attention to the other things.
Task 2
My last
observation is about oral correction techniques. As many of us know, making
mistake is necessary while learning anything. Even when errors are properly corrected,
it contributes a lot to students’ learning. In this course as far as I observe,
the technique used by the teacher is almost the same. This week, students are taught to count the
numbers 1 to 10. The teacher firstly
writes the numbers on the board and asks them to repeat after him. When they individually say the numbers on the
board, they make mistakes especially on
pronunciation. As they are YLs and learn this course for the first time, it is
one of the expected mistakes. Also sometimes
they confuse the order of the numbers. While the teacher correct the order
mistakes automatically without allowing
them to make self-correction, he rarely stands on their pronunciation mistakes.
For example, when the student say ‘ fay
or et instead of five and eight’ he most
of the time ignores their mistakes. Then for the next, he calls a boy and girl
to the board to play a game on counting the numbers, then from the reverse
order. But when the students can’t say or say wrong the numbers from the
reverse order, they are seated without being corrected about how to do it. Also when they give
correct answer, he praises them like ‘ You’re
winner, aferin, super , ’ but when they
do wrong, he says ‘ you’re wrong, go your place’ instead of giving time for correction. What I learn from this observation is that the
students are not given opportunity for self –correction or peer-correction. They
are corrected very quickly. So they just repeat the teacher correction
mechanically. It doesn’t ensure to learn from their mistakes. He doesn’t use
his body language for correction, appreciation or giving the cue to the
students to correct themselves. . Of course it can’t be expected to stand on
each correction one by one but the mistakes made very frequent may be permanent
if not being corrected enough in a right way.
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