week 9-10 melis genç-fatma güngör

     Task 1

    For this week we are supposed to observe the use of the blackboard in a language classroom.Our mentor mostly used the blackboard but in a traditional way.She wrote just the words or sentences,wanted students to copy them on the board on their English notebook,this is a routine of her.She wrote the sentences or words that are in the unit or topic of that lesson.For example,How olda re you-I am eight,How many (kaç tane).She manipulated the examples of that structure,How many pencils are there-There are six pencils.

  

  She turns her back to the students,this creates a disconnection between students the teacher and the students during the lesson.Because of using blackboard mostly,classroom management breaks down and students begins to make noise and fight in the lesson.

  She uses the blackboard for writing the new structures.She uses it effectively but the purpose is just writing not getting students into the lesson.She firstly writes the words or sentences on the board and make students repeat 3 times or more until they are able to articulate or pronouns the words correctly.Then she gives time to students to write them down.After they finish writing she controls and checks the notebooks.If there is a mistake she corrects students or rarely maket hem correct themselves by asking some questions.This activity sometimes hampers the classroom management,especially when some students finish writing early,they starts to make noise and fight with each other again.

   Task 2

   For this week,we are supposed to focus on oral  correction techniques a teacher uses in a language classroom.In the classroom,as they are young learners,most of time students make mistakes.It is mostly in prononciation.They try to memorize or remember the words  from the mother tongue.They articulate the sounds in the way that they do in the mother tongue,when this happens teacher choose to correct  the mistake immediately most of time.She rarely uses self-correction.Our mentor uses oral correction for mistakes,does not choose to use facial expression or body language as a correction technique.It can be result from the crowdness of the classroom.She sometimes does not hear the mistakes that students make.

  

  She tries to correct the mistakes as  much as she can.She corrects them automatically,for example;My name is’den  sonra adınızı yazın ,There are yazacaksın önce..Sometimes she uses self correction with trying to activating their background knowledge like saying;’There are nasıl yazılıyordu?’ and she gives some time to think ove it.She does not use peer-correction.We think it is not useful because they are nearly in the same language level,mostly doing the same mistakes.

  While students are doing the activity she corrected them immediately.’My name is’den sonra adınızı yazacaksınız.’she said.

   

    She used the authentic materials as cards in that lesson.She showed the objects and asked again;’How many book are there?’But one of the students did not give the correct answer.She asked;’Are there four books?Are you sure?She gave some time to think.This is something really good for young learners because this upgrades the self-confidence of the students.