Unit 3 My friend( Lesson 2_speaking) TEACHING JOURNAL
This teaching journal is designed to support my study namely “An exploratory study on the effectiveness of using teamwork in learning English speaking at a secondary school”.
It serves as my reflection on what I have done with my speaking class using teamwork activities.
The items to be observed in my speaking class are as follows:
(1) Applied team work activities (2) Lesson procedures
(3) Class organization (4) Class discipline (5) Time
(6) Teacher’s role and Students’ role (7) Students’ participation
(8) Students’ speaking ability (9) Students’ problems
(10) Recommended changes Activities:
There are team activities with activities used in all stages of the speaking lesson: name-calling, role-playing, interviews, singing, storytelling, conversation, games. They keep students engaged and excited to participate in the lesson, so overall, I think they work well. However, the children showed an interest in naming games and simulation activities, with games being prioritized in their interest, while storytelling, singing and mutual conversation among the teams were less interesting with the children
Lesson procedures:
During the lesson, I followed the four stages of a speaking lesson based on dramatic activities: warm-up, beginning to speak, and after speaking and calming down.
First, I asked the students to play a game (name game) to get them started in the lesson. The children started to be quiet and the teacher started talking to get the students into the game and they were all interested so they were very attentive to the teacher's state and request. However, when participating in the game, there are students who do not know how to play, some students who play very well, some students who speak slowly and unclearly, and some students who do not know what to say after being asked by the teacher.
Next, at the stage of preparing to speak, I began to provide vocabulary, sentence structure, and type words so that students could put together simple words, I asked students to role-play the dialogue in the textbook in teams of 4 me.
They seemed excited, they were quick to practice and set their priorities. The students are the performers. Some of you speak very quietly, some can only say a few words because you are nervous when standing in front of the whole class, some people think for a long time and ask for the help of teammates.
During the one-off period and after the speech, students are asked to participate in a simulated activity: each student will introduce his/her name and which team he belongs to (hello, name and imaginary job). ) with everyone and talk about ( the team is divided into 4 teams of 6 friends and 7 teams of 7 friends ). After the teacher signaled the classmates to stop talking, the students began to follow the teacher's orders to stop talking.
The researcher divides the team size based on each activity. Teams of four tend to balance the need for diversity, productivity, engagement, and engagement.
The less skillful the team members are, the smaller the force. Furthermore, the division of teams is based on the student's list in the class list to create fairness instead of the student having the right to choose, especially for large and cramped classes, but this is often the case means student and student working together with
friends or the same person. For some team tasks, team depth (e.g., gender, level of preparation) is particularly important. The teacher collects class information after the class is arranged and based on the list to find out each student, moreover, the teacher also relies on the subject transcripts in the teacher in charge to better understand each student's potential. In addition, ask students to express interests (for example, list the three students they would most like to work with or the two topics they would most like to do a thesis on) and keep their preferences in mind when the researcher is interested research team assignment.
Teacher’ s role and student’s role
The role of the teacher and the role of the student
In the name teamwork activities, the teacher will play the role of leader and begin to instruct and require students to follow the work content and operations requested by the teacher. In this case, the student will play this role will be the passive party complying with the instructions of the instructor. However, in the speaking and post-speaking stages, the teacher only plays the role of a guide, supporter, observer, and motivator while students are the ones who prepare, rehearse, and perform actively my mission; Teachers must guide carefully because the first time students participate in speaking activities, they will feel nervous and confused in front of a crowd and the rules of the teamwork activities may be unfamiliar to them. At the same time, teachers must prepare all tools and equipment in the process of preparing teamwork activities
Discipline
The atmosphere of the class was quite lively, especially the name teamwork activities, role playing and teamwork activities. First, when introducing speaking activities to participate in teamwork activities ,the classroom seems noisy because many students talk privately, many students discuss today's conversation lesson, however, when the teacher requests by rearranging the tables and chairs, the children become more excited and focused on the teamwork activities and they seem to be attracted by the teamwork activities, so their attention to the teamwork activities is arranged by the teacher with a lot of interest.