Class One, Lesson 1 (Lesson Plan One) 7-2-2011

I took the first lesson as an introduction to the new methods of teaching, and to familiarize students with the nature of teaching in subsequent classes. The focus of the lesson was developing speaking assessment criteria through group discussion. It was taught through various task-based classroom works, including following four main activity-oriented stages.

1. Introduction to the activities 2. Brainstorming activity 3. Dividing students into group

4. Performing the writing task and speaking task 5. Assessing each other’s speaking skills

Since it was the first class, I faced many problems in managing the class. Although students were engaged in the activities during the latter half of the class, it was difficult to control the class due to spending time on seating arrangements. Students were not used to sitting in groups, nor was I used to arranging them in groups. Therefore lifting chairs and forming groups created lots of noise and mess in the class. I had to struggle to get their attention at the beginning of the class. It was very frustrating to keep them in control and helping them in arranging groups. It took almost thirteen minutes before all students could sit in their

seats to pay attention to the instructions. Though group leaders helped in managing and maintaining the decorum of the class, they were helpless as well in such a big noise created with the rattling of chairs, and students’ continuously speaking while forming groups. Some of the group leaders, while organizing seats, looked into my eyes as if questioning if I could really manage group work! My attempt to get their attention during seating arrangements was futile. I found myself helpless in the mess during the first half of the class.

Somehow, with the help of group leaders, when the seats were arranged in groups, peace was restored and students were ready to listen to me. However, I was still struggling to get attention of all the students to make the instructions clear to them even after they were in groups; therefore, many of them were not listening to me properly. Group leaders explained to them the procedure of activities as they had already attended these activities in the pilot study. After the formation of groups and understanding of the instructions, students participated in the discussion on the assessment criteria for the speaking skill. Starting the class was messy, but they enjoyed interacting with each other when they understood the instructions properly. At the end of the first activity, we developed the criteria for assessing the speaking skill. Then, the group leader assessed their group members on the basis of their participation in the activities.

After the class, I left the class in a mess with disorganized chairs as the next teacher entered the class. It was rather embarrassing for me for not being able to leave the class organized. I saw students arranging chairs while I was going out and the other teacher was already inside. The noise for arranging chairs was irritating and embarrassing. It is deemed offensive if the next teacher does not find the classroom organized. I could see him being upset when I was leaving the class.

As group leaders had already attended the pilot class where they were shown what I was supposed to do in the class, they picked upon my instructions quickly whereas the other students could not follow me unless the group leaders helped them in explaining each activity. With their help I was able to complete the activities as planned, though I did not expect the class to be such a big mess due to arranging activities.

My role in the class was challenging and physically exerting. I had to manage and control the class and continue the class activities as well. I was struggling with getting instructions across and time-management as well. It was not a very good class from the beginning to the end as I would have expected it to be. However, the students’ interviews sketched a different picture. Despite poor time-management, they not only enjoyed the class, but also preferred the next classes to be conducted in the same pattern of engagement in learning.

Students’ interview:

I present excerpts from the student’s group interviews Number Two, which were taken after the first class. I present their exact reaction through conversation to illustrate the impact of the first class. It is important to remember, however, due to the general status and authority of teachers generally, it is hard to deduce fair and frank responses from students. However, I encouraged students to speak honestly about their classes.

How was today’s class?

• It was very good, every student was participating.

• They participated who never participated in the class before.

• In the beginning, we felt that sir cannot control the class. Strict teachers should have

managed, but then now we feel no one could have done in the beginning, but you managed it ok at the end.

• It is responsibility of every teacher to provide chance to all the students to participate

in the class. No matter intelligent or not. He should be given chance (in other classes.) Only a few students participate in the class and other sit silent.

How was it different from other classes?

• In other classes, students wait for teachers to give them chance to speak. We made

groups and everybody spoke something in the class. Few students spoke properly and others spoke in improper English but at least everyone got the chance to speak.

• Main thing is that students feel shy to speak in large classes in front of everyone in

other classes.

• Group leader: there were students in my group, whom I have never seen speaking.

They spoke in the class, and they were quite good.

• It consumes lots of time. But it was our first class taken like that. So it’s ok as a first

class.

• Tomorrow the result will be better. Do student find it useful?

• Yes sir, we can gain confidence. • This has never been the trend.

• They will be happy with these classes. • There is no fear.

• They feel motivated. How was the teacher’s role?

• He was facilitator • Manager

What were the problems in the class? • Time management

• Arranging groups

• It was first day today therefore students were not mentally ready what is to be done. Despite lots of problems in the managing class, students found it useful mainly because they were given an opportunity for playing an active part in the classroom activities. The lesson lacked time-management and class control, yet they enjoyed learning in the class through group activities. They pointed out that the seating arrangement was a problem because students were not used to it. Next time, they would be mentally prepared for it. Students discussed that the next time they would encourage more people to be group leaders which will encourage more participation.

Observation of Class One, Lesson 1

The observer had prepared notes on various aspects of the class which included looking at the teacher’s activities, students’ involvement in class work and the quality of interaction. After the interview with the observer, the following points came from her:

1. Too much time is wasted in seating arrangement (ten to thirteen minutes). 2. Group formation was noisy.

3. Classroom echoed a lot therefore students looked confused at the teacher’s instructions.

4. Students were engaged in class activities at the end of the class. 5. The use of L1 was there but they were speaking on the topic. 6. The role of the teacher was facilitator.

7. In the beginning of the class, the focus of attention was one group of people but then the attention was on all the groups.

8. The role of the teacher was completely different from the traditional teacher as he was working as a monitor more than as a teacher.

Improvements needed for the next lesson:

After reflecting on my teaching, and analysing the observer’s comments and students’ interview, the following changes were considered to improve the teaching for the next lesson:

1. Arranging seats for the class before the class takes place, and leaving them in order after class is over.

2. Making new group leaders to give an opportunity to others.

3. More motivation for the class participation by reaching out to all groups 4. Students should be allowed to sit in the group of their own choice. 5. Making instructions more clear.