Observation - Reflections in my Context

Organisational Background
I work for the British Council in Bangkok, Thailand. I am a Senior Teacher for Young Learners and Recruitment. I currently manage a team of 6 teachers working in a language centre.
Average: 3 (1 vote)

Observation Jitters

- Knock knock!
- Who’s there?
[silence]
- Knock knock!
- Yes, please? Come on in.
[silence]
- Knock knock!

Puzzled, you leave your desk and go to the door only to see the guy with a wide, grim smile and meaningful look on his face holding a laptop pointedly asking for a seat in your class for some 40 minutes. Only then do you start to get the jitters. ‘It’s not a joke,’ you think, ‘It’s formal observation time and seems like my number’s up!’

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Reflection in a Spontaneous World

Until not so long ago, ‘good’ teaching was as much about spontaneity as it was about knowledge of the language and teaching skills. In the view of many a layperson and professional alike, the definition of a ‘good’ teacher went inasmuch as it equated with the ability to teach ‘off the cuff.’ This misconception (or is it?) had so deeply penetrated nation-wide that drove teacher trainers towards discouraging teachers from taking along with them into the classroom their lesson plans or even a copy of the coursebook.

Average: 2 (2 votes)

David Petrie: On reflection

My schedule is such that on teaching days I feel as though I rush from my house to the teachers’ room and from there to the classroom and from there back home in the evening. I sometimes feel as though I barely have time for getting through all the marking, let alone for reflecting on my teaching.

Average: 4.3 (3 votes)
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Jumping through hoops?

My experience of being observed was almost entirely positive. The feedback I’d received on CELTA, DELTA and on in-house observations, or observations for British Council accreditation had always been helpful and encouraging, as, I hoped, had been the observations I’d carried out both as a manager and as a teacher trainer.

Average: 5 (3 votes)
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Realia in EL Teaching

REALIA IN TEACHING.
Nina Mk, Ph.D.

Realia in education means real-life facts and material used in teaching. Visual aids play a huge role at any age and level. When we show a picture of an object or phenomenon, bring in a toy or a souvenir into class, share a fascinating news item with our students, it helps them remember the new vocabulary and the topic itself better.

Average: 2 (1 vote)

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