大学英语实习报告 Teaching Practice Report.doc

My Teaching Practice ReportMarch 31, 2008My Teaching Practice Report1. PrefaceIn the by-gone month, I had a bitter and sweet time with those unconstrained young students of 17 or 18. The first time standing in front of the class, facing a dozen pairs of eyes, I threw away my naive thoughts of being a high school English teacher. The cases I saw and dealt with are totally new and tough for me. I met great difficulties in handling them. However, hardship always turns out to be treasures in later times. Through the whole month, I tried my best to be both a fried and a teacher to the students. As a friend to them, I played games with them and told them stories; as a teacher I gave them classes and orders. For the whole month as a whole, I valued the experiences in the training center very much. Particularly, I am most grateful to my tutors. Thanks for their instructions and help. 2. Detailed ReportIn the very beginning, Id like to share a brief introduction of the students in the training class.There are 57 of them in all, most of whom are from one-child family. At home, they are prince and princess. But on the other hand, they are well educated and most active everywhere, either in front of you as friends or as students. Frankly, however, their over activeness has been the first headache for us teachers. Another feature of this group of students is they are various in English levels. To teach a class like this, as my tutor once said it takes extra energies, requires of professional skills and qualities. To follow a clear logic, I am going to present my report to the procedures of lesson organization, which includes the following six parts as I see it: 2.1. Preparation before class2.2. Principles in class management2.3. Principles in teaching2.4. Special skills in class2.5. Strategies in lesson organization2.6. Precautions in teaching2.1Preparation before ClassFull preparation is the first step toward any achievement. And it was proved to be true by my own experience on the platform. An all-round preparation before classes, including the establishment of relations with class and writing teaching-plan, not only enables you to be fluent on the one-inch high platform, also its the source of self-confidence in handling the group of unconstrained children.To speak specifically, I would like to illustrate this with several tips I obtained from teaching observation. 2.1.1Remembering names of the students Remembering the names of the others is an important skill in good communication, and this applies to children too. If you can call his or her name, you are giving the message that I have noticed you, or something alike. Everyone would appreciate the importance you attached to him or her and become cooperative. Though the students do not know the theory, they feel exactly the same psychological way. Thus remembering the names of your students does help you to make a highly organized and efficient class. Apart from this, knowing their names sets you in a favorable position. Because calling the one you want to ask by “you, the one in red coat” or some other names, always set yourself in embarrassment in the first place. So, I regard this tip as the first important principle in the preparation before class. 2.1.2Switch smoothly between knowledge pointsWriting the teaching plan takes much time of the preparation. Its not the amount of knowledge we need to teach troubles us, but the way to do it. Young students of 17 or 18 years old have their limits in learning ability, such as, they cant understand an abstract notion or rule quickly, nor can they do good reasoning. This requires us to go in the steps that they can follow. For the training classes we teach, in which students are various in grades and English levels, demand us to design our class with the considerations of both teaching effectively and taking care of those who lags behind in study. In solving the problem, the theory we learn in educational psychology helped us a lot. But still, beyond the theory I want to say, the first principle in designing a teaching plan is to make it smooth and interesting transitions2.1.3 Speak loudly and clearlyThis is really a great physical challenge for many female classmates, but anyway, we all agree that the efforts are quite rewarding. To tell the truth that never before have I ever talked so loudly and for so long. I shouted my throat hoarse the first time I delivered my class. However what pleaded me is that those young boys and girls followed me quite well, and I in their jet black eyes, I saw the delight of learning. 2.2 Principles in class managementWe all know that, in the high school, the hard job is not the knowledge, but that you have make them follow you and study. However, those princes and princess from wellbeing one-child family are totally uncontrollable in a way of using sticks, as one described ironically that wherever there is suppression, there is resistance. As the result, most teachers adopted a way of carrot. This turned out to be useful to some extents. From the observation of professionals class, I summarized following principles in class management.2.2.1 Be fairYoung students of 17 or 18 years old are very sensitive to the teachers treatment and handling of the class problems. Once they sensed something unfair, he or she will protest by refusing any cooperation, and nothing could stop him/her except tender explanation of the reasonability. Surely, no teachers want to spend time on such deeds in class. To avoid such situations we need to keep on thing in mind -justice. Just take a case for example, two students raised hands to answer a challenging question and you gave the chance to A. Here youd better remember to mention or praise the one who didnt answer the question. Besides these, the chances to display themselves in public should also be given evenly to each one.In any normal minds, this seems to be an impossible task to solve all the justice problems, because we teachers are no judges, and even we have the expertise of a judge, we dont have the time to do this in class. Then how is it possible? If you think so, I have to say you have made a mistake in understanding the justice in those young minds. According to physiologists conclusion, high school students see the words of authoritative people, such as teacher, parents, as the rules of justice. So, the point I am making is that we must explain why I gave the chance to the other, and tell him or her a reason. Yet, as to the rationality, the children will never think much about it.2.2.2Always set your attention on the majorityFor young students, they cannot concentrate their attention on one thing for long. Its not because they are too naughty to do that, but for physical reason-their brain has developed fully. Accordingly, we need to take this into our consideration in our class management. In my observation, I found that we often devote our attention certain the one, who is answering our question, or being an objective of certain activity, keeping the majority waiting. Then some student talks, laugh, even fight with each other. Can we account this to the students? Surely not.To avoid the mess of class, we need to set an eye on the majority all the time, even when they cant be involved in. For example, when we want to help certain kid in pronunciation, we can teach the whole class together or ask some other students to be the teacher. In a similar way, the class will be well under control.In a word, in the preparation of class activity, we need to consider those who are not directly involved, only in this way we can make an efficient and easy job in class managing. 2.2.3Praise as much as you can To communicate well and make good impression, professionals advise us to praise as much as we can. Here in teaching, which is also a kind of communication; the strategy should also be applied. Teachers should praise often and in various ways. In our class we say “good, very good”, the simple word not only make them active in class, but also foster their sense of achievement which are crucial factor in the future success. In this sense, I labeled praise as the third principle in class management.2.3Principles in teachingTeaching is the main activity in a school, though its an extremely complex process, but the effects from the teaching faculty are of an appreciable amount. Because it is the teacher who deals directly with knowledge and students. Apart from the fundamental rules introduced in our teaching theories, such as agreement between teaching objectives and development stage of children, the interaction between teachers and students, I summarized several rules in giving class to high school students. 2.3.1Make the less simple repetition English teaching is different from Mathematics. What we teach in a fundamental mathematic class is logic, while we teach the vocabulary and grammar rules in English class. That means, repetition is the only way to strengthen the impression of the knowledge in the students mind. For example, we teach them pronunciation by repetition, we repeat the English words and its meaning together again and again to help them remember them. While on the other hand, overusing it will not be so helpful as I have expected.From my observation I found that the children lose their interest in the lesson easily if they repeat too much. And if that happens, trouble comes. Therefore an unspoken limit for simple repetition is 3, as a way to keep the students in control. 2.3.2Do not write too much on the blackboardUsually we write down on the blackboard what the students cant understand, to make the thing under discussion clear and visible. However the situation I often see is that teacher writes too much on the blackboard that the students cant find the topic. The blackboard becomes some draft paper.The problem here is that those irrelative or not related to the book are great distractions to the class. The students cant differentiate the key point from supplementary knowledge. Or to speak at the very least, it prevents the students from image memorizing. So, here I want to remind the new high school teacher to use their chalk well. 2.3.3Response quicklyResponse quickly means the teachers must react according to the students action or behavior. For instance, if any students have questions, the teacher must attend to it as soon as he can. Another kind of response is that the teacher should make comments after the students voluntarily performance. Using one word to summarize is “feedbacks”.A conversation without feedback is just like a talk with continuous questions but no answers are was made. How can this conversation last long? The same is true for a class.Imagine a class in which all students sit there quietly, no talk, no laugh, and even no movement, how much the possibility is for you to finish the class if you were the one on the platform? However, on the contrary side, if students are very active, keeping on raising hands, answering questions, but the teacher say nothing but “sit down”, can their interests in you last? Thus, we must remember that the students are always waiting for our feedback.2.4Useful skills in class2.4.1 Praise loudlyYoung man like our age seems not very fond of praising the others. I dont want to talk about the reason here, but one important thing is that lacking this can slow our step in progress. Lets see how it works on us. For a businessman, to praise can alleviate the tension in business talk. For a neighbor, to praise is the most effective way to build up harmonious relations. And for a teacher, to praise make the class time cheerful. And for strangers, to praise is the best way to impressive. For this reason, experts suggest: dont be mean with your praise.As a teaching skill, we have inherited it from our own teachers. But the point I want to make a further explanation is how poorly we have performed with praise. In the observation of my classmates class, no one sees the praise after answering a question as one indispensable part in their teaching plan, but more often as something additional. Therefore knowing the significance of praising is one thing, however if you want make it useful in your class, just speak it loudly. 2.4.2Encouraging measurementIn the training class, there is an effective encouraging method-anyone who gets 5 “very good” from the teacher can add a “star” in the class-performance notebook. For the whole month, I saw how excited these students were when the time to count their stars came. And I also made use of this method in my teaching. It worked unexpectedly well.An encouraging measurement can be in many forms. It can be a calculative score, or others with the similar effects. Using proper encouraging measurement can help the call in two ways. Firstly, its a stimulus to the students. When the whole class is in a competitive, knowledge-centered atmosphere, everyone can learn the most and do their best. As a result, the teacher will enjoy a pleasant time. Secondly, the rules of the measurement are a constant reminder of what defines the expected performance. In this way, the students will always remember what is expected of them. Therefore in this sense, the encouraging measurement is a great helper to the high school teachers. 2.4.3 Set up a good model for the rest of the classIn a class, there are always some active students, who can answer most of the question raised by the teacher and keep their hand high up all the time. While some other inactive students always sit there alone silently, or even totally ignore the teacher. If we want to take good care of all students, as required in teaching, we need to find a way to solve the problem.Our tutors introduced us a solution-to set up some models for the rest. For the model group members, firstly, they should be studious, obedient to the class rules, and be helpful to their classmates. The number of the models can be 25-30 percent of the whole class. And the honor is not fixed to one or two, but can be passed from one student to another on condition that he or she breaks any rules agreed before. The reason that why it works, as I see it, accounts to two points. First, the model group could help their classmates in study, which has been proved to be more effective than that from the teachers. Secondly, on some occasions, the model group can be set aside if we need to give special attention to those slower learners, without causing discipline troubles. In conclusion, we say establishing model group is quite an adoptable skill in teaching. As to the specific implementation, we need to take the actual situation of the class into account. 2.5Precautions 2.5.1Be careful in using substantial awardsSubstantial award is also a kind of encouraging measu