Reflection on video #2 [Lekcja języka angielskiego – Dąbrówka ]

 

With a critical eye, I wanted to share my thoughts on the recorded English lesson from Dąbrówka. Overall, I can say that this was a great lesson, as there were many things the head teacher has done which was enjoyable for instance:

• good review of past vocabulary
•  creates a sense of community – carpet time (asking students names & how are you today)
•   implemented diverse activities - various learning modalities e.g. visual, auditory, kinesthetic, and tactile
• included multiple quick activities – children have a short attention span
•  good lesson structure
• used many materials – chalkboard (pictures), storybook, flashcards
• involved the group chorally (large group) and at times individually 
•  had good control of the group – applied methods to regain their focus
• used the target language for the whole class!

I really liked that the English teacher started her lesson by asking questions such as how are you today? And what’s your name? Carpet time allowed students to see each other thus building a sense of community among children. The teacher’s level was notable, during this time she was not standing over the students, but, instead, she was at the same eye level. Thus, creating a safe environment, where students can connect to each other and to the teacher. It communicates to them that you are there for them and are paying attention to them.

What are some ways the lesson might have been improved?

Generally, I don’t have a lot of remarks about the lesson, but the thing that sticks out to me the most was the way she was reading the storybook to students. The teacher did use read aloud strategies such as noticing the cover of the story and getting students to infer what the story could be about. It was very interactive, as she was reading it by using different volumes of her voice, mimes and gestures. By doing this, she engaged them, kept their interest but also to help them understand the story. By using her finger, she highlighted different aspects of the story to pay attention to e.g. pictures, colour and so on.

I noticed that she had difficulty holding the book so the children and herself can see it. Generally, it is more comfortable to hold the book at your side so the teacher can read the story and share it at the same time. In addition, I think she should had done a follow-up activity after reading the story, such as CCQs or some kind of revision activity, e.g. acting a certain part of the story or putting the story in order with pictures – improve their comprehension of the story. In conclusion, she had a good lesson structure, the lesson was planned out thoughtfully, and it had a nice flow. I liked that she introduced the target vocabulary with drawings and practiced it in a number of ways.

That’s my opinion about the lesson, what do you think?

Sara