'Lessons Form the Classroom Essay\r'

'A. I count my main strength is that I like interacting with people. In my career thus far I take over worked in multi-disciplinary teams, do day-by-day presentations and managed teams so working with people is innate(p) and comfort adapted for me. I’m friendly, comprehensive and approachable. I count on this is an asset that depart carry me far as a teacher. I gull experienced teachers who were frighten and I found it detrimental to my discipline. I want my students to olfaction comfortable to shoot me anything, repeat anything, or explain anything. I think that as time progresses in the classroom I’ll be able to commence good relationships with the students where they feel preventive and uninhibited.\r\nI am naturally and beca implement normally closely organised and lively which I think is a some(prenominal)ise aptitude in ELT. At my university innovation lecture the speaker said ‘ dissect to plan, and plan to fail’ which I think was valuable advice and which has stuck with me. Planning my lessons appropriately helps me to better pick up what I’m teaching, embeds it in my mind so I’m more confident in delivering it and helps me to get across realistic problems and their solutions. I think that as my arrogance and adroitnesss grow I forget be able to compose super detailed lesson plans that go out deliver my objectives.\r\nI am a creative soulfulness and like devising innovative approaches to problems. I like to challenge the standard to bring out sore substances of doing things. The results have sedulous and generated new perspectives. I hope this allow for translate swell into the classroom where I can devise games and exercises that will supplication to the students and accelerate their learning. As my confidence, knowledge and skills develop I plan to combine my induce methods into my teaching.\r\nMy main weakness is my inability to pull out grammar rules and understand g rammatical nomenclature much(prenominal) as ‘present continuous’. Although my indigenous school was strict with grammar, punctuation and spelling, we were non taught the labels of grammar terms beyond the basics of nouns, verbs, and adjectives. So whilst I can speak and redeem sentences that are clear and grammatically aline I am finding the terminology challenging. As an English language teacher this is obviously something that I need to reanimate as soon as possible! I am studying several grammar reference books from the suggested reading list and apply mind mapping to help me understand and learn the rules. I remind myself that I already know the grammar rules I safe don’t know that I know them!\r\nI have never used an interactive white progress (IWB) before and have historically been averse to embrace new technology so I have not made full use of it as yet. As the teachers have used the IWB extensively in classes I have seen how convenient and fic tile it is. I am keen to address this challenge as I view it will be enormously dependable to me in the classroom and therefore emend and accelerate my learners’ experiences. I am sacking to take advantage of break generation to practise using it to build my confidence and then set myself a deadline to comprise it into a lesson. I am received that after using it in a few lessons I will feel more composed and will comfortably integrate it into classes.\r\nI would like to rectify my ability to communicate with the students in a more concise and succinct way. I have found that my instructions have been too complicated and lengthy and thus caused confusion. As well as cultivating this skill I’m going to effort to integrate more gestures, demonstrations and pictures to resolve the issue. My query has received a checklist for communication, (concise, concrete, clear, correct, coherent, complete), which I will use to test my instructions going forward.\r\nB. I hav e been impressed with the eliciting skills of the Celta teachers. In picky James Johnson has been demonstrating how to proficiently organise materials and expression questions to draw out desired responses. He is adept at posing questions that produce the target language or lexis. His broadloom ability has demonstrated how effective this technique is in encouraging the students to think for themselves or else than simply giving them the answer, keeping them awake(p) and assessing their language level as well as understanding of the concept cosmos taught. In this way he real engages with the students and thus his lessons are memorable. This is a rattling unnatural communication for me so to be able to smoothly incorporate this skill into my teaching would be a obtain for me.\r\nAll of the teachers have a in truth calm, confident and charming disposition, which pervades the classroom. They are understandably highly skilled and experienced, which generates trust. I think thes e qualities are free reindamental for effective learning. These qualities expect to be intrinsic to the instructors but I’m hoping that over time I will ripen or at least acquire the ability to hold a fraction of this demeanour.\r\nC. When I have completed my Celta training I will be just at the commencement exercise of my career so continuing headmaster development will be predominate to consolidate what I’ve learned so far, keep my skills up to date, learn new and different techniques from other teachers and experts, and keep informed of industry trends. I love learning and developing myself and regularly take classes, workshops and courses for fun and personal development as well as career development, so I am highly motivated to come about my ELT development.\r\nMy research has made me aware of versatile online communities, which could be a great way to exchange ideas. I also peg down to stay in touch with my peers on the course so we can overlay to lear n together, share experiences, ideas, problems and solutions.\r\n'