I expect of this practical training to be as informative as my first one, and I hope that my mentor supports me and provides advice concerning my lesson planning. My goals for the practical training with regards to my personal development as a professional teacher are to learn clearly formulated and structured instructions in English, so that the students (almost immediately) know what they have to do. Another important issue for me is the organization and time-management of lessons: I want to know how to structure and organize a lesson in a diversified way and still be able to reach the required competencies and push the whole class forward, not only the good ones. A very personal goal would be to hold myself back during my teaching time, because I know I tend to exaggerate, comment and talk too much. Of course these are some character traits that also belong to my teacher personality, but I have to train myself in patience, for example when I have to wait for the students’ participation. In other words, from time to time I want to yield my leading role to the students.
Table of Contents
- 1. Before the Practical Training
- 1.1 Prior educational experiences
- 1.2 Personal expectations and goals of the teacher training
- 2. The Teacher Training at RKS
- 2.1 Introduction of RKS
- 2.2 Comments on two lessons observed
- 2.3 Comments on lessons taught
- 3. Mini-action Research: Corrective Feedback in the EFL classroom at RKS
- 3.1 Abstract
- 3.2 Introduction
- 3.3 Definition and Types of Error Correction
- 3.4 Research Design
- 3.5 Corrective feedback at RKS
- 3.5.1 Teacher's Usage of Corrective Feedback and Considerations of Error Correction
- 3.5.2 Concrete Error Treatment in the EFL classroom at RKS
- 3.5.3 Evaluation of the Tally Sheets and Notes
- 3.5.4 Interviews with the teachers
- 3.6 Conclusion of the Mini-action Research
- 4. Conclusion of the Teacher Training
Objectives and Key Themes
This text details the author's experiences during a teacher training program at the RKS Gymnasium in Offenbach, Germany. The primary objective is to document and reflect upon the practical aspects of the training, including observations of lessons, teaching experiences, and a mini-action research project focused on corrective feedback in the EFL classroom.
- Experiences and reflections on a teacher training program.
- Observations of teaching methodologies in an EFL (English as a Foreign Language) setting.
- Analysis of different approaches to corrective feedback in language teaching.
- Personal development and growth as a prospective EFL teacher.
- The role and impact of multilingualism in the classroom.
Chapter Summaries
1. Before the Practical Training: This chapter details the author's prior experiences with teaching and working with children, including private tutoring, childcare at a primary school, and a prior teaching internship. The author highlights their passion for working with children and their desire to become a teacher, shaping their expectations and goals for the upcoming teacher training program at RKS. These experiences form the foundation upon which the author's training and subsequent reflections are built. The author expresses a desire for structured lesson plans and improved time management skills, indicating a commitment to professional development.
2. The Teacher Training at RKS: This chapter provides an introduction to RKS Gymnasium and presents observations of two lessons. The first observation highlights the prevalent use of German in an English class, contrasting with the author's preference for immersion. The second observation showcases a more engaging lesson with a focus on student participation and a different approach to corrective feedback. The comparison of these two observations emphasizes the diversity in teaching styles and approaches at the school.
3. Mini-action Research: Corrective Feedback in the EFL classroom at RKS: This chapter focuses on the author's mini-action research project, exploring the topic of corrective feedback in the EFL classroom at RKS. The author delves into the definition and types of error correction, outlining the research design, methods of data collection (tally sheets, notes, interviews), and the analysis of findings from their observations and teacher interactions. The main focus is the practicality of different types of error correction within the observed context.
Keywords
Teacher training, EFL classroom, corrective feedback, error correction, observation, lesson planning, multilingualism, classroom management, practical teaching experience, mini-action research, Gymnasium, Germany.
Frequently Asked Questions: Teacher Training at RKS Gymnasium
What is the main topic of this text?
This text details the author's experiences during a teacher training program at the RKS Gymnasium in Offenbach, Germany. It documents and reflects upon the practical aspects of the training, including observations of lessons, teaching experiences, and a mini-action research project focused on corrective feedback in the EFL classroom.
What are the key themes explored in the text?
Key themes include experiences and reflections on a teacher training program, observations of teaching methodologies in an EFL setting, analysis of different approaches to corrective feedback in language teaching, personal development and growth as a prospective EFL teacher, and the role and impact of multilingualism in the classroom.
What are the main sections of the text?
The text is divided into four main sections: 1. Before the Practical Training, which covers the author's prior experiences and expectations; 2. The Teacher Training at RKS, detailing observations of lessons at the school; 3. Mini-action Research: Corrective Feedback in the EFL classroom at RKS, focusing on a research project about error correction; and 4. Conclusion of the Teacher Training, summarizing the overall experience.
What is the focus of the mini-action research project?
The mini-action research project explores corrective feedback in the EFL classroom. It examines different types of error correction, analyzes data collected through observations and teacher interviews, and evaluates the practical application of various feedback methods in the specific context of RKS.
What prior experiences did the author have before the teacher training?
Before the training, the author had experiences with private tutoring, childcare at a primary school, and a prior teaching internship. These experiences shaped their expectations and goals for the teacher training program.
What observations are made about teaching methodologies at RKS?
Observations highlight the diversity in teaching styles at RKS. One observed lesson showed prevalent use of German in an English class, while another showcased a more engaging lesson with a focus on student participation and a different approach to corrective feedback.
What are the author's conclusions regarding the teacher training?
The concluding section summarizes the author's overall experience with the teacher training program at RKS, integrating insights gained from the observations, teaching experiences, and the mini-action research project. Specific details of the conclusion are not provided in this preview.
What keywords describe the content of this text?
Keywords include: Teacher training, EFL classroom, corrective feedback, error correction, observation, lesson planning, multilingualism, classroom management, practical teaching experience, mini-action research, Gymnasium, Germany.
- Citar trabajo
- Nicky Jan (Autor), 2015, Report on Practical Training. Teacher Training and Corrective Feedback, Múnich, GRIN Verlag, https://www.grin.com/document/488874
