Evaluation of teaching

EVALUATION OF TEACHING
What is the main reason for reflecting your own teaching? Richards and Roger say “Invention of new classroom practices and approaches to designing language `programs and materials reflects a commitment to finding more efficient and more effective ways of teaching language” and to get to this point the first step in teachers life is to reflect what happened during the classin order to improve it for the next sessions and move from the traditional to the pro efficient teacher. Jim Scrivener says “ The first important steps towards becoming a better teacher involve an increased awareness about what I do now and an openness to the possibility of change” This is why after recalling what happened in class I was facing the teacher I had been and the teacher I ambecoming. By carefully analysing my teaching I could identify some areas in which I have to work for further development. In this paper I will evaluate the following areas:
• Achievement of learning objectives.
• Designing and implementations of tasks and activities.
• Classroom management.
• Teacher and learner language.

Successful points:
Achievement of learning objectives: Bythe end of the lesson learners could understand the text given due to the pre-reading activity. Learners were able to match the meaning in the span of time, that the activity was supposed to last. Proving that the meaning and examples were clear. Learners were able to generate a discussion about advantages and disadvantages of some of the jobs described on the reading, proving with this that theyclearly understood what the reading was about with the help of the vocabulary activity.
Design and implementations of task and activities: From the beginning of the lesson, learners were interested in the topic because it really arose their interest, learners were eager to share their experience with the rest of the group of what they wanted to be when they were children. This made the pre-readingactivity interesting for them.
Classroom Management: Despite what I expected, interaction in all the activities was natural, they were not forced to participate at any of the activities because of the simplicity and confident that the topic offered them, learners knew what to say and had enough information to take part in. As Jeremy Harmer says “Motivation is a vital component in languagelearning” but I would also say that it plays important role in Language teaching, because if as a teacher you do not feel your learners reaction at what you say or perform in class this will automatically lead you to question your role.
My instructions were clear, I can tell so because they were doing the activities as they were suppose to, this is where I got feed back from them.

Less successfulpoints.
Design and implementations of tasks and activities: During the while-reading stage, learners were distracted because of unknown words such as Mostly and Hardly. I think I should not have taken for granted that apart from the set of words prepared by me they might come up with different words.
Classroom Management: I did general comments about the class. This is why my TTT was high. Ithink that while this kind of situation happens in class learners are getting used to the type of vocabulary that is used outside the classroom for communications purposes, this is why I agree with Gower, Philip and Walter, when they say that this is when learners “pick up words and expressions that you use”
I over monitored learners; I did not give them their space. I was worried about neglecting mylearners, Jeremy Harmer states “…the role of the teacher as a resource is to “be aware of what is going on in his role as an assessor-although discretely-and the other is to be a kind of walking resource centre” and this is what I think I became in the class.
Teacher and learner language: As a result of me being nervous I began the class speaking very fast, but as the lesson was flowing I...