EN 4313 (2003)EN 4313 (2003)

Practice TeachingPractice Teaching

Overview of Lecture 1Overview of Lecture 1

1.1. Course introduction Course introduction 2.2. Context of teaching English in Hong Kong Context of teaching English in Hong Kong 3.3. Professionalism Professionalism 4.4. Teaching resources Teaching resources 5.5. School assignments School assignments 6.6. Roles of supervisors, cooperating Roles of supervisors, cooperating

teachers (CTs) & student teachers teachers (CTs) & student teachers

Course Introduction (1)Course Introduction (1)Course AimsCourse Aims

• For student teachers – to put the knowledge, theories and methods learned in the program

into practice; – to further develop student teachers knowledge, skills, strategies and

dispositions in various capacities in the PT school;– to gain awareness of the multiple facets of teaching and learning in

order to meet the challenges of teaching ESL in Hong Kong; – to foster reflection about teaching; – to foster a professional and collaborative spirit when working with

each other (peers, cooperating teachers and PT supervisors);– to promote student teachers’ confidence.

Course Introduction (2) Course Introduction (2) Lesson FormatsLesson Formats

• Lectures– Covering various issues mainly related to classroom teaching

(course lecturer & guest speakers from schools, tertiary institutions or other government agencies);

– Lecture of Week 2 Overview and context of English teaching in Hong Kong

– Lecture of Week 3 Contextualization & Personalization, etc.– Lecture of Week 4 Classroom Management 1– Lecture of Week 5 Reflective Teaching & Learning– Lecture of Week 6 No change; Responding to / assessing Ss’

work– Lecture of Week 7 Classroom Management 1– Lecture of Week 8 Task-based learning– Compulsory; attendance will be taken

Lesson Formats (cont’d)Lesson Formats (cont’d)

• Tutorials – Discussing & exploring (Weeks 1-3, 8)

issues relating to various aspects of teaching in Hong Kong in general and teaching English in particular;

– Practicing various micro-teaching skills; – Micro-teaching (Weeks 4-6): Each S takes

up one teaching session (35-40 mins max) on a specified topic / skill; peer feedback, teaching reflection, etc.

Lesson Formats (cont’d)Lesson Formats (cont’d)

• On-site practice – Posted in an assigned school and teaching 20-25

lessons; – Participating in various school functions and taking

charge of various duties assigned by the school (e.g., attending school athletic meets, invigilating, attending subject meeting, etc.);

– Reflecting on own teaching in the school;– Discussing with CTs & supervisors issues arising from

on-site PT; – PT School Placement Coordinator: Ms Ming Cheung

Lesson Formats (cont’d)Lesson Formats (cont’d)

• Post PT exhibition– Organizing the exhibition; – Participating in various activities during the

exhibition period; – Displaying work produced during the 5-week

on-site practice;– PT Events Coordinator: Ms Kitty Szeto

Course Introduction (3) Course Introduction (3) AssessmentAssessment

• Three major types of course work 1. Teaching portfolio documenting your work during

the 5 weeks of PT (lesson plans, project design, reflection journal entries);

2. Teaching performance (assessed during class visits by CT, supervisor, and commented on by peer);

3. Participation in all PT class activities and events (e.g., micro-teaching, peer feedback, class discussion, contribution to Post PT exhibition)

Course Introduction (4) Course Introduction (4) deadlines and professionalismdeadlines and professionalism

• Deadlines are to be strictly observed, which will be announced in the first two tutorials. (See also Student Manual, pp. 8-9.);

• All work must be thoroughly proofread, word-processed, paginated, titled, well-formatted and appendiced. (see Student Manual, p.12).

Course Introduction (5)Course Introduction (5)Making connections with other TESL Making connections with other TESL

coursescourses

• Apply / try out methods of teaching various skills explored in EN 4312.

• Apply / validate / fine-tune SLA theories and pedagogies explored in earlier courses.

• Revise and adapt where you see a mis-match between what you have learned and what you observe in your own teaching context.

The END?!The END?!

Yes, to the part of course introduction

Any burning questions?

Context of English teaching in Context of English teaching in Hong Kong (1)Hong Kong (1)

• Know your teaching context, which affects your teaching and functioning.

• What constitutes the context of English teaching in Hong Kong?

– Macro level • History of the English language in Hong Kong; • Globalization, internationalization of Hong Kong, and the current

status of English in Hong Kong as perceived by various stakeholders (e.g., business sectors, the government, parents, schools and students);

• Language policies, language education and English teacher training;

• Local culture and beliefs about English teaching & learning; • [Explored in EN 2314, Year 2 Semester B]

– Micro level (implicated by the macro context)• The school (as an institution) setting up policies about English

teaching in school;• Other activities / practices which may impact on your ET practice;• People in the school

Context (3)Context (3)PeoplePeople

• Who do you work with in school? – Administrators (principals, panel heads, etc.)– Teachers – Students – Parents

• What should I learn when working with these people during PT? – Find out how they interpret language education;– Find out how they implement language education in

your own PT school.

Social Context (4)Social Context (4)People –the administratorsPeople –the administrators

• The administration of a school directly affects the teaching and learning practices / culture in a school.

• Talk to relevant administrators (school principals, panel heads, discipline masters, counselors) in your PT school, regarding– Their expectations on teachers and students;– Their expectations on English teaching & learning in

the school; – Their ways of handling English teaching / learning.

• See how these various expectations may impact on your own ET at the school.

Social context (5)Social context (5)People –Teachers & Your CTPeople –Teachers & Your CT

• Each teacher– has his/her own teaching agenda (plans, priorities);– holds certain beliefs about English teaching;– works under a lot of pressure(s): e.g., meeting deadlines set by the

school, ensuring Ss have achieved good grades (pressure from school administrators), constraints from examination & test syllabuses;

– has other non-teaching duties (e.g., disciplining, counseling, paper work, field trips, extra-curricular activities, etc.);

– All these impact on how a teacher (CT) teaches English in the classroom; – His/her practice may have shaped your students’ learning/classroom

behaviour.• Try to find out more how your CT functions in his/her English

lessons. How? – Discussing with your CT;– Observing his/her classes / daily routine work; – Studying her teaching materials, schemes of work and the form syllabus;– Attending the extra-curricular activities he/she leads.

Social context (6) Social context (6) People – the studentsPeople – the students

• Your students can also affect your teaching. • What are your students like in terms of their

– Proficiency of English;– Motivation to learn English & appreciation of English; – Socio-economic backgrounds that affords or restricts their access to authentic English at home or in non-

school settings;– Beliefs about English learning & their learning strategies;– The types of teaching / learning they are used to; – Beliefs about an effective English lesson and an effective English Teacher; – Discipline.

• How to find these out? – Observe your CT’s classes. – Talk to Ss during lunch hours or after school. – Attend their activities; and be one of them. – Talk to your CT and other teachers.

• What should we do with this information of our students? – Be sensible. Contextualize and personalize your teaching. (Lecture, Weeks 2 & 3)– Be flexible with your planning and teaching. (Weeks 2 & 3)– Adapt assigned teaching materials. Simplify tasks for weak Ss; design challenging tasks for capable Ss.– Discipline your class using various effective strategies. (Lecture, Weeks 4-5)

Social Context (7)Social Context (7)People --YourselfPeople --Yourself

• Who are you in the PT school? A teacher, a temporary member of the school (perhaps a marginalized one), a student from City U, a language learner, etc.

• You need to juggle these different hats. But you still need to consider yourself as an English teacher.

• How are you going to adapt yourself to accommodate the various demands on you in these various capacities?

• How are you going to maximize the learning opportunities the PT experience offers given these different roles in the school & demands on you?

• What teaching philosophy, learning experience and other values/beliefs do you bring to your teaching? Do these clash with what exists in the PT school? If so, how are you going to reconcile the differences? Are you willing to adapt yourself? Are you going to give up /stand firm on what you’ve learned/established?

• [To be explored during your PT]

ProfessionalismProfessionalism

• Possess and display a sense and spirit of professionalism about teaching.

• Be prepared to meet the challenges, rigor and vicissitudes of my teaching environment.

• Possess a rich pedagogical content knowledge and professional knowledge base about teaching English in Hong Kong.

• Possess an awareness of my students individuality, creativity and capability.

• Develop my students’ potential and motivate them to become independent language learners.

• Display the ability to write and speak effectively in English.• Regard teaching as a PROFESSION. • (More can be found on pp.5-6 of Student Manual.)

Support given in the PT course Support given in the PT course

• People– Supervisor – Peer attending the same PT school – Cooperating teacher

• Course training – Lectures– Tutorials – In-class activities

• (Non-)core course materials – The Student Manual– The Readings Manual – Websites – Library resources

Support from non-PT coursesSupport from non-PT courses

• Learn from EN 4312.

• Complete the assignments in EN 4312 with a view to preparing yourself for various PT activities.

Preparing for Tutorial 1Preparing for Tutorial 1

• Reflect on your– English learning experience;– Beliefs of English learning and English teaching;– How you are going to prepare yourself for the learning

in your on-site PT?

• Search at least one website to – Locate useful resources;– Bring the website address to the tutorial;– Describe the contents, materials or activities of the

website, which will be of use for your PT.

The End?!The End?!

• No way, the school assignments now!