Just like the first day

Its been two years since I started teaching, I'm still nervous. Its been two years since I started teaching, I still need to rehearse my classes in my head every night before I go to bed. Its been two years and I still pace back and forth thinking of how I should conduct the class and myself. Its been two years and I'm still nervous. To be honest, after two years, I expect my mind to have accustomed to all this. It would be automatic. It would feel natural. Everyday at work is another regular day.

Is it because I'm scared? Is it because I dread the thought of having to do more than just interact with other people? Is it because I am avoiding being emotionally invested and actually showing any genuine emotion in my work?

All of us, in general, dream of a job that is fulfilling at multiple different levels. I have always imagined myself doing repetitive and mundane work. One that does not involve high level of interpersonal interaction. One that involves working with non-human entities; like computers, papers or machines of any kind what so ever. A job that does not oblige me of being emotionally invested. A job that allows me forget what happens at the office as soon as I press my thumb on the scanner. To return home without having it to cling on the back of my head as I watch TV, have dinner, wash dishes, have conversations, brush my teeth, iron my clothes, prop my bed and lie down to sleep.

So, this is a silly, immature and unrealistic thought. I am still very grateful of everything. I do realize that I still have better work benefits than most people deserve.

Here's to the start of the next day.
Cheers. Good night. And early to rise.

Task 3: WWW Lesson Plan

Form:	Form 2 X	Date:	20th March 2010
Subject:	English	Day:	Monday
Theme:	Science and Technology	Time:	7.00 – 8.45 a.m.
Topic:	Chapter 12: Going Organic	No of students:	38

SUMMARY OF LESSON

The teacher will start the lesson by asking the students about the vegetables they like to eat and where their parents bought them. Teacher and students will then question students on how the vegetables are produced. Then, the students will be instructed to read a passage from the textbook (Chapter 12: Going Organic). Teacher and students will together discuss on the main points. Next, students are divided into 6 groups. Each group will be given a topic and assign to a number of computers. They are expected to search for information in the given website and create a PowerPoint presentation. Each group will then present and by the end of the lesson, teacher and student will recap on what they have presented.

LEARNING OUTCOMES:	LEVEL:
2.1 Obtain information for different purposes by: a. reading materials such as articles in print and in electronic media	Level 2 and 3 Reading silently and aloud with understanding of a variety of texts of suitable length Acquiring informational skills: using table of contents to look for information inside a book.

BEHAVIOURAL OBJECTIVES

By the end of the lesson the students will be able to:

1. Good students are able to extract the information of the website provided and present them in their own words using PowerPoint.
   
2. Average students are able to extract the information of the website provided and present the important words from the website using PowerPoint.
   
3. Poor students are able to extract the information from the website and able to present them using the exact words using PowerPoint.
   

PREVIOUS KNOWLEDGE

How to use PowerPoint, Vegetables in the market

LANGUAGE SKILL(S)

Reading, Writing and Speaking

LANGUAGE CONTENT(S)

1. Grammar: Simple past tense, simple present tense.
   
2. Vocabulary: organic, pest control, crop rotation.
   
3. Sound system: /o/ crop, /a/ farm
   

TEACHING AID AND TECHNICAL SPECIFICATIONS

1. Computer Lab,
   
2. www.howstuffworks.com,
   
3. textbook
   
4. Internet-ready computers,
   
5. the Internet.
   
6. Youtube Video: Organic Farming
   

MORAL VALUE(S)

Environmental Consciousness

Cooperation

THINKING SKILL(S)

Skimming

Categorizing

Organizing

PROCEDURE	THINKING SKILLS/MORAL VALUES	REMARKS
Set Induction Teacher shows students pictures or video of vegetables in a market. Teacher asks students where they can find these vegetables and how they are grown. Activity 1 Teacher will ask students to get their textbooks and turn to page 112. Teacher will ask them to read the passage on planting crops silently. Teacher will ask a few volunteers to explain what the passage is about (main points). Activity 2 Teacher will divide students into 6 groups. Each group will be assigned to 3 computers. The groups will be assigned to these topics: Crop Rotation Pest Control Organic Farming Teacher will then suggests a website: (http://www.howstuffworks.com) for the student to use in their task. The students are expected to discuss among their group members and search for information in the given website. Then, each group will create a PowerPoint presentation according to the given topics. Activity 3 The teacher will draw lots to determine the order of the presentation. Students will then present their group work to the whole class. Closure Teacher recaps what the students have presented. Teacher recaps the environmentally safe way to plant crops.		+ 5 mins + 15 mins + 30 mins + 20 mins

Reflection:

Supervisor's comments:

Task 2: Article Review

Article details

The following are details of the article reviewed

1. Title
   

   Implementing a Holistic Teaching in Modern ELT Classes:
   

   Using Technology and Integrating Four Skills.
   

2. Journal
   

   MPRA Paper No. 20707
   

3. Author
   

   Arslan Aykut (2008)
   

4. Source
   

   Munich Personal RePEC Archive.
   

   Available at: http://mpra.ub.uni-muenchen.de/20707 (abstract, html),
   

   http://mpra.ub.uni-muenchen.de/20707/1/MPRA_paper_20707.pdf (full text, PDF).
   

   
   

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Article Summary

This paper explores the framework of which approach to language teaching is required to integrate with technology, specifically in ELT classes. Based on reviews of English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) literature, the article argues that there is need for a holistic approach in integrating the four language skills: listening, speaking, reading and writing. Integration of the four skills is argued to be necessary for effective language learning since the "language skills are not used separately in real life" (Mohan, 1986).

Speaking of holistic approach, the article mainly discusses on how the integration of technology can facilitate the integration of all four skills into language teaching. These are suggestions of what methods the language can adopt for their classroom. For example, the content-based approach suggests that "language learning can occur during the learning of content such as science, social studies and mathematics (Aykut, 2008). Learning of the particular content may involve the use of multimedia such as visual aids, movies and most importantly, hypermedia.

Furthermore, the article discusses on the teachers role in the integration. The use of technology is believed to be able to provide an optimal environment for language learning. Teachers will act as a mediator for student interaction using technology. They will make sure the lesson runs smoothly and allow students to be independent learners.

Above all, integration of the four skills requires the use of technology. Technology is capable of creating an authentic learning environment where all four skills are combined and provide learner autonomy. In the end, teaching of language is no longer compromised in favour of teaching content.

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Article Review

During the course of my studies as a teacher trainee, we are always reminded that a good ESL lesson should integrate two or more language skills. No aspect of the language should be taught as a separate subject. For example, teaching the English Literature Component should be treated as another ESL lesson – which must include the emphasis of teaching listening, speaking, reading and writing. This shows that content learning must not compromise the learning of language skills.

In addition, the article also discusses on the focus of content in language teaching. This is parallel with the recent development in the Malaysian education system: the need for other highly content based subjects to be taught in English. The result is the introduction of EteMS (English for Teaching Mathematics and Science). This is a good example of how the language skills can be exercised in content based subjects. Language teachers must realize that language is not just knowledge itself, as it is a skill which needs to be practiced across context and subject matter. The teaching of Mathematics and Science in English demonstrates how language learning can be emphasized by using the various contexts and subjects matter.

I am a teacher who believes in the importance of accuracy in language, as well as fluency. The article advocates making technology an integral part of language teaching. It is meant to provide learners with authentic language environment, ideal for communicative language teaching and learning. Teachers must recognize the students' need to be ahead of their game. Today, ICT skills are valuable to allow for wider job opportunities. Therefore, the integration of technology is expected to provide students the necessary exposure of handling ICT based task. The use of hypermedia ("a hypertext system that supports linking of graphics, audio and video elements", Microsoft Encarta 2005) enables self-access learning thus promoting learning autonomy. Even more, it provides authentic language contexts which integrate a number of language skills such as taking notes from a video and processing information from audio material. Consequently, I am led to believe that accurate is when the right form of language used according to the situation which it is expected to be used thus ruling out the sense of accurate according to an English textbook.

As a teacher, we always look for ways to improve our teaching methods. Technology can be used to give teachers an edge in teaching. However, the integration between holistic language teaching and the use of technology has its drawbacks. It is very common to hear that teachers gripe about the implementation of technology: that it is very fussy and inconvenient. Learning institutions have to deal with limitations of implementing technology into lessons. These limitations vary from lack of technical skills, lack of equipment and simply because it took precious time to prepare. Active integration of technology in teaching is feared to create a gap between well-equipped institutions and ill-equipped institutions. There are concerns regarding the financial implications of implementing the latest technology in schools and it indicates not all schools can receive the benefits.

To conclude, using technology to integrate the four language skills is a necessary step in keeping up with the latest global advances and development. The availability of various media forms enables activities which require simultaneous emphasis of reading, writing, listening and speaking necessary. Technology also promotes the benefits of self-access learning – granting students autonomy to control their pace and path of learning. However, implementation of technological application is always hindered by limitations; administrative, logistically and financially.

"Without Language, Knowledge Cannot Be Conquered"

Reviewed by: Irwan Huzen Matusin (2006208046), February 2010

Reference(s)

1. Choong Kam Foong, PhD. (2004). English for Teaching Mathematics and Science: From Concept to Implementation. Retrieved from: [http://www.eltcm.org/eltc/Download/paperbank%20PDFs/English%20for%20the%20Teaching%20of%20Mathematics%20and%20Science%20paper.pdf] on Feb 27th 2010.

hi!

Hi! I am Irwan Huzen Matusin and this is my blog for TSL 641: Computer Assisted Language Learning. I am now in my final semester for B.Ed TESL (ED220) ; Institut Perguruan Gaya - UiTM Link Programme (Disember 2009).

I will not reveal any other personal information beyond my name and programme for security reasons.

Any inquiries can forwarded to huzenzens@gmail.com.

p/s: even posting your email can be a security risk. Post responsibly.