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These to videos showcase behavior one should and should not engage in as a teacher. From the start of video #2, one can see and hear a drastic change in the mood of the classroom. The teacher and students are all smiling and express themselves very willingly with greetings and sounds of laughter. This time, the teacher takes the time to properly introduce himself to the students while also learning their names. He gives the students their learning objective (which makes it feel like they have a purpose in class), and he begins with a great way of engaging the students in the lesson material. He had rather great response to the game that he started with, and he strategically used visual aids. Something I really appreciated during the study portion of the lesson was that he asked a personal question of the student: ?Are there/do you have _____ in Thailand?? This showed that the teacher cared enough about his students to know that that particular person (or all of them, I am not sure) is from Thailand, which as an immigrant, is a formative part of their identity. That was a short aside. But the lesson continues rather smoothly, as the teacher transitions between different activities. Using the charades game to review verbs was clever because it is engaging for both teacher and student. He smoothly ties this into the animal unit to make sure students have a comprehensive understanding of the animals they are learning about. There is a lot of student talk time, and it is balanced well with teacher talk time. The teacher makes sure to ask students and encourage them, as well as offer praise and recognition when it is due. Though he writes on the board for a substantial portion of the class, he makes sure to actively engage the students by talking when is finished writing. Teaching is seen as particularly effective when he serves as a model for pronunciation, the class repeats together (which takes the burden off of singular students), and then he calls on individual students by their name (great improvement from the previous video, where he did not know the names of any of his students). This occurs at a pace that is neither too quick nor too slow for the class. Unlike the first video, he implements a partner activity that promote student talking and engagement, and it seems like he is actively monitoring them rather than sitting passively on the side. Individual student presentations with the aid of pictures towards the end of class really solidified their learning in this class period. Students felt encouraged and motivated by working together with their peers and then demonstrating what they each learned individually. Tremendously better performance by all in the second video.
