It was great as always and I learned how to use the different methods to use in correcting the errors of students effectively like the finger correction, repeating the sentence up to the error looking puzzled and scratching head to show the students something is not right. When teaching , I would make sure I use the outstretched hand only when I am dealing with difficult students and correct only what’s relevant for the day’s lesson. I also realized I prefer the peer correction method more than the self correction one. Lastly, I learned from Paul and Louise that scratching the head connotes confusion or deep thinking in the French culture so teachers in France need to be cautious when using this method to correct the errors of their students.

The peer task was a great experience for me. First, I noticed that we have improved in our teaching techniques and tried to follow all the instructions of the task. Thus, we made fewer mistakes compared to the previous peer tasks. Paul was the first person to teach us, Louise was next and I was the last one.
Furthermore, we all tried to use the approach of eliciting, drilling and CCQing when teaching our various tenses. I taught the future tense and I started by writing the two sentences in the chat box on zoom since I could not use the online board on my phone. After that, I elicited by asking the name of the tense before writing it.
Finally, I elicited the function and drilled for them to get it right but I should have focused more on the contracted part. I ended the lesson on the CCQ by asking questions.

Ok I will be doing 10) the future simple.

Today’s practice was fun and engaging. I liked how Louise and Paul gave instructions when presenting their activities because they were both precise and followed the DIMTS model. I used a supporting document with the instructions because it was my first time using the model, and I did not want to deviate from them. I think my limit was not needed because my students were only 2 and we had more time today.

I enjoyed everyone’s teaching and wished we had more time because I had to rush mine as I was the last person to present and there was less time left. Louise was the most prepared and she incorporated real life objects when teaching us which made her lesson more practical. Paul’s lesson was great because I liked the topic he chose as it is very relatable to me well but it was very difficult for me to follow throughout his lecture. I think both lessons should have been more student centred. Also, we should have used a timer to track the teaching time because we ran out of time during the meeting.

Hello Louise,
Wish I had seen this before submitting mine😂. It was difficult for me as well. Thanks tho:-)

Your lesson was very engaging because of how you elicited the tense, form and function. Thus, making something complex very easy to understand even though the drilling part was short. I love the fact that you used the timeline and a different marker color to highlight the essential elements of the lesson.

That’s thoughtful of you to add the examples. Also, thanks for the suggestions. Setting a time limit and limited number of questions is definitely essential.

Thanks Louise. I appreciate it. Noted, I’ll take that into consideration for the next project. I am glad you enjoyed it tho.