Action Log format

Hello friends,

I copied the following format in the Tim Murphey's book that I mentioned in my previous comment. (Sorry,you'll find the numbers that are squashed in this format.There are more spaces between them in the original.The figures were just under the words "Interesting", "Useful", and "Difficult". You know, this is an evaluation of the class by a student.)I hope you can modify it so that it becomes suitable for your classes. (I already changed some parts.)

Cheers,

Bobby


Get a B5 notebook. At the beginning of every class write at the top of the
page the date, your English target to speak (e.g. 80%) and who your partner is.
At the end of he class, write how much English you used (e.g.90%). After every
class, as soon as possible (so you remember well what happened), write a short
evaluation of the class: (1) List briefly the activities and evaluate them, and
(2)write a short comment about what impressed you in that class. Comment on
things you liked and could learn from or things you didn't like. Your feedback is
needed so that I can teach you better. I read your Action Logs and appreciate
your suggestions and will try to use them if possible. You can also take notes in
your logs!

Evaluate the activities in three categories, Interesting, Useful, and Difficult,
marking the extent of each using the following simple scale:

0=not al all; 1=not much; 2=OK; 3=good; 4=very good; 5=great!

An Example of an entry:
_____________________________________________________________________________
Spetember 14 (written Sept 14, 21:00)
English Target 75% English Used 80% Wow!

Today's partner: Yuki

(1) DID Interesting Useful Difficult
1. listened to a story 4 43
2. read a passage 0 1 5
3. discussion 3 3 4
4. teacher lecture34 2
5. had a quiz 2 2 2

(2) Comment:
I didn't understand some of the points in the reading: What is chunking?
Sometimes Mr. Murphy spoke too fast. Please speak slower. My partner today
was Yuki and it was fun to get to know her. We got a lot of homework, but it
looks like fun. I'm looking forward to the next classes. I'll prepare more for the
quizzes.
_____________________________________________________________________________

If you have anything else that you think the teacher should know (which
influenced your learning) please write about it. Please remember two things: (a)
Always put the date above the entry and the time when you wrote it in
parentheses. (b) Always use people's names when you refer to partners. Please
submit the Action Logs online at the end of every other week.

INPUT first for your English Skill

If I remember correctly, in Terri's class, we've learned that "Extensive reading is for the solution of students whose language environment is non-English speaking."Lots of reading is helpful. Recently, I like reading Sidney Sheldon which is easy to read but lots of slang. I mean, these kinds of book are full of authentic dialogues.
For instance, "If she can't cut it, she's out." from Sidney Sheldon's NOTHING LASTS FOREVER. 'cut it' means 'make it''do well'.
Isn't this authentic?
The more INPUT, the more OUTPUT.

Shunichi

Autonomy and Responsibitily

Thank you for your information, Bobby. I think that recent principles and methodology of TESOL focuses more on student autonomy. If I remember correctly, it was about 20 years ago when “New Innovated Method” like Suggestpedia or Silent Way were praised. Their principles are based on learners-centered and getting rid of learners’ stress as well. It seemed that these methods were the best and ‘like no others’. Although I’ve never tried these methods, I agreed to the point of getting rid of learners’ stress and I introduced the principle into my class.
So where has the stress gone?
It was ‘I’ who undertook all the stress and responsibility for the class. I believed this was the best way and my ideal was that students just only sit and were relaxed in class but finally I became suffering from ‘burnout’.

Thank God! EFL teachers seminar at UH this summer is my turning point. I’m going to transfer autonomy and responsibility onto students in class from now on. Student is not only a customer but also a producer of the class.

Shunichi

Action Log and Autonomous Learning

Hello friends! Thanks for keeping in touch. I’m sure all of you will be successful in the acquisition of English because you are all enthusiastic in learning. Don’t worry, even if you feel something is missing. You are on the right track. Just keep going.

I’ve been reading _Reflective Teaching in Second Language Classroom_ and watching Tim Murphy’s DVDs for the past few weeks, thinking about how to plan and carry out action log.

It took a bit while before I realize that keeping action log is a part of autonomous learning. Autonomous learning simply means that a learner has “freedom and ability to manage one’s own affairs, which entails the right to make decisions as well.” (Scharie & Szabo,p.4) So, the action log is supposed to be an activity that promotes learner’s autonomy. That’s the reason we’ll have to implement it repeatedly in our classes. Otherwise, students do not take responsibility for their own learning. I’ll tell you my negative experience.

I used a sheet of paper called “furikaeri shi-to” ( reflection log )in my classes last year. I just happened to find a format in an ELT journal and used it once without thinking about the meaning of reflection log and stopped using it. Thus, I lost the chance of developing responsibility in the attitude of my students last year.

The following is my plan of using action log in this semester: In the first class, I will probably use five to ten minutes to explain how to keep action log in a loose leaf. I’ll give them a feasible sample and have them write their own log within the class hour. From the next session, they’ll be asked to do it by themselves at home. I’ll check them once in a couple of weeks.

The books I’ve been reading are as follows: Dornyei & Murphey _Group Dynamics in the Language Classroom_ (Cambridge), Scharie & Szabo _Learner’s Autonomy_ (Cambridge), and Richards & Lockhart _Reflective Teaching in Second Language Classroom_ (Cambridge).

Cheers,

Bobby

Term Exams Will Start.

Hello, everyone. How have you been? I still miss Hawaii and of course you all!
Now so busy days have started. And my school will have term exams next week. So, last week we're busy teaching textbooks for the exams.
And so I have not started something new teaching method yet. Anyway I want to try something after the exams.

Recently there is another trouble which makes me busy. That is a student. After summer vacation, the student is very disobedient and breaking some school rules. That's very difficult age...

I'm sorry the second one is not related to EFL teaching. That's my complaint. Please don't care.
If you start something new in your classes, tell us in this blog.
See you.

From Yorgurt

You also Producer

Bobby gave us a chance to blog in EFL teachers' room. Let's make the best of this, guys.
Do you remember? In student-centered class, students are not only customers but producers for the class.
You are one of the producers of EFL teachers' room. Let's post your blog and comments.
Am I right, Bobby?

Shunichi

Burnout. Be careful.

As I mentioned in the blog “personal determination” posted by Bobby, I found the article “Burnout a reality for many in clergy” in Honolulu Advertiser (2006.08.20).
its first paragraph are as follows:

“Wayne Cordeiro, pastor of New Hope Christian Fellowship, hit the wall about two years ago. He went to see a psychiatrist, who told him he was on the road to emotional and mental breakdown.”

“Hit the wall” means “come up to the limitations or almost beyond one’s ability and exhausted” Although this article about a pastor, it ought to be a warning to us. There is a limit to everything.

What do you think about ‘Burnout’and teachers? How can we overcome?

Shunichi

We need 'Plan B'

On the day of my peer teaching, in fact my printer was out of order, so I couldn't make handouts. I should have made them beforehand. but Alice told me I should not say about it during my peer teaching class because explaining my bad situation won't result in success in my class.
So I went onto 'Plan B.' I had the transcript of TOEIC listening put down on the blackboard by students. But next we were running out of time, then another Plan B that I picked up just only 2 questions out of five for jazz chants.

I believe that the teacher should have Plan B for your class just in case. What if all your stuff have been stolen just before your class?

Although I think my peer teaching was not success, i got a precious experience. anyway, thank you for your cooperation.

Shunichi