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Essay / Research Paper Abstract
This 26 page paper presents the use of an original classroom observational tool designed to help peer learning by teachers teaching English vocabulary where English is a foreign language. The paper begins with an explanation of what the tool has been developed and the way it should be used, The paper then considers the different theories that were used in deigning the instrument based on the what the student wants to observe. After this the potential use of the instrument is considered with a fictitious example of the use at different levels. The paper finishes with an assessment and suggested improvements to the tool. The bibliography cites 12 sources.
Page Count:
26 pages (~225 words per page)
File: TS14_TEclassob.rtf
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Unformatted sample text from the term paper:
3.3 Third Use 22 4. IMPROVEMENTS AND CONCLUSION 24 REFERENCES 26 Abstract The way in
which a student learns to speak English will vary betweens students. It is the teachers task to aid the student, helping them develop their skills including their vocabulary skills. The
use of an original classroom observation instrument (COI) can help those observing with the aim of bettering their understanding of the interaction between teacher and student, especially where the teaching
of English as a second language takes place across different abilities. The tool is used to observe the vocabulary teaching strategies that are used, not to assess teachers, but to
examine the approaches to better the observers own strategies. The tools designed can increase awareness of he difficulties and approaches that are used and result in increased teaching quality.
1. Introduction The role of a teacher is more than simply relaying facts to the student who will learn them in a repetitive
fashion to repeat at will. The role has developed, now in teaching the tutor must ensure that lessons are not just presentations of facts, they should help the students understand
the subject, and in doing they aid the students cognitive processes, not only to learn but to understand and further question the subject, with an increased desire to learn.
The rewards of teaching are numerous, from the simple satisfaction of helping the learning process to overwhelming pride of the achievements of the pupils,
and the pleasure taken from performing that role. Hard and more frustrating aspects also exist, teaching will not always be easy, and in some cases will be fraught with problems
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