Teach English in TanshAnling Zhen - Wuwei Shi

This unit entailed two videos, each teaching the same lesson, one video represented effective (good) teaching while the other represented less effective (bad) teaching. In the first (bad) video, the teacher asks the class a question and claims that it is a \"very easy\" concept. This will likely discourage the class from answering him for fear of being wrong and not getting a \"very easy\" concept. He was also hard to understand (could have been video quality) when stating the concept (modal auxiliary verbs). One way he could have remedied this would be to write it on the board. It was clear that the students didn't understand what he was talking about, but he refused to go back a few steps and explain things better. It was only have quite a long awkward silence that he gave a single example of the concept he was asking about. After the one example, he then started asking about rules and structure of the concept, despite the students clearly still not understanding it well at all. The whole time, the teacher had an condescending attitude that would make any student feel inferior and unintelligent. The teacher eventually asked the students if they had any questions, and one student asked a question. The teacher was unable to understand the student's question, and just shrugged it off and moved on. This displays a lack of care for the student's learning and their questions. A second student asked a question, to which the teacher responded \"I'll tell you later\". This made it appear as if the teacher had a lack of knowledge on the subject. Additionally, if a teacher doesn't answer a question in front a class, then other students that might've had the same question won't get the answer. During the first study phase, the teacher passed out a worksheet without saying a single word. He then sat down and didn't pay attention to the students at all. He could have, alternatively, monitored the students to make sure they were understanding the material. While the students worked on the worksheet, it was fairly obvious that they were having trouble working through it due to them looking around the room anxiously. Instead of helping the students, the teacher simply repeated \"This is not difficult, anyone can do this, it is really, really easy.\" Which clearly just made the students more anxious. When going through the worksheet, the condescending attitude continues as the teacher tells the students how wrong their answers are. During the activate phase, the teacher has trouble explaining what he wants the students to do and fails to give an example. While the students work, the teacher started reading what looked like a novel, which can come off as rude since it seems like he doesn't care about the class. Some minor things I noticed about the classroom is that the seating arrangement seemed too spread out, and it seemed hard for some students to see the board easily. Additionally the teacher had his back to the class almost constantly. In the second video, the teacher is much more cheerful. He has the students write down their names, and display them on their desks, so that he can call on them more successfully later. During the engage phase, he had the students work together in pairs, which seemed to increase the confidence of the students and make them feel less intimidated. The teacher wrote on the board much more, which allowed the students to better follow along. The teacher made sure, using the board and pictures, that the students were familiar with all of the animals and movement verbs. The teacher also made sure the students were pronouncing \"can\" and \"can't\" correctly by doing drills. All of this happened before he handed out worksheets for the study phase. The students were much more confident this time around. When going through the answers to the worksheet, the teacher was much more understanding and helpful when the students didn't get the right answer. In conclusion, even with the exact same lessons, the attitude of a teacher can make a world of difference.