VIDEO 1: https://youtu.be/-ZnbQClIMtI?si=OV4Ff76Tiaj4i27B 1.0 Topic 1: Instructions in the Classroom 1.1 Starting and ending a class ● Starting of class - In the video, the teacher starts the class by greeting the students. - For example, in minutes 0.02 - 0.11, the teacher greets the students with “Hello. Nice to see you again”. - Next, the teacher also reminds the students about the rules of the class using a slideshow. - For example, in minute 0.24, the teacher asks students to read the rules on the slides. The classroom rules that have been set up are as follows: sit nicely, be quiet, clear your desk, keep your eyes on Teacher Matt, listen to Teacher Matt, and raise your hand. - Other than that, the teacher asks each group in class about the class rewards. - For example, in minute 1.05, the teacher asks each group, starting from group 1 to group 4, how many stars they have collected. ● Ending of the class - In the video, the teacher ends the class by counting the scores for each group. - For example, in minute 33.57, the teacher counts the scores on the blackboard and announces the total of stars each group got. - Other than that, to end the class, the teacher congratulates the students and says goodbye. - For example, in minute 34.17, the teacher praises the students by saying, “Good job, everyone.Bye.” Strengths Clear Expectations: When a teacher writes down and posts class rules, it's clear to everyone what is expected of them. This makes it easier to run the class (Franklin & Harrington, 2019). Positivity: Congratulating and praising students at the end of class makes them feel good and gives them positive feedback, which can boost their confidence and motivate them (Franklin & Harrington, 2019). Weakness Limited Feedback: The teacher's final words ("Good job, everyone. "Bye."") don't say much about the lesson's topic or how each student is doing. To help students grow, giving them more detailed comments could be helpful. Solution Give helpful input. After the lesson, quickly review the most important points and comment individually or in groups. Point out what went well and suggest ways to make it better. This helps students see how they're doing and how to do better (Henderson et al., 2019).
1.2 Transitioning to and from activities ● Excitement - Before starting the lesson teacher uses an exciting way to transition from greeting to the first activity of the lesson. - For example, in minute 1.28 teacher excitedly says to the class, “Okay, everyone, let’s learn!’ and the students repeat after the teacher. ● Involves the students - The teacher asks the students a simple question and has them give a reaction or feedback. - For example, in minute 4.18, the teacher asks students, “Are you ready?” before starting a new activity and students answer, “Yes. I am” to the question. ● Signal - Using signals such as clapping hands, ringing a bell, or saying some words helps students be aware of the transition from one activity to another. - For example, in minute 10.52, the teacher says words such as “Let’s go to the next part” to help students be aware of the transition from activity one to activity two. - Other than that, in minute 14.38, the teacher also says, “Let’s move on”, as a signal to the students to make another transition from the activity. ● Start - When transitioning from one activity, the teacher starts another activity with enthusiasm and an excited mood in order to keep students engaged. - For example, in minute 14.46, the activity starts with students singing simple chants about the topic. ● Attention grabber - In the video, the teacher uses a funny and fun action to get students' attention before doing a new activity. - For example, in minute 28.30, the teacher makes an action using both hands while saying, “Let’s practice,” to indicate a transition between the lecture session and the practice session. ● Countdown - In the video, the teacher uses the countdown technique to tell students about the next activity. - Minute 33.53 The teacher counts from five to one to grab students' attention and to tell students that the activity is done and students must be quiet and get ready for the next activity. Strength Involves the Students: Getting students involved in learning by asking them questions and seeing how they answer helps them become more active participants. This kind of contact makes students more likely to speak up and participate in the lesson (Johnson, 2017). Weakness Ineffectiveness for all students: Not all students may react positively. One student might not be as excited about the same thing as another. Teachers should be aware of and be able to work with students who learn in different ways.
Solution The teacher can connect with the students in a number of ways, and the students are praised when they do well. Students are more likely to learn when they have good ties with their teachers based on trust, care, and friendship (Johnson, 2017). 1.3 Giving instructions ● Use simple language - In the video, the teacher uses simple language that is suitable for the student’s age to give clear instructions for students to do a task. - For example, in minute 4.11, the teacher gives clear instructions for students using simple language: “Teacher Matt will say the season, and you must say the number.” ● Visual aids - The teacher in the video uses a picture and diagrams on the slideshow to give clear instructions to the students. - For example, in minute 17.24, the teacher uses pictures and simple diagrams to give instructions about the activity students need to do. - Other than that, in minute 22.38, the teacher uses gestures while giving the instructions to help the students visualise the activity and be clear about the activity. ● Provide example - The teacher gives simple instructions about the topic and a simple example of what students need to do. - For example, in minute 17.33, the teacher gives students a simple example to do the task: “If you choose summer, you can choose the very hot here and very hot here.” ● Repeat and Reinforce - The teacher in the video repeats the instructions again before starting the activity to reinforce students’ understanding. - For example, in minute 18.04, the teacher repeats the instructions to help the students understand the task they need to do. Strength Use simple language Students will be able to understand directions better if you use simple, age-appropriate language. It keeps things clear and helps students understand what is expected of them. (Rao, 2019) Weakness Assumption of Understanding: It is possible to mistakenly believe that all pupils have comprehended the assignment if you repeat instructions without checking to see whether they have been understood. Some pupils might want further assistance or explanation. Solution Before proceeding, regularly verify that the students have understood (Johnson, 2017). Use strategies like question-answering, giving a quick example, or having pupils repeat the instructions in their own words.
1.4 Explaining lesson content ● Using visual aids - The teacher in the video uses visual aids to explain the lesson content briefly. - For example, in minute 1.30, the teacher uses slideshows and gestures to tell the students about the topic they will learn of the day. ● Assessing the pupils and giving feedback - The teacher in the video asks the students a simple question that relates to the topic to explain the lesson content indirectly - For example, in minute 5.45, the teacher asks students questions related to the topic: "Which seasons are cold?” Strength Students are more likely to think critically and use what they've learned when the teacher asks them questions about the subject. It gives teachers a chance to get instant feedback, which can help them see how well their students understand and clear up any confusion (Jonhson, 2017). Weakness Simply asking students simple questions might not be enough to find out how much they understand. It may be necessary to use more difficult or open-ended questions to see how well students understand (Mazana et al., 2019). Solution To make the class more interesting, the teacher should ask more about the students' experiences. Teachers also help their students learn by getting to know them on a personal level (Thoonen et al., as cited in Jonhson, 2017). 1.5 Explaining or clarifying tasks - In the video, the teacher uses gestures to give instructions or explain a lesson's content. - For example, in minute 8.25, the teacher uses gestures to describe the summer season. The teacher used both hands to show in summer, the seasons are very hot. - In the video, the teacher supports the pupils to complete the task. - For example, in minute 18.26, the teacher helps the pupils to finish the task by guiding the student to finish his sentence. The teacher says, “Then what?” to support the student. - The teacher in the video provides the students with step-by-step instructions to make sure all students understand the task. - For example, in minute 17.18, the teacher gives step-by-step instructions by using sequences like ‘next’ and ‘then’. Using sequences in giving instructions will help students understand the steps. Strength Offering personalized help to students while they work by helping them finish words or asking them questions to get them
thinking gives them individual support. This method aided students who might be having trouble or need extra help, making sure they could finish the assignment (Johnson, 2017). Weakness Giving students step-by-step directions for all of their work may make it harder for them to think critically, make choices, and find answers on their own. Solution Encourage students to think and make decisions on their own. Get your students to look for answers on their own, make decisions, and think deeply about what they do. This also helps students become interested in, involved in, and proud of their work, which boosts motivation (Schuitema et al.; Stearns, 2013, as quoted in Johnson, 2017). 2.0 Topic 2: Classroom Questioning Strategies 2.1 Questioning cycle 2.1.1 Planning Effective Questions - The teacher in the video asks questions to his students that focus on the goals that the teacher has in mind - For example, in minute 26.51, the teacher asks students, “Who wants to read”. This question focuses on the teacher's goals to help students understand the simple passage and practice their reading skills. 2.1.1 Structuring the question - In the video, the teacher uses age-appropriate and simplified language to ensure that the questions are easily understandable by young ESL learners. - For example, in minute 1.07, the teacher uses a simple sentence and suitable verbs in asking questions such as “How many stars do you have?” 2.1.1 Wait time - In the video, after asking the question, the teacher gave students a couple of seconds before letting the students answer the questions. - For example, in minute 15.21, the teacher asks the students, “How’s the weather in summer?’ Then teacher gave a couple of seconds before choosing students to answer the questions. Strength Allowing students time to think about their answers after being asked a question helps them give thoughtful answers. It makes more students want to join in and gives students who are quieter or take longer to answer a chance to speak up. Weakness Limiting students' abilities to raise questions and participate in open-ended conversations might occur when there is an
excessive focus on teacher-driven inquiries (Shanmugavelu et al., 2020). Learners could experience discouragement. Solution Teachers need to take the lead in using the appropriate methods and strategies when questioning pupils in order to encourage critical thinking in their students. Any changes that take place in the classroom should be communicated to teachers, and they should be in line with the goals they have for the teaching and learning processes (Shanmugavelu et al., 2020). 2.2 Types of Questions 2.2.1 Procedural - The teacher in the video helps students understand and navigate the classroom routine by asking questions. - For example, in minute 0.06, the teacher asks the students about classroom etiquette and rules. Examples of the teacher's questions are “Who was ready and rude before class?" and “Who was rude before class?”. Strength To create an organised and well-run learning environment, it is important to use procedural questions to explain rules and processes in the classroom (Jiang, 2020). These questions help students know what is expected of them and how to behave in the classroom. Weakness An excessive emphasis on procedural questions might cause students to choose routine and conformity above critical thinking and deeper learning. Solution Included HOTS questions when using procedural questions to help students think critically. 2.2.2 Convergent - The teacher in the video asks students about the topic's content, requiring them to recall the information they acquired. - For example, in minute 1.56, the teacher asks the students, “How many seasons are in the world?”. This question will help students to recap their knowledge. Strength Students are encouraged to actively connect with the teaching topic using convergent questions that demand them to recollect and summarise knowledge (Felicia, 2019). Students can strengthen their comprehension and retain important ideas by answering these questions.
2.2.3 Divergent - When asking the questions in class, the teacher uses an open-ended question for the students to get different answers. - For example, in minute 16.23, the teacher asks students, “What can we do in summer?” then the students answer the question with different answers. Strength Divergent questions encourage students to come up with several answers and take into account numerous viewpoints, which fosters critical thinking and creativity. (Felicia, 2019) Weakness Divergent questions can be more time-consuming, and managing diverse responses may be challenging Solution Give direction and order. Give rules or standards for the kind of answers you want when you use divergent questions. This can help you handle different answers and steer the conversation towards useful results. 3.0 Topic 3: Managing classroom behaviour 3.1 Establishing classroom routines - Before starting the lesson, the teacher reminds the students about the classroom rules for students to follow. - For example, in minute 0.22, the teacher asks students to read the classroom rules on the slideshows out loud. Saying the rules out loud will help the students remember. Strength Establishing clear expectations for behaviour at the start of a session by reminding students of the norms of the classroom helps to create an organised and well-managed learning environment (Mazwati et al., 2016). 3.2 Reinforcing positive attitudes - The teacher in the video uses positive words and helps encourage the students to answer the questions. - For example, in minute 30.56, the teacher asks the other team members to help their friends answer the questions. - Other than that, the teacher also uses encouraging words when students can answer the questions correctly. - For example, in minute 2.04, the teacher gives students encouraging words such as “Very good” and “Good job” when the students answer the questions correctly.
Strength Students are more motivated, have higher self-esteem, and are more likely to learn when they hear positive words and support (Mazwati et al., 2016). Weakness Positive feedback is helpful, but it should not be used too much because that can make it less useful over time (Lynnette et al., 2021). Solution A teacher must strike a balance between providing pupils with constructive feedback and positive reinforcement. 3.3 Curbing negative behaviours - The teacher in the video uses a gesture and reminds the students about the ground rules again when the students show negative behaviour. - For example, in minute 22.31, the situation in the class becomes noisy after doing an activity, and the teacher says, “Sit properly” while showing a hand gesture to control the students’ behaviour. Strength In order to ensure that students understand the expectations for appropriate behavior, teachers may use gestures and reminders to address undesirable actions (Wan Yusoff & Mansor, 2016). This helps maintain classroom discipline. Weakness Using only gestures sometimes may not address the root cause of the misbehaviour. Solution To ensure that the pupils are aware of their actions, the teacher describes the kind of misbehavior they committed (Mazwati et al., 2016). 4.0 Topic 4: Giving feedback 4.2 Oral Feedback - In the video, the teacher gives positive oral feedback to the students whenever they finish the task and answer the questions. - For example, in minute 15.07, the teacher says “Good Job. Very good” to the students after students answer the question. Strength Teachers encourage their pupils to learn by giving them positive feedback so
they may become competent. Giving feedback helps students take charge of their education and develop self-confidence (Bain & Ferlazzo, as cited in Jonhson, 2017). Weakness The teacher should also use written feedback in order to make things clearer. Solution At the end of the class, the teacher should write at least one or two pieces of feedback on the blackboard to give insight for students to improve themselves in the next class. VIDEO 2: https://youtu.be/4QkrYbQOLZo?si=MD3lzbE-sLeE0KUX 1.0 Topic 1: Instructions in the classroom 1.1 Starting and ending a class ● Starting of the class - In the video, the teacher starts the class by greeting the students. - For example, in minute 1.37, the teacher greets the student by saying “Hello” with positive intonation. - Other than that, the teacher also starts the class by asking students about the conditions. - For example, in minute 1.43, the teacher asks the class their condition by asking, “How are you today?” and asks students to raise their hands to answer - Before starting the class, the teacher also reminds the students about the classroom rules - For example, in minute 3.08, the teacher shows the students the classroom rules using a slideshow. ● End of the class - In the video, the teacher ends the class by recapping the lesson of the day - For example, in minute 26.23, the teacher C. For example, the teacher asks about the title of the book they read and the content of the book. - Other than that, the teacher rewards each group for their contribution in the class. - For example, in minute 30.42, the teacher rewards each group with a big star for their contribution and behaviour in the class Strength Greeting pupils with a cheerful tone creates a warm and inviting environment in the classroom. Students are more likely to engage actively in class when there are positive relationships between them and the teacher (Jonhson, 2017).
Giving each group a huge star for their efforts and conduct promotes cooperation, good behaviour, and engagement. Rewards may encourage students to participate in class and actively exhibit excellent behaviour (Brandmiller et al., 2020). Weakness Recapping all the content of the topic and rewarding students may take extra time, which will affect students' schedules if it exceed the teachers’ time period. Solution Class may be ended more easily by the teacher. Rather of going over every subject, the teacher might summarise the lesson by focusing on the most crucial points. 1.2 Transitioning to and from activities ● Attention grabber - In the video, the teacher shows a funny action before starting a new activity to grab the students' attention. - For example, in minute 6.22, the teacher says, “Let’s read”, while doing an action that grabs students’ attention. Strength Before beginning a new task, use funny and interesting actions to capture students' attention and boost engagement successfully. According to Arrifadah et al. (2020), the use of attention grabbers may enhance the excitement of moving on to the next task and promote active engagement. Weakness For certain students, relying solely on attention grabbers may not be effective. Solution A variety of transitions should be utilised by the teacher to make the lesson more entertaining and engaging. 1.3 Giving instructions ● Use simple language - In the video, the teacher uses simple language to instruct the students. The teacher uses clear and precise language that is suitable for the students ‘ age to make sure they understand. - For example, in minute 4.00, the teacher asks the students to prepare a pencil and books. For example, the teacher says, “Please get your pencil and book ready because we will have to write some new words.” Strength To facilitate comprehension and ensure that students are able to grasp instructions, the teacher employs straightforward and developmentally
suitable language (Rao, 2019). Precise and clear language facilitates students' understanding and guarantees that they are aware of the requirements. Weakness While using simple language is important, it might limit students' exposure to more complex vocabulary and concepts that are also necessary for their development Solution The teacher can use some complex sentence structures when giving instruction to help students expose more to new vocabulary. 1.4 Explaining lesson content - The teacher in the video explains the content of the topic using a visual aid, which is a video. - For example, in minute 6.56, the teacher plays a video that contains the content of the topic. Using visuals will help the students understand the topic better because most of the students in the class are visual learners. Strength Giving students an outline of what they will be learning at the start of the lesson sets clear learning goals and gets them ready for what they will be studying. Weakness Overuse of visual aids such as video and pictures will limit the interaction between students and teachers (Linde, 2022). Solution Teachers should combine the teaching by using both technology and traditional methods of teaching to make learning fun. 1.5 Explaining or clarifying tasks - The teacher in the video provides the students with step-by-step instructions to make sure all students understand the task. - In minute 5.43, the teacher gives instructions to the students about the activity they will do by using connectors. For example, the teacher uses “First of all” and “Then” to give clear instructions. Strength Using connectors like as "First of all" and "Then" to provide step-by-step directions improves comprehension and ensures that all pupils can complete the assignment. 2.0 Topic 2: Classroom Questioning Strategies
2.1 Questioning cycle 2.1.1 Structuring the question - In the video, the teacher uses age-appropriate and simplified language to ensure that the questions are easily understandable by young ESL learners. - For example, in minute 26.23, the teacher uses simple questions such as “What is the title of the book?” to help students recall the lesson they have learned. 2.1.1 Wait time - In the video, after asking the question, the teacher gave students a couple of seconds before letting the students answer the questions. - For example, in minute 4.16, the teacher asks students a question and gives them a couple of seconds before choosing a student to answer it. Strength Questions are made easier to grasp by using language that is age-appropriate and simplified, particularly for young ESL learners (Shanmugavelu, 2020). The simple question like "What is the title of the book?" helps students understand and participate. Weakness The teacher failed to design questions that would enable pupils to acquire new information in alignment with the teacher's objectives. Solution The teacher should develop a question with aims for the students' answers using the preparing successful questions approach. 2.2 Types of Questions 2.2.2 Convergent - The teacher in the video asks students about the topic's content, which requires students to recall the information they acquired. - For example, in minute 19.55, the teacher asks the students about the information the students get from the video. For example, “What is Alex’s favorite lunch?” This questions require the students to recap the information they already know. 2.2.3 Divergent - In the video, the teacher asks open-ended questions that require students to answer in their own words and perspectives. - For example, in minute 5.10, the teacher asks the students, “What do you think this book is about?” by just looking at the cover of the book. The students answer the questions with different answers because they are guessing the content of the book. Strength Fostering creativity, critical thinking, and individual expression are the outcomes of posing open-ended divergent questions to students (Baker et al., as cited in O'Reilly et al., 2022).
Weakness In the video, the teacher did not use procedural questions in asking questions. Using procedural will help students understand the questions step-by-step and will help students remember the classroom routines. Solution The teacher should include procedural questions from time to time when asking questions to help students aware and remember the classroom’s rules. 3.0 Topic 3: Managing classroom behaviour 3.1 Establishing classroom routines - In the video, the teacher starts the routine of the lesson by asking students about conditions and feelings. - For example, in minute 1.48, the teacher asks the students how they are feeling on that day before starting the lesson. - The teacher in the video also states the classroom rules as a classroom routine. Strength In order to create a disciplined and well-managed learning environment, it is important to remind students of the norms of the classroom at the start of each session. (Wan Yusoff & Mansor, 2016). 3.2 Reinforcing positive attitudes - The teacher in the video uses positive words in the classroom to encourage and appreciate students’ answers. - For example, in minute 5.24, the teacher says, “Thank you very much for your answer. That’s a good guess.” This positive attitude will help students feel motivated even if their answer is wrong. Strength Students are encouraged and motivated to learn through the use of positive language and words of encouragement, which also boost their self-esteem (Wan Yusoff & Mansor, 2016). weakness Although positive reinforcement is indeed beneficial, its efficacy can gradually diminish if it is employed excessively (Lynnette et al., 2021). Solution The teacher has to maintain a balance between providing constructive feedback and positive reinforcement for students.
3.3 Curbing negative behaviors - The teacher in the video uses a gesture and reminds the students about the ground rules again when the students show negative behavior. - In minute 13.56, the teacher reminds the students to sit nicely and be quiet while showing a gesture to make students aware of their behavior. - Other than that, the teacher in the video also threatens the students to remove their points if they misbehave. - For example, in minute 16.38, the teacher asks the students to sit properly and follow the rules, or he will remove the points that they get. Strength Using signs and prompts to deal with bad behaviour helps keep the classroom in order and makes sure that students know what is expected of them (Wan Yusoff & Mansor, 2016). Weakness In certain instances, relying solely on gestures may fail to effectively address the underlying cause of the unwanted behaviour. Solution To ensure that the students are aware of their behaviour, the teacher details the cause of the inappropriate behaviour portrayed (Wan Yusoff & Mansor, 2016). 4.0 Topic 4: Giving Feedback 4.2 Oral Feedback - In the video, the teacher uses oral feedback to give feedback to students. - For example, in minute 5.30, the teacher says “Good job” to the students. The word “good job” will encourage students to learn. Strength Teachers encourage their pupils to learn by offering positive comments to help them build competence. Giving students feedback allows them to establish control over their own learning and confidence in their skills (Bain & Ferlazzo, as cited in Jonhson, 2017). Weakness In order to make things clearer, the instructor should also provide feedback in writing. Solution The instructor should write at least one or two pieces of feedback on the blackboard at the end of the session to provide insight for students to better themselves in the following lesson.
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