FSU TEFL 120 Certificate Course Summer 2, 2021

 T oday I met with Samuel, a CIES student at the Hecht House. Date/Time: 6/30/21 at 3 pm Location: Hecht House classroom Topic/Skill: Introductions and Needs  Assessment Feedback provided to tutee: General pronunciation corrections, support for their communicative ability Lesson(s) about tutoring and/or the tutee you learned: Samuel is studying to pass and English language exam at his home institution for his PhD program in Colombia. We discussed where he is from, what his career is, why he wants to learn English, and what parts of English language learning he wants to work on in our tutoring sessions. He wants to develop his listening and speaking skills, so we decided we will mainly have conversations about our lives, daily routines, interests, and his thesis. 

 June 30th, 2021: Today I met with Paola at Sweet Shop at 3:30 for an hour. As always, we started by chatting a little about our day and commented on the weather. Then we went over phrasal verbs, what they mean, and how to use them. I gave the example of the verb "break" and paired it with "in", "out", "up", and "down" to show the various meanings. Then we filled out a chart together describing the meaning of other phrasal verbs with "up" and whether "up" was necessary to change the meaning or not. Then we went over minimal pairs that she could improve on that I noted in our previous sessions. She said that she has a speaking log due this week and we worked on those words. Lastly, we watched a clip from Friends and I had us both write a 3 sentence summary. We compared and then we revised hers to get rid of a run on sentence. Today was fun! It went by really fast. I enjoy phonics the most so working on pronunciations ...

 Today I met with my conversation partner, Zahrae, over Zoom. Before I met Zahrae over Zoom for the first time she told me she lives in Kuwait, so there was a large time difference. While it was 3 pm for me, it was 10 pm for her, so she has to do all of her CIES classes later in the day. When we logged on and introduced ourselves, we first discussed what our educational paths were in school and what we wanted to do in the future. I shared that I am in international affairs and learned that Zahrae is working towards a Masters degree in psychology. Additionally, she shared why she wanted to learn more English and I discussed why I am taking the TEFL course. I have a very close friend who speaks Arabic as well, so we talked about the differences in the language and how her kid's first language is now English, not Arabic, similar to my friend. Moving forward, we discussed places we had traveled to, Zahrae had been to New York and Florida, which is coincidentally the two states I have l...

Dr. Angel Rios   Speaking 1:00-1:50 PM Topic/Skill: Opinion Paper/Presentations Teacher Presentation: There was no actual presentation by the instructor given during this class, it seemed as if it was primarily for students to present a project that they had been working on based on a lesson about Opinion Papers.   Materials: Computer, projector   Student Participation: After a student was done presenting, they opened questions for the students to ask about their presentation. In every presentation that I observed, at least one or more people asked a question which showed that they were engaged in the topic that was being presented and the class itself. It also showed their curiosity and excitement to learn. Feedback Provided: After a student presented their research and opinion, the instructor asked them questions if there was something in their PowerPoint that needed more clarification. He suggested that the students had someone film their presentation so they can watch...

 Date/Time: 6/28/21, 6:00pm Location: Strozier Topic: The IELTS speaking session Feedback Provided: In this session, I worked with Hussam on practicing the speaking section of the IELTS exam, the section he said he has historically had the most issue with. I found a long list of practice topics online, and we started the session by just jumping straight in to the first one. From there, we worked on how he begins his presentation, as it was obvious that the timed nature of the assignment made him nervous and he had trouble starting off. We worked on opening sentences, and I told him that he should think of this presentation as similar to an essay: since he only has 2 minutes, he needs to open with the subject of his piece and the 3 supporting pieces of information he will use when speaking. From there we did a couple practice topics in which I made him do just the opening, and he began to improve. After that, we finished by doing an entire 2 minute presentation, which was significan...

 Date/Time: 6/28/21, 3:00pm Location: CIES Topic/Skill: We did a little bit of everything: listening, writing, reading, and speaking. Feedback provided: In this tutoring session, I started with a dictation, where I wrote 5 sentences about traveling to Paris, said them aloud, and had Yesli write down what she heard. In this activity, she was almost perfect, forgetting only a couple suffixes on words and misspelling 2 words as well. After that, I had her write a similar paragraph, based upon the structure of mine, about a place she had travelled to. Again, she did quite well, only making mistakes with a couple of adjectives and one sentence structure in which she was trying to create a time comparison about the last time she had seen her mother. After this, I found an article in the Tallahassee Democrat that I had her read aloud. As we went, we discussed unfamiliar words, idioms, and sentence structures, then I had her orally give me a summary of what we had just read. Her summary wa...

 I met with Steven on June 28th, 2021 at Strozier Library for an hour. I had a plan to go over simple present tense and it turns out that is something they went over in class that day! Simple present tense and how to form questions. We went over his notes together and practiced asking and answering questions. He said he struggles with pronunciations the most so just speaking and reading vocabulary helps. We also looked through one of his textbooks and he read through phrases and checked his comprehension by translating them into Spanish. 

 I met with Paola on June 28th, 2021 for an hour at Sweet Shop. First we chatted a little about our weekends, what we did, and how her classes went earlier. Then we went over some grammar regarding gerunds and infinitives. We discussed what the differences were and when it is appropriate to use either one. Then we did rhyming vocab again with words that rhymed with /ew/. I had her come up with as many as she could and I presented some new words that she didn't know before. This is a fun activity for both of us. It's a way to not only learn new words but to practice pronunciations. Lastly, I had her read a short passage about getting a tattoo and asked comprehension and summarizing questions.

 Reading - Olivia James During her class, Mrs. James went over the concept of SQ3R. She opened a google doc so that all students could work in one document. The students learned that SQ3R stands for scan, question, read, recite, and review. Using the SQ3R mode, they dissected the reading that they had done down to its bones. The class also talked about how to properly paraphrase, and did a paraphrasing activity together where they took a concept and elaborated on it. Mrs. James wanted to make it clear that the point of paraphrasing was not necessarily to make it shorter, but to make sure that all of the main ideas were overly clear. Mrs. James's document also color-coded different topics straight from a reading that they did on the study of brain's relation to social connection. The color-coded themes were broken into vocabulary, paraphrasing, main ideas, pronunciation, and other that would be further elaborated on throughout. Mrs. James's teaching style is very inclusive a...

 Grammar - Olivia James Mrs. James's class was very interactive and inclusive. The class was preparing for a final exam where they were working on a mock exam together. The mock exam was taken in a google doc where the entire class could work on the exam together. The google doc was then put up on the board so everyone could see the answers. Mrs. James walked around the room to each student as they took the mock exam to correct their grammar mistakes. One thing that I though was nice was that she was not individually calling anyone out, but instead used the mistakes as teaching points that she would then say to the whole class. Mrs. James also went through the students' answers with a highlighter of either green or yellow. Yellow meant that they needed to look at it again and green meant that their answer was correct. She then gave verbal corrections and the class then had a chance to redo the work. Another thing that I liked about the exam was how it was formatted. The questio...

Felicia Ciappetta Grammar Group 3 10:00-10:50am Topic/Skill:   Grammar/Present Perfect Tense   Teacher Presentation: The instructor used the students’ answers to introduce verb tenses. She focused on the present perfect tense. The first question she asked was “When do we use present perfect tense?”, after students made a few guesses, she explained when the present perfect tense is used and then revisited the students’ answers to her initial discussion question to relate and compare it to the present perfect tense.   Classroom Management: After the breakout sessions, the instructor was extremely interactive with her students and engaging in their conversations within their groups. She asked what they had discussed in their groups and would display pictures of words that may have been unfamiliar to a student. Materials: Computer, projector   Student Participation: The instructor first asked a basic question “What have you done today?” and broke everyone in break out gr...

Date: 06/28/21 Time: 10-11 AM Location: Zoom Topic/Skill: Needs Assessment/Diagnostic Feedback provided: Dong-bing and I got to know each other pretty well and I learned he likes to be called Dave because his name does not sound right to him in English. I was very impressed at how well he spoke and articulated and noted very few grammar mistakes in his speech. He mentioned that he liked grammar and he needed help with listening and writing at the same time which was a difficult task for him. I asked him some basic grammar question and we agreed that he needed help with future and present verb tenses.   Lesson about tutoring learned: Dave does not speak English at home, I want to challenge him and get him to speak more English with his sister and be excited about it. He is very smart (probably smarter than I am when it comes to grammar) so I want to be as prepared as I can be when it comes to making lessons that both challenge him and peak his interests.  

 Composition - Felicia Clappetta Today I observed Mrs. Felicia Clappetta's class in composition. When I entered the class I provided my ID and I was entered into the class shell on canvas. I was able to look through the shell and see how Mrs. Clappetta organized her assignments, as well as the kind of assignments that the students were analyzing. The class was made up of podcasts for listening comprehension, summaries to readings for reading comprehension as well as writing practice, and annotated bibliography practice as an extension to writing composition. I was able to watch Mrs. Clappetta's video explaining how to create an annotated bibliography. I noticed that all of Mrs. Clappetta's instruction was perfectly tailored towards a group where English was not their first language. Her work had many visuals, was very simple and broad, and then was coupled by her narration. Even her narration was slow and well pronounced. She went over what was expected in terms of assignme...

 This morning, I had my first tutoring session with Dojun. He is from South Korea and had a daughter a few weeks ago. The reason he wants to learn English is so that he can use it in his job, where he works for an airline. He is a pretty advanced speaker and has been studying English for 10 years, so most of what we did was conversational. He wants to be more comfortable with speaking and listening, as he mostly studied reading and writing when he was growing up. After COVID-19 clears up, he wants to speak English comfortably for travel to the US and Australia. In the past, he has been to Seattle and San Francisco, but only for a business trip. He does want to visit Florida so that he can go to Disney and Universal. He doesn't get too many chances to speak English now due to Korea not having any international flights.

9:00am - 10:00am    06/29/2021 Paper Fox Coffee Cafe I am starting to realize how bad I am at English. We reviewed his vocabulary quiz and I realized that if I were taking this quiz, I would not have gotten a hundred percent. I expected it to be a bit easier than what it actually was. I did notice that some of the definitions we were matching the vocab words to were not completely correct though. In that, I helped explain the discrepancy to Xing. He seemed to have a better grasp of the vocabulary after that though. We also talked about study suggestions. He is having a little trouble keeping up when trying to write notes in class. I suggested that he record the lesson so he can go back later and listen to the parts he missed before. I have always done this to keep up with my class notes in note-dependent classes (because I am a slow writer). I'm not sure if he will try this or not, but it was the only suggestion I could think to give him. 

 Tutee: Hang-ah Kim Yesterday Hang-ah and I had our second tutoring session. Hang-ah is very proficient in English, and only really has difficulty with fast conversation, as seen in audios and video clips, as well as lacks in knowledge pertaining to more colloquial words. We started the class running through guided conversations where I would ask a question as a waiter or a travel agent, and then provide new words in parenthesis. Hang-ah then had to respond to my questions using said words. While going over the answers, I noticed that Hang-ah either misused or completely left out modal auxiliaries in her speech. Because I already had a lesson plan for this topic, I shifted my lesson plan slightly and tailored my modal auxiliary lesson to the activity that we were already doing.  6/28/21  1:30 PM - 2:30 PM Below are the sentences that we went over. The first sentence is what I asked, and the second is the corrected response that I was given after going back and examining a...

  Date/Time: 6/28/21 5:30 PM- 6:30 PM Location: Zoom Topic/Skill: Needs Assessment & Diagnostic, Interest Discussion, Getting to know one another Feedback provided to tutee: Alice has a good grasp on her English for her age range. She mentions she needs more help with her writing and speaking. She needs more confidence when speaking, as she sometimes mumbles some of her phrases. I let her know with enough practice, her speaking will get better as she already has a good understanding in place. Also, her reading will also aid in sounding out the words she is saying. Alice needs some hellp on her reading comprehension, as she struggles knowing the meaning of some vocabulary words in her text. Lesson(s) about tutoring and/or the tutee you learned:  I learned that I have to make a lot of talking points, just in case. There are times where I didn't have enough to say, so me and my tutee were not talking as much. I want to prepare more activities so she can stay engaged. ...

 Date: 6/28/2021 Time: 4-5 pm Location: over Zoom Topic/Skill:  Writing essays and looking at organization and grammar Feedback provided to tutee: After the tutee sent me her essay, I made corrections to it using the error correction symbols. During our meeting, we read the essay together and talked over each of the sections to correct that I had highlighted. I had her work out what the corrections should be, and pointed her in the right direction with clues if she got stumped. We also talked about how to practice writing solely in English. Lesson(s) about tutoring and/or the tutee you learned:  I learned that it can be hard to explain why certain phrasing does or doesn't work in English. Grammatically it may work, but it sounds strange or incorrect. I also learned that my tutee isn't confident using English grammar terms either, so I can just explain concepts to her rather than having to look up all the proper grammar terms. 

Today I met with Masoud, a beginner CIES student.  Date: 6/28/2021 Time: 4-5 pm Location: Strozier Library Topic/Skill: Needs Assessment and Diagnostic, getting to know each other, going over vocabulary and the present progressive tense. Feedback provided: After getting to know each other a bit and doing the needs assessment, we began working on his vocabulary and using the present progressive tense. As we did this, we discussed some vocabulary words and I would correct his pronunciation or spelling if needed. When writing a few sentences together in the present progressive, there were a few times the -ing suffix was left off, so I corrected these and tried to stay encouraging.  Lessons about tutoring learned: Because Masoud is in group 1, he has not had as much exposure to English. I worked on annunciating things better for him and worked on not using any slang or conjunctions such as "gotta" or "don't". Additionally, I was able to apply strategies such as ...

Today I met with Ruth, an intermediate level 2 CIES student via Zoom. Date/Time: 6/28/21 at 5 pm Location: via Zoom Topic/Skill: Introductions and Needs  Assessment Feedback provided to tutee: General pronunciation corrections, support for their communicative ability Lesson(s) about tutoring and/or the tutee you learned: I learned that it is hard for to communicate open-ended questions like "What topics or skills would you like to cover?" In addition, Ruth understood key words in my questions but did not always understand exactly what I was asking. She read a passage aloud to me so that I could hear her pronunciation skills. We talked about her career and life so that I could gauge her speaking skills. She has great inference and reading comprehension skills. I want to work on when to use the terms person versus people. 

 Dr. Felicia Ciappetta Speaking Class with Group 1 Date & Time: 6/24/2021, 1:00 pm Topic/Skill: Speaking, Families, Classroom Supplies Teacher Presentation: Professor Ciappetta had multiple different labeled worksheets for students to read from. Throughout the class, Professor Ciappetta would project these worksheets, which usually had a picture with numbers on different objects in the picture, and asked students what each number was. She would call on each student and ask them something like "What is number 1 a picture of?". Professor Ciappetta was very helpful if students were having trouble thinking of the right term or if they pronounced it wrong. The students were all eager to find the correct pronunciation. Classroom Management: Professor Ciappetta only had 3 students in class when I observed, so she simply rotated who she called on. Because this was group 1, she spoke very clearly for them and gave them words of encouragement when they got the term correct. Additio...

Dr. Angel Rios Reading Class with Group 3 Date & Time: 6/24/2021, 11:00 am Topic/Skill: Reading Fluency, Budgeting/Money Teacher Presentation: During class, Dr. Rios went over a passage with students. The passage was about 5 paragraphs long on money management and budgeting during college. For this, he introduced the topic and asked students questions about certain parts of the passage or asked them to explain a paragraph in their own words to the rest of the class. Classroom Management: Dr. Rios was very interactive and fun with his students. Though some students seemed more reluctant that others, I could tell that there was not too much pressure for the students and they could learn in a fun, judgement free environment. As Dr. Rios called on students to read and explain paragraphs in their own words, he allowed them to interpret what they read and reproduce it verbally. Materials: Computers, projector Student participation: Students were all called on in this exercise by Dr. Rios...

 Dr. Angel Rios Grammar Class with Group 4 Date & Time: 6/24/2021, 10:00 am Topic/Skill: Phrasal Verbs Teacher Presentation: Dr. Rios first showed the class their schedule for the lesson. Dr. Rios had the students warm up with verbal exercises that he lead involving the usage of phrasal verbs. Today was quiz day, so the majority of the class was spent taking the quiz. Classroom Management: Dr. Rios often joked around with the students and supported them in their practice exercises. The quiz was open note and Dr. Rios made himself available when students had questions. Though it was quiz day, the students did not seem stressed and were eager to learn. Materials: Laptops, projector Student participation: Students all participated in the initial exercise involving phrasal verbs and many asked questions during the quiz time. Feedback provided: There was not much room for feedback because it was quiz day, but when students had questions about the quiz Dr. Rios was quick to answer an...

 I met with Davi on Friday over Zoom at 10am and we spoke for an hour. For our first meeting we did introductions and got to know each other. He is from Brazil, has his own business, and has been in Tallahassee since December. We compared our hometowns and talked about the beaches in Cali and Jacksonville. We discussed what our plans are for the fall after we both complete our CIES courses. He seemed like an intermediate speaker and asked for corrections in his speech if he caught himself making a grammatical mistake or mispronunciation. Over Zoom there was sometimes a delay in speech but overall the conversation was consistent. 

  Dr. Angel Rios Reading Class Date/Time:  6/23/21 11am Topic/Skill: Main Idea  Teacher Presentation: Dr. Angel Rio started the class with the activities discussed in the previous class and the reading assigned from his last class. The class was very interactive, and I could see the bond that he and his students have. It seemed the class period was separated. Last class, they focused on reading. In this class, they worked on questions pertaining to the reading.  The reading was about budgeting and Dr. Angel Rios asked the class about the tips given. He asked in-depth questions on each tip.  Then more questions followed, that either had to deal with the previous question or the text. Classroom Management:  The students were very interactive. This class focused on answering questions, so they made sure they were ready if they were called upon. Students had the opportunity to answer the questions if they knew them. The questions directed where the class ...

 I met my conversation partner, Masoud, on campus in Strozier. He is from Saudia Arabia and has only ever taken one English class in University. At the time of our meeting, he had only been in the US for 10 days, so his English was still very basic. He struggled a lot of the time finding words, but for the most part understood what I was saying. We did have to pull out a translator a few times, but not frequently, and we would try to rephrase things before using a translator. We talked mostly about basic subjects, like differences in the food and the weather in Tallahassee vs his home town. We also talked about places he wanted to visit in the US, mostly other cities in the southeast like Atlanta, GA or Columbia, SC. I am looking forward to hearing his English improve and getting to know him better.

The first class I observed was a group 1 listening class. Unfortunately, there was not a lot for me to see because all of the students were working on their own assignments with headphones. Each student gets their own listening assignments that are around their level. I did try and take note of what the teacher was doing in the class. Most of it was answering simple questions, like how to spell the name Melissa, or giving instructions to each student on what their work was and preparing them for it. The instructor told me I could go at any time, so I stayed for about half the class because otherwise it was mostly watching a silent classroom on zoom. I did hear about the class later from my conversation partner, Masoud, who said that the class was challenging for him because he barely knows any English.

  Ryan Flemming's Reading Class Date/Time: 6/21/21 11AM Topic/ Skill:  Reading & Main Idea Deductions Teacher Presentation:   Professor Flemmings allowed the class to choose the story they read for the day. Throughout the reading, the Professor made the story come alive. I was interested from start to end, due to how he told the story. He made sure his words were clear and precise. He used his hands and his face a lot while reading the story to make sure the students were still engaged.  After this reading, he went through questions that pertained to the story. Additionally, Flemmings would define any words that the class was confused about. The class was very interactive, there was one student on zoom and she was still asking questions on the meaning of certain words. Classroom Management: For the first 30 minutes of class, Professor Flemmings read the selected story, and the class made sure to stay engaged. For the rest of the class, Flemmings used a multi...

Date : 06/26/21 Time : 3:00 - 4:00  Location : Zoom Meeting Topic Discussed : We did introductions, and asked basic get-to-know-you questions.  Cultural topic : We spoke a lot about soccer teams. Steven really likes Columbia's soccer team, and the U.S. team. We also discussed the cultural relevance of English in his chosen profession, Computer Engineering.  Personal Thoughts : There was a lot of confusion, and it was difficult to communicate. I wrote out every question into the chat box to make sure he was able to understand it. His reading and writing seems to be better than his speaking and listening skills. I also felt that on top of a language barrier, we were also struggling to communicate over Zoom because of the bad internet signal, and computer errors. I enjoyed the meeting but felt that it wasn't as smooth sailing as I expected it to be. 

  Date/Time: Monday, 6.21.2021 10 :00-10:50 a.m. Topic/Skill: Group 1/Grammar Teacher Presentation: Olivia James was very friendly and was joking around and laughing with the students. It was a fun class to be in. Classroom Management: The instructor was constantly talking to students about the grammar lesson. Materials: A grammar worksheet that focused on Student  Participation: Students were working on the worksheet and asking questions when they did not understand part of it. They were very engaged the whole time. Feedback Provided: The instructor was walking around the room and reading students' worksheets. She was showing them to other students to provide examples and correcting students' mistakes at the same time. Lesson(s) on teaching you learned: When it comes to lower-level classes, a lot of attention and feedback is needed. Also, speaking more slowly and enunciating/repeating is necessary.

  Date/Time: Monday, 6.21.2021 11 :00-11:50 a.m. Topic/Skill: Group 1/Reading Teacher Presentation: Ryan Flemming was very animated while he read the story. He read slowly and made a lot of hand gestures and facial expressions to make sure students were understanding the story. Classroom Management: The instructor spoke and read to the students for the entire class. Materials: A website with a story and multiple-choice questions about the story Student  Participation: Most of the students were engaged with the story and answered questions about the story after it had been read. The instructor let them choose the story and waited patiently when they were trying to answer questions. Feedback Provided: Sometimes, the instructor would stop to explain difficult vocabulary. He also answered any questions the students had. Lesson(s) on teaching you learned: It is important to make sure your students are paying attention and adapt your lesson and teaching meth...

Date/Time: Monday, 6.21.2021 9:00-9:50 a.m. Topic/Skill: Group 4/Composition Teacher Presentation: The instructor was Felicia Ciapetta. She was very friendly and started off the class by asking students about their weekends. Throughout the class, she was ready to answer any questions the students had. Classroom Management: The instructor sent out a video for the students to watch. It was a pre-recorded lecture and slideshow of her talking about plagiarism and summarizing. Materials: The previously mentioned slideshow and pre-recorded lecture Student  Participation: Students asked questions when they had any, but mostly they kept quiet at their desks and watched the video. Feedback Provided: The video took up a large portion of the class, but when it was over, the instructor answered questions that the students had about the material covered in the video. Lesson(s) on teaching you learned: When it comes to upper-level students, there are different cultural n...

Date/Time: Friday, June 25, 4:30-5:50 p.m. Location: Zoom Topic discussed: Introductions, favorite restaurants, academic degrees Cultural and/or linguistic topics you and your partner learned: I learned that Hussam is from a large city in Saudi Arabia with about 1-1.5 million residents. We talked a lot about local restaurants and foods, along with our academic and professional interests. I also learned that there is a mosque in Tallahassee.

  Date: 6/25/2021 Time: 2-3 pm Location: over Zoom Topic discussed: We played 20 Questions to get to know each other (our interests, hobbies, what we are studying, family/pets, movies/shows/books, music, personality traits).  Cultural and/or linguistic topics you and your partner learned:  Though I am from the US and she is from Kuwait, we both were interested in k-pop, so we talked a bit about that. Many of her interests involved Western-based movies, shows, and music, so we also talked about horror and rock music. We also found we have traveled to some of the same places, and want to visit the same countries. So even though we have different cultural backgrounds, many things about us align. 

  Date: 6/23/2021 Time: 3-4 pm Location: CIES Building Topic/Skill:  Needs assessment and diagnostics, getting to know my tutee Feedback provided to tutee: We talked about her academic goals, what she wanted to focus on (writing and grammar), and about her interests. I noticed she sometimes struggled with language involving essays (ex: thesis), and given that she wants to work on academic writing, I will make sure she knows the vocabulary around academic writing. Also, because we talked about her interests, I am going to come up with essays/activities involving topics she is passionate about. Lesson(s) about tutoring and/or the tutee you learned:  She is definitely an advanced student, so I will need to make sure I am teaching to her level. Also, she wants to work on grammar in real-life settings, so I will need to come up with ways in involve various verb tenses and grammar points in our conversations and in my lessons for her. 

  Olivia James Grammar Class Date/Time: 6/21/21 10 AM Topic/Skill: Simple Present & Beautiful Mistakes Teacher Presentation: In the beginning of the class, Professor James introduced the term Simple Present Tense and explained briefly about Beautful Mistakes. She mention two type of mistakes, productive and unproductive. She mentioned when simple present tense are used. This class was very interactive, as they worked on Grammar practice sheets for simple present. After the student worked in the class, Professor James would introduce a new topic and then the following practice sheet would follow. Classroom management: While the students worked on the their practice sheets, Professor James walked around the classroom offering help. There was also a google doc, where students were able to work on as well as view their other classmates' progress. Materials: Practice Sheets, Google Doc, Computer, Zoom Student Participation: When it was time for the students to work on their practice...

 I met with Paola on 6/23/21 for a little over an hour at Sweet Shop on campus. First we caught up a little and asked about each other's day. Then I started a PowerPoint that had a few activities. The first was a review on adverbs. I had her explain the difference between adjectives and adverbs and give me examples. Then we discussed linking verbs and how to spot when to use an adverb or not. The next activity took the longest but sparked a lot of conversation. We did "rhyming vocab" where I had her think of as many English words that rhyme with "each". We compared words that sounded very similar and I helped her with her pronunciation to make the words contrastive. For example, we practiced saying the words "sheep" and "cheap" and "sheep" and "ship". Lastly, we watched a clip from the show Seinfeld and I had her summarize it to me to check her comprehension. This session felt very fast and it was really fun.

 Ryan Flemming's Reading Class Group 1 Date/Time: 6/23/21 11 AM Topic/Skill: Reading Comprehension  Teacher Presentation: Mr. Flemming started the class by going over the agenda for the day which included some reading paragraphs and choosing the main topic and then a discussion about different types of music. Students individually read a passage and then answered a poll with three options of what the main topic was. Mr. Flemming discussed after why the correct answer was correct. For the music discussion, he had a chart that listed genres of music. He asked the students what type of instruments, musicians, songs, and type of place you would this genre of be found in.  Classroom Management: Mr. Flemming directed the class by introducing what the activity was before starting it and made sure each student understood by asking "Do you want anymore information about the vocabulary I used?" Materials: Computer, projector, speaker, zoom, google docs, and reading passages...

06/24/2021 9:00am - 10:00am Paper Fox Coffee Cafe This session went smoother than the last. I realized how many mistakes even I, as an native English speaker, can make. We spent about fifteen minutes looking for one word that he needed for his homework. I showed him different ways to find words (google translating from his native language, using a thesaurus, and looking for antonyms to find the opposite word). This resulted in the word Genuine. And when I went to tell him how to spell it, I couldn't do it. He probably thinks it is weird that a native English speaker cannot spell correctly. It is probably very different from a character based language like Chinese. I think it was a good thing for him to learn though. Xing is very focused on how bad he is at English, (because people have told him that in the past) without realizing that most English speakers are pretty bad at English grammar/spelling as well. I hope to help raise his confidence more because his English is very good a...

 Felicia Ciapetta's Level 3 Grammar  Date/Time: 6/23/21 10AM Topic/Skill: "Beautiful Mistakes" Teacher Presentation: Professor Ciapetta presented a list of phrases that she heard her international students say recently that were grammatically incorrect. She had the students get into pairs or small groups to go through the list and try to identify the mistake and correct it themselves. After some time talking, the whole clas looked at the list together and went through the answers. If there was ever confusion or a question, students could freely ask and professor Ciapetta answered thoroughly and clearly. Sometimes there were a few different answers to correct the phrase that both made sense. Classroom Management: Ciapetta controlled the zoom break out rooms and all the students seemed engaged and on topic when discussing the answers in small groups or as a whole class. Materials: Projector, computer, zoon, list of phrases on Google Docs Student  Participation: Students wer...

 Olivia James's Level 3 Composition Class Date/Time: 6/23/2021 9AM Topic/Skill: Commas Teacher Presentation: At the beginning of class professor James went over what the four uses of commas are. It appeared to be a review from what she taught in a prior class. She showed a few resources and examples of each form. Then she had students independently work on correcting a writing sample by color coding various parts of the ssay like the topic sentences and details and by marking where there should be commas.  Classroom Management: Professor James walked around freely and attended to students when they had questions. Materials:  Computer, projector, zoom, handouts of reading passges, and highlighters/pens. Student  Participation: Students had the task of proofreading an essay by incorporating their knowledge of the four commas and worked on identifying the parts/structure of an essay. Feedback Provided: Professor James provided feedback by answering students ...

 I observed Dr. James for Advanced Reading this morning.  Date/Time: 6/23/21 11:00 am Topic/Skill: Inferences  Teacher Presentation: Teacher used The Monkey’s Paw to teach inferences. There are many holes in horror films that you have to fill with inferences. The professor assigned students to answer questions individually that they will share with the class later. The professor incorporated cultural icon Stephen King into conversation. She talked about how tomorrow, they will talk about how they can tailor their reading logs to make it most efficient for them. Then introduced the next reading, presented SQ3R, and helped students begin the Scanning stage of the reading literature. Prompted students to highlight and define vocabulary words they are unfamiliar with.  Classroom Management: Dr. James encouraged each student to start their work promptly, and really answer genuinely. The first part of the activity was not facilitated by the teacher, but they came together ...