C3 Miami 2016 September 26-October 22

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Comment by Chris Meoli on October 11, 2016 at 4:16pm

REMINDER:

We WILL have input on Thursday morning since we need to make up some time from last week.

Comment by Jeheremy Characo on October 11, 2016 at 6:35am

Everyone's observations are so insightful that I almost feel there's nothing left for me to say... Catherine's CCQs have truly enlightened me and shown me a better way to do my CCQs for my upcoming grammar lesson on the 2nd Conditional. I loved her calm, patient demeanor and how well she empathizes with her students. I noticed she didn't overdrill the student that was mispronouncing the past participle in the sentence 'you shouldn't have taken your wallet with you'. The St was saying /teɪk/ instead of /ˈteɪˌkən/. Omg! Her ICQs are music to my ears because I can put myself in the Ss' shoes and truly feel I would have a clear understanding of which are the steps I would need to take to be able to perform each task successfully.

Like Sharon, I also like how smoothly Catherine sets up and carries out the Freer Task. I'm now seriously considering stealing it for my Grammar lesson on Wed. It'd be great to get my new Ss to use the 2nd Conditional in its various forms by the end of the lesson using 'if clauses' and other clauses using would, could, might or the past simple. Wish me luck! ;)

Comment by Rodrigo Ramirez on October 11, 2016 at 1:06am

As far as Catherine's grammar lesson,
I noticed that her lead in flowed into the Target Language very easily.
Her monitoring was really a spectacle to watch.
Both observational videos have excellent examples of monitoring but Catherine made it seem much more personalized, almost like she was giving mini-feedback sessions as she monitored.
Excellent role models for aspiring CELTA teachers!

Comment by Rodrigo Ramirez on October 11, 2016 at 12:53am

Wow, so I'm really late to the party but FINALLY got around to watching both of the video observations.

I had previously skimmed Jonothan's observational videos and noticed all the classroom management techniques (CCQ's, ICQ's, eliciting, nominating, choral drilling, etc) but it was fascinating to watch a Cambridge-certified TEFL instructor demonstrate the CELTA system at work from start to finish on a live class.
One thing I will absolutely "steal" from this video (possibly for my TP5 tomorrow if time allows!) is his use of delayed error correction, which he observed/recorded as he was monitoring. I like how he elicited the correct sentence structure and word stress from a very student-focused prespective. Great Lesson.

Side note= It's also apparent (to me, at least) that a larger class size makes group and pair work, and the subsequent pair checking and WCFB somewhat easier...perhaps we just got unlucky with 3 or 4 person class sizes! But hey, the show must go on ;D

Comment by Seth Beckhardt on October 11, 2016 at 12:05am

I agree with Anthony, Catherine's monitoring technique - giving individual attention to each set of paired students - was superb and her subtle way or drawing out correct answers without causing any undue embarrassment is a technique that I will put into my toolkit.

Comment by Clinton Dale West on October 10, 2016 at 11:14pm

Her lead in was fantastic. She had the students thinking from the "get go"! Her CCQs were gold !! I will definitely take a lot away from her CCQs. Not to mention her monitoring was on point. She did so well with helping students in an encouraging manner but not giving the answers away on a silver platter.

Comment by Anthony Kianvar on October 9, 2016 at 12:04am

Catherine video:

As with the previous video I was impressed with this instructor's monitoring technique. I appreciated that you could notice how her monitoring directly effected feedback (e.g. spending less time on certain task questions because she already knew that all of the students had answered correctly). CCQs were straightforward and simple (e.g. "Did they see his mobile?", "Did they take his mobile?"). I also appreciate Catherine's break down of form and her subsequent drilling. The Ss definitely understood the form (subject + modal verb + have + past participle) by the end of the lesson.

The only thing that bothered me during the lesson was during pronunciation. Catherine put great emphasis on the contractual pronunciation being the correct pronunciation, and essentially told the student that pronounced "could have" as /'kʊd'hæv/ instead of /'kʊdəv/ that she was wrong, or at the very least weird (in so many words). Though the colloquial /'kʊdəv/ is the most accepted, I do not think that a more formal register should be considered incorrect. I could be alone with this one, just my two cents.

Comment by Sharon Byerly on October 8, 2016 at 9:02pm

Catherine video:

She makes this grammar lesson seem so easy. I love how everything flows together. I especially like how she used the lead-in so effectively to carry on to the next part of the lesson. Like Winsome, I also think her CCQs were extremely helpful. For the Freer Practice, I like how she modeled what to do, and that the students already knew from previous lessons that they should take care to listen to each others' conversations.

Comment by Seth Beckhardt on October 8, 2016 at 6:19pm

Thank you, Chris.

Comment by Chris Meoli on October 8, 2016 at 6:16pm

Greetings, because of the Hurriccaineish weather and the missed sesions last week.... WE WILL HAVE A FULL DAY ON MONDAY.

This will be Thursday's schedule. So, if you were scheduled to teach on Thursday, be prepared to teach that lesson on Monday.

Hope everyone is safe and... see you at 9:00am on MONDAY.

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