2201415044
0895385889327
My Self-Evaluation and Things to Improve
Introduction
I used Teaching Physical Response as a method for teaching. Teaching Physical Response was initially developed by James Asher (1977). He noted that children in learning their first language appear to do a lot of listening before they speak, and their listening is accompanied by physical responses (touching, reaching, pulling, clapping, and so forth). Gouin also designed his method about TPR that language associated with a series of simple actions will be easily retained by learners and also associated with a motoric or physical activity.
Total physical response is an example of the comprehension approach to language teaching. Methods in the comprehension approach emphasize the importance of listening to language development, and do not require spoken output in the early stages of learning. In total physical response, students are not forced to speak. Instead, teachers wait until students acquire enough language through listening that they start to speak spontaneously. At the beginning stages of instruction students be able to respond to the instructor in their native language.While the majority of class time in total physical response is spent on listening comprehension, the ultimate goal of the method is to develop oral fluency. Lessons in TPR are organized around grammar, and in particular around the verb. Grammar is not explicitly taught, but is learned by induction. Total physical response is both a teaching technique and a philosophy of language teaching. Teachers do not have to limit themselves to TPR techniques to teach according to the principles of the total physical response method. Because the students are only expected to listen and not to speak, the teacher has the sole responsibility for deciding what input students hear.
Reflections
There are several objectives from the lesson I can take, such as :
1. To develop the oral fluency.
Students or usually young learners often do not learn to read the commands they have already learned to perform until several hours of instruction.
2. To acquire new basic native language.
As the first learner of a language (especially for young learners), they will need enjoyment in learning a language through a sequence of light and fun activities like in TPR.
3. To comprehend both listening and speaking skills in one time.
TPR is proceed through imperatives, so the students will be able to synchronize both listening and spoken utterances in a time.
4. To drill students’ sensitivity.
When we ask students to “Ride your bike” then they will try to move their body as they like riding their bike.
5. To reduce stress relieve from tedious learning.
Especially young learners, they will be easily get bored with the same activities and long duration of a learning. But by applicating TPR, they will feel like they are playing together with others.
6. To emphasize both vocabulary and simple grammatical structures.
When we say “Shut the door” for example, we already given a simple grammar structure to our students that may affect them in their daily conversation.
The strengths from my performance :
1. Well enough preparation.
Knowing that I had a turn on the first meeting, both physically and mentally should be set 100% to show the best part of me.
2. Communicative enough.
Trying to get close to the students by interacting to each other within the peer teaching.
3. Completing the whole part of lesson plan.
By the 7 minutes of the duration of peer teaching, I can complete the whole things start from the beginning or warming up of the lesson up to the end and give the assesment for the students.
The weaknesses from my performance :
1. Less smiling.
As a role model of students, the first good impression is about our expression and eye contact to the learners. But unfortunately, nervousness can change the whole condition that can make our purpose is distracted by our personal problems.
2. Incomplete realia.
I had some revisions for deciding the fix one but immediately I change some that can make my teaching equipment is incomplete.
3. Forget some parts in the middle of performance.
Actually, I should have been given a role reversal to my students to perform some actions, but I just explore a few.
4. Suddenly feeling difficult in pronouncing /θ/ consonant.
When I tried practicing my peer teaching in front of a big mirror at my house, I felt like I have already able to pronounce all the things from the beginning until the end. But maybe because of nervousness standing in front of my friends, I messed it up.
Conclusion
As a beginner, there are things I should consider and fix with better improvement. The first thing is about the accuracy of language. In TPR, clarity of our utterances is the central attention of our students to obtain certain meanings. So, I should practice before and after teaching and try reading aloud that actually will be improved gradually. The next thing is about the rapport. Rapport means the engagement between teacher and students that consists of initiation, response, and feedback. Initiation means that the teacher gives instruction or asks something to the students. That is why I should have clear instructions that would lead to a real meaning. Response means we need to know what time we should talk louder but with slow rhythm, talk slowly in case to take them back to quietness or to seize their attention back, or even talk very loud in terms of encouraging. That is why recognizing conditions should be a part of teachers’ ability. The last is about eye contact and nervousness. It relates each other. If we are full of confident, our eye contact will be the decision whether our explanation is well-delivered to the leraners or not.
References
Brown, H. Doughlas. (Ed). (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. (2nd ed). NY: San Fransisco State University Press.
Freeman, D. L. (Ed). (2001). Techniques and Principles in Language Teaching. (2nd ed). Oxford: Oxford University Press.
