Assignment 4: Lessons from the Classroom

Name: Reem Ahmed Mohamed Submission Date: 26-9-2023 Word count: 952

Assessment criteria. Candidates are assessed on: 1st sub 2nd sub

- Noting their own teaching strengths and weaknesses in different situations in light of
feedback from learners, teachers and teacher educators. Met

- Identifying which ELT areas of knowledge and skills they need further development in
Met

- Describing in a specific way how they might develop their ELT knowledge and skills
beyond the course Met

- Using written language that is clear, accurate and appropriate to the task.
Met

Yes/No Date 1st marker 2nd marker

PASS Yes 30/9/2023 MK

RESUBMISSION
NEEDED
PASS ON
RESUBMISSION

FAIL ON
RESUBMISSION
Overall Comment:

Excellent job, Reem. You noted your teaching strengths and weaknesses and provided a good plan to
develop your teaching skills beyond CELTA. I’m glad you found the course beneficial. Best of luck.

750 - 1,000 words

CELTA Assignment 4 – Lessons from the classroom

Paragraph 1:

I am delighted to share that the course surpassed my expectations. While I had some initial
doubts about how much I would learn, I was pleasantly surprised by the incredible value it
provided. The input sessions were exceptional and truly helped me to enhance my teaching
skills. One session that stood out to me was the phonology session, which taught me how to
properly model and drill words using assimilation, juncture, and elision. It was so valuable that
it quickly became one of my favourites. The lesson planning session was also outstanding. It
provided me with a clear understanding of the lesson stages and their purpose, which allowed
me to develop the best framework for each skill or language system.
What I appreciated most was the emphasis on student-centred learning, which has
transformed the way I teach. I now have a deeper understanding of my students' inquiries and
how to respond in the most effective way possible. All in all, this course has been an
incredible experience that has revolutionised my teaching practice.

Paragraph 2:

Observing teachers during teaching is important because it allows for feedback and
improvement in our teaching practices. Through observation, I could identify areas of strength
and areas that need improvement, which can then be addressed through professional
development or mentoring. Observations helped me to identify new and innovative teaching
strategies that I can incorporate into my classrooms. Additionally, observing other teachers
helped me to create a sense of community and collaboration among my colleagues, as we
can share ideas and learn from each other's experiences. Overall, observing teachers during
teaching can lead to continuous improvement and growth in the teaching profession.

During my colleague Yasmine's TP6 lesson observation, she implemented an innovative

technique of using a mind map figure to elicit ideas from her students for a writing task. This
approach proved to be highly effective in creating a learner-centred environment, which is
crucial for successful teaching. Encouraged by Yasmine's success, I decided to use the same
technique in my TP7 speaking task, and the results were remarkable. I strongly believe that
incorporating such learner-centred approaches can greatly enhance the quality of teaching
and foster a highly productive learning environment.

I had the opportunity to observe tutor Islam during one of his sessions, and it was incredibly
helpful for me. I learned a lot of new techniques and strategies, such as demonstrating tasks
with the students, which was a new approach for me. I also saw the benefits of playing music
during speaking tasks, as it encouraged learners to speak up and made it easier for the
teacher to correct their mistakes. Another technique that I found to be beneficial was
organising the board, as it served as a reference point for the students. I also learned that
changing the interaction patterns can be very effective for students. Finally, I was introduced
to the right way of modelling a task three times before asking learners to drill chorally,
individually, and in groups, which was a completely new approach to me. All in all, it was a
very informative and valuable session.

By observing experienced ELT professionals through DVD videos, I was able to learn valuable
techniques that greatly improved my teaching abilities. During the elementary stage, Jane's
finger highlighting technique helped me to effectively elicit the form of the sentence when
teaching grammar. In the intermediate stage, Lindsay's use of various elicitation techniques,
such as realia, pictures, and exemplification, made for communicative tasks that allowed
students to listen to each other carefully. These experiences were instrumental in my

CELTA Assignment 4 – Lessons from the classroom

development as an ELT professional and I highly recommend this method to anyone looking
to enhance their teaching skills.

Paragraph 3:

In my seventh TP session, I implemented the mind mapping technique and successfully

elicited the main ideas from the students. This helped them perform better in the speaking
task, enabling them to express themselves more confidently and clearly. By setting the
context and eliciting new vocabulary, my fourth lesson was staged effectively, making it easier
for the students to grasp the material. Additionally, I provided effective delayed error
correction feedback during the writing task, which improved the learners' writing skills. By
allowing sufficient time for the learners to practise writing, they were able to complete the task
with ease and confidence.

In my sixth TP, echoing students' answers and using unnecessary exclamations increased my
teaching talking time. Similarly, in my third TP, I recognized the limitations of my initial ICQs,
such as "Are you going to use T or F? (no)" and "Are you trying to finish 1st? (yes)" in
effectively engaging my learners. Instead, more effective ICQs could have focused on the
level of formality, for instance. By making these small but impactful changes, I can refine my
teaching techniques and create a more engaging and effective learning experience for my
students.

Paragraph 4:

In the first two months, I can continue to expand my knowledge and skills by attending
professional development workshops. I can also consider volunteering or tutoring to gain
hands-on experience and further develop my teaching skills. Reading books such as the How
To Teach series or watching videos related to teaching in the first six months can also be a
helpful way to broaden my knowledge. Asking my colleagues to observe my classes and
evaluate my instructions, my teaching talking time and my language clarification over the first
twelve months will be effective. When implementing new techniques, it's important to keep
them student-centred and engaging, such as through finger highlighting or student-centred
activities. During the first year, I will apply to work as a part-time instructor in FUE, BUE and
the British Council. By continuously learning and applying new techniques, I can become a
more effective and successful educator.

CELTA Assignment 4 – Lessons from the classroom