As one journey ends, another one begins

For me the process of learning about CMC and how to use TEPBLL in classrooms is just beginning. I still have my final project to finish. However, I want to take a look at the beginning of the semester. I started off with not very much. My second post on this blog (Oct 1st) revealed my need for growth in teaching, CMC and technology in general. So let's review!

What I had (and still have):

• A desire to learn and to be a good teacher.

• A desire to give my students opportunities to be innovative, to think critically, and to communicate meaningfully with others.

• Some experience teaching listening and speaking with ESL students.

• Computer literacy and motivation to learn more about technology.

What I know already (this was helpful this semester)

• Designing lessons around the national & school requirements.

• Looking at the long-term goals of the school when designing lessons.

• Looking at the long-term goals of the students and community when designing lessons.

• Adapting my teaching design to contextual restraints.

• Promoting the value and benefits of language learning to learners, parents and others.

• Identifying curriculum requirements and set learning aims and objectives suited to his learners’ needs and interests which also challenge learners to reach their full potential.

• Structuring lesson plans and/or plan for periods of teaching in a coherent and varied sequence of content.

• Planning for learner presentations and learner interaction.

• Planning when and how to use the target language, including metalanguage he may need in the classroom

• Facilitating assessments. However, I have not created an assessment yet.

Finally, here is where the growth happened. Of course, I did not learn all of this in only CMC but through my other classes and at IEI as well. I'll highlight the ones that I worked towards this semester.

Things that I want to work towards:

• Learning more about technology in general.

• Integrating cognitive skills into her lessons (problem-solving, communication skills, research skills, etc.).

• Taking into account differing motivations for learning another language. Taking into account the affective needs of learners (sense of achievement, enjoyment etc.).

• Using appropriate learning theories and research to design the learning process.

• Critically assess his teaching in relation to theoretical principles.

• Varying and balance activities to enhance and sustain the learners’ motivation and interest and to respond to individuals learners’ learning styles.

• Helping learners to set personal targets and assess their own performance.

• Analysing learners’ errors and identify the processes that may cause them and provide constructive feedback to learners concerning their errors. Deal with errors that occur in class (both spoken and written) in a way which supports learning processes and communication.

• Conceptualizing how to integrate the target language within an educational framework that includes a wide range of relevant tools and technology resources.

• Developing classroom activities that advance knowledge creation, ownership and responsibility of the learning process, innovation and life-long learning, supported by the use of technological tools.

• Integrating technology with teaching and learning a language. Furthermore, I want to learn more about technology and stay up-to-date on the latest technology.

Obviously, there has been progress and there is still work to be done. Just last week, I used Socrative in my listening and speaking class and the students loved it. I submitted proposals to ITBE and TESOL conferences for the technology fairs to showcase what I have learned about Socrative and what are the pedagogical implications of using this web tool. Even though I have learned so much in CMC, I am excited for this next chapter where I can take what I have learned about web tools, TEPBLL, and CMC and apply it to my classrooms.