029 5EN Family Relationship

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Family Relationship 029 5EN

Pre-Task
The beginning of the video had you showing off photos of your friends. There was no introduction of what the students were supposed to be learning. As the lesson progressed it turned towards family relationships.
First, introduce your topic so that students have a focus. It’s even better if you put the lesson objective in the form of a question such as “What are the words we use for family members?” You also should be connecting the lesson to some prior knowledge such as asking questions about who their mom and dad are or what they do.
The showing of photos of you and your friends at the beginning of the lesson was nothing less than self-aggrandizement. If you saved those photos for the end of the lesson to use as a compare and contrast activity it would have been much more appropriate.
Although using humor in the classroom is highly encouraged, asking the students if a picture of a monkey is your sister does not teach family relationships, it teaches how to insult family members. Please show appropriate photos or use them at appropriate times when teaching children. The missed opportunity here was showing the photos of your brother and sister after going through the vocabulary words to affirm what you are teaching.

Vocabulary
These children have the ability to learn many more words than you offered them. If you are using a textbook and that is all the words listed in the lesson, then supplement the vocabulary. Thai children will never become fluent English speakers on 4 words per lesson for vocabulary.
When teaching vocabulary, students should have paper of some sort to be writing down the words and definitions. There is only a minority of students who are purely auditory and visual learners. When students are not given the task of writing things down into notebooks you are failing to teach more than half the class.

Structure
When you edited the video, you deleted the first few moments of the lesson. Did you introduce the lesson and tell the students they are responsible for learning how to use have and has? Did you connect to prior knowledge?
At the beginning when you ask the students to make a sentence have them write something on paper and then share. Students need more opportunity for writing. This helps with the transfer of knowledge to long term memory.
As kids are writing you should move around the room to monitor what they are writing and check for mistakes and correct them on the spot. That is called immediate feedback.
At the end of the lesson you once again called on students to stand up and orally create a sentence. While that student is standing up, the rest of class is tuning you out. Once again, have the students write a sentence or two and then share the sentences with the class.
Move around the room. You will never become fully aware of what your students are doing, good or bad, if you stand at the front of the room the whole time.

Text III
No more unison reading!!!!! Call on students individually to read. Unison reading allows struggling students to hide behind the noise of the rest of the class. You will never discover that there are students who need extra help with reading nor are you helping them with confidence.

Task cycle
For the activity you had children sitting on the floor in the middle of the room.
When giving instructions you were trying to shout over the students. Get their attention and get them quiet first. It was a very chaotic scene which is easily avoided with an attention grabber.
When having the students do their family tree, give them a time limit. Time limits are an essential classroom management technique.
I heard you say to a student “What are you doing?” This question should be used only in discipline situations. If a student is doing their best, this question undermines their confidence. It is better to ask the student to describe what they are doing or have done.

Post Task
Once again, get the class quiet before talking to the class. Use an attention grabber.
The unison reading for the presentations was awful. Have one student present and put in their own words.
Better yet, you missed a golden opportunity here by not having the students create real family trees. This makes the activity more relevant to their daily life and it connects the vocabulary to real people.