All classes at the Department are programmed in two-hour sessions, and there are official materials to be covered during a semester. I make actual use of materials as a base for tasks in class. This means that authentic materials –podcasts, news stories, ads, folktales, etc.-- are brought to class in order to expand what is previously studied in the course book and its recordings. Classes are always prepared and objectives are put forward and taught at the beginning of class for the students to bear them in mind across it. Classes are patrolled constantly as groups or pairs are formed, in order to help learners with questions they ask and to do speech repair.
If what is on study are new structures or vocabulary, visual aids are employed, students are referred to their textbooks to direct their attention about the new language, and their understanding is checked. On occasions, when students have doubts about other topics, detours can be taken to satisfy their curiosity or their language needs. A student comment in one of my classes: “I like visual aids, and the combination of visual aids with the book gives me more elements to keep the language.”
To complement students’ learning, students are referred to specialized web pages, where they can find additional information, exercises, listening and reading practice, language games, and the like, so that they can get additional resources, and get used to finding the information they need on the web. Many times, students do these exercises for homework to be marked. Another comment made by another student: “I’ve learned to find exercises on my own; the web pages the teacher gives us don’t only contain the exercises for the homework, but other interesting things to learn.”
Learning strategies and techniques are taught and practiced in the four skills, as well as in the systems of language, and related homework is assigned on session basis. Prompt feedback is given on student work either in class or through e-mail on writing assignments.
Learning assessment is periodically placed after units of work, and before term examinations, so that learners can have additional resources to study for formal term tests. Some other student said, “these review-quizzes are actually good preparation for the exams.”
I love my profession, and the general relationship with students normally goes without any setbacks or difficulties; students are motivated to do well in their classes, I show openness to students’ questions and needs, and generally speaking, it can be said that class environment is a pleasant, dynamic one. Students are encouraged to contact me either after classes or by e-mail. I have a blog, which is renovated each term, and where I post slides, videos, recordings, or any other authentic material brought to class, and which can be downloaded or consulted at any time.
This is a VIDEO of one of my classes in 2012-1
This is a VIDEO of one of my classes in 2012-1