ESL Teaching Techniques and Reflections

This assignment reflects on an ESL lesson conducted using the question-and-answer technique. The author discusses strategies for creating an interactive learning environment, ensuring clear visibility of materials (like whiteboards and images), and providing ample opportunities for student speaking practice. The reflection highlights the importance of motivation, clear presentation, and addressing student challenges to achieve successful learning outcomes.

Running Head: ENGLISH AS FIRST LANGUAGE 1
ENGLISH AS FIRST LANGUAGE
AUTHOR’S NAME
UNIVERISTY OF AFFILIATION

ENGLISH AS FIRST LANGUAGE 2
Introduction
Question and answer is the method I selected for teaching in the classroom. I pose some
questions to the student, and students are expected to answer the question ("Methods of Teaching
in the Classroom | Education.com," 2017). This technique requires student’s reflection hence
involve evaluation and new information synthesis.As it has been illustrated in the video, I will go
through the previous lessons and asks the students some questions based on the previously
learned lesson. The question and answer technique try to explain that the students and then I do
have common knowledge of the subject under discussion. This technique comprises of three
different approaches: The First approach, the students can question the teacher. I need to have
vast knowledge to answer the questions appropriately. I might not have all the answers, but part
of being a teacher is being prepared to deal with the unexpected questions. The second approach
is whereby the I poses the questions to the student ("Methods of Teaching in the Classroom |
Education.com," 2017).As it is illustrated in the video, I posted a question to the students asking
them to write common illnesses on the board. The students were also to have a look at the
pictures on the activity sheet and explain the problem that each person encountered. This activity
was targeted to enable students to think critically and come up with the necessary judgment.
Lastly, this technique approach aims at encouraging students to have a different thought, and it
also stimulates thinking. In this method, then I pose a challenge to the student to synthesize new
knowledge based on prior experience.
Giving Methodology

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I selected PPP(presentation, practice, and production) which is an outdated model for use in the
teaching for institute of language lessons, in the course book and classroom("Teaching
approaches: task-based learning", 2017). This model provides me with a platform whereby I can
present items for individual language: then the students practice it through a written task and
spoken word. As illustrated in the video I narrate a story to the students and ask them questions. I
expect the students to write answers to the questions on the board on what they can remember. I
selected PPP methodology because it offers many advantages. First, it reflects how many people
expect to learn a new language. Secondly, PPP is best suited for teaching English as second
language, since it is easier for students to grasp the knowledge(“Introduction to
PPP(3Ps)methodology for TEFL(with Videos),’’2017
Teacher talk
Teacher talk in English as second language classroom was well-thought-out to a challenging area
for English tutors. To overcome this challenge; I did little discussion in class and gave an
opportunity to the students to do a lot of talking. It was perceived that too much talk by the
teacher did not provide the students with the chance to speak. Useful tutor talk should be judged
based on the ability of its efficiency in facilitating classroom interaction and communication
promotion.My speech in the classroom was communicative because it promoted good classroom
interaction. My talk in class was comprised of, adjustment in my vocabulary that I use while
talking to the students, my reaction when a student makes an error while answering a question.
Implementation
Designing and implementing student learning environment was more comfortable, once I was
familiar with the student, and their ability to communicate with one another ("Lesson Design

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& Implementation," 2017). A good design lesson begins with I reflecting on the previously
taught experience to bring familiarity of what I was going to teach about, through group
discussions. Often I pose during the lesson to ask straightforward questions to see whether the
students understand. On the other hand, then I might give out an activity to the student for them
to handle. There is a variety of ways of implementing a multimedia in tutoring English listening
skills, such as using multimedia interactive learning materials. This can motivate students
because the listen, view text and watch the video. At such moments the learning consists of
listening skills which are subdivided into audio and text then an exercise. Although at some
moments I do assume that students are keenly attentive through listening, that might not be the
case. The students can also be allowed to do a question and answer task between them. This
activity will boost the morale of the students and eagerness to learn more of English. According
to Hofstetter(2001), multimedia are efficient for computers to combine text and create audio
which enables the user to communicate, Crete and interact. The use of multimedia materials
gives the students an opportunity to achieve projected skills. Interactive multimedia can make a
learning experience more exciting and motivate students to learn (Rusmanto,2012).
There are various ways of improving lesson design and implementation: First, I might decide to
use students’ knowledge from the previous lesson. This might be achieved by starting the class
with a review of previous class by asking students to discuss the past reading. Encourage
students to reflect on personal experience through asking them to interpret diagrams that
incorporate the previous work. Secondly, giving the students a sense of belonging to the learning
community that creates ideas and explores content that determines the direction in which the
lesson will take ("Lesson Design & Implementation," 2017).

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Classroom management
Classroom management is the most crucial part of being a tutor ("Classroom Management
Strategies for ESL Teachers," 2017). Classroom management is how I organize the student
learning through being in control of everything that happens in class.I used different approaches
during the lesson: I chose to teach the class as a whole and later pair them into groups.Learning
as a whole has the following advantages: First, I have all the students’ attention. Secondly, it
creates a sense of belonging whereby the students all have a common goal. Thirdly it helps in
building a good rapport with the students, through knowledge sharing and humor. Lastly, this
kind of teaching favors the introvert students. On the other hand, pair & group learning has its
merits: First, through group work, the students increase their opportunity to learning a new
language. Secondly, group work motivates learners since every member of the group is expected
to contribute to the studies. Lastly, group work brings a lot of improvement to student talk
quality.
Whiteboards is usually a white surface for non-permanent markings. It is a smoother surface
which allows rapid marking and erasing of the marking on the surface ("Whiteboard",
2017).While using the whiteboard, some guidelines should be observed: I must ensure writing is
large enough to be readable by all students. Different colors should be used, but I must be careful
while choosing. I should ensure that I clean during lessons and before leaving the room.
CONCLUSION
While conducting a learning process for the student, learning English as a second language, and
using the question and answer technique, I had the following consideration: First, I should be
very attentive in the classroom. I had to make the lesson more interactive with the

ENGLISH AS FIRST LANGUAGE 6
students .through this interaction; I recognized the areas where the students were facing
challenges and addressed them. Students’ motivation to learn a second language will depend on
the way I present ideas in class. Secondly, there is need to ensure that learners hear and see the
second language easily. In cases whereby I used whiteboard during the lesson, I ensured that the
points are well organized .during instances that I used images during teaching, I ensured that the
images are clear and not ambiguous. Lastly, I gave students many opportunities to speak during
class time and corrected fundamental mistakes done by the student. This technique for teaching
made the lessons so successful, and lessons objectives were achieved. I will use this method over
and over again in the coming lessons.

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References
Classroom Management Strategies for ESL Teachers. (2017). Go Overseas. Retrieved 11
November 2017, from https://www.gooverseas.com/blog/classroom-management-
strategies-for-esl-teachers
Introduction to PPP (3Ps) methodology for TEFL (with Videos). (2017). Seetefl.com. Retrieved
11 November 2017, from https://seetefl.com/ppp-tefl-teaching-methodology/
Lesson Design & Implementation. (2017). Classroom Observation Project. Retrieved 11
November 2017, from
https://serc.carleton.edu/NAGTWorkshops/certop/imp_design.html
Methods of Teaching in the Classroom | Education.com. (2017). Education.com. Retrieved 11
November 2017, from https://www.education.com/reference/article/methods-teaching-
classroom/
Progress, Plans & Problems (PPP) methodology - Weekdone. (2017). Weekdone. Retrieved 11
November 2017, from https://blog.weekdone.com/faqs/implementation-guide/progress-
plans-problems/
Rusmanto. (2012). Media pembelajaran multimedia. Retrieved from
http://ojonx.wordpress.com/2013/01/21/media-pembel ajaran-multimedia-interaktif-
yang-baik
Teaching approaches: task-based learning. (2017). Onestopenglish. Retrieved 11 November
2017, from http://www.onestopenglish.com/methodology/teaching-articles/teaching-
approaches/teaching-approaches-task-based-learning/146502.article

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Whiteboard. (2017). En.wikipedia.org. Retrieved 11 November 2017, from
https://en.wikipedia.org/wiki/Whiteboard
Why Talk Is Important in Classrooms. (2017). Ascd.org. Retrieved 11 November 2017, from
http://www.ascd.org/publications/books/108035/chapters/Why-Talk-Is-Important-in-
Classrooms.aspx