Ghost Students and Hand-Holding
My extra day of planning resulted in what became a great lesson plan. In fact, I'm so proud of it, I'll type out the skeleton -- in WPPPW form, of course.
Warmer: Pass out folded pieces of paper. Students write names and draw pictures of something they want to do when they grow up. I talk to the class, and say things like, "So you want to be a basketball player. Student will be a basketball player."
Presentation: Having spoken/written plenty of future tense sentences, I will elicit the facts from the students
Practice: Textbook exercise.
Presentation 2: New vocabulary from textbook, like "fall in love" and "get a job," and demonstrate using them in a sentence.
Production: Using a Sheila-made template, we make fortune tellers using the vocabulary and future tense. I supervise and assist.
Wrap-Up: While they are making fortune tellers, I write some sentences on board and have students explain them/fill in the blanks/answer questions about future tense.
However, herein lies the problem: When filling the "assumptions" section of my lesson plan, I did not even consider that my class might not have shown up. I guess I should have thought about the simple parts of life. The teachers always tell us that lessons don't always go according to plan; not having a class usually applies to the volunteers who come into our school for free lessons. We know to expect variety there, but going into a primary school, I guess it might have been too much to ask.
Especially when Janka, Andrew, and I observed the class, they were mentally checked-out because of class picture day and the field trip to the cinema. And they can't help that Easter Monday conflicted with our schedules. And they can't help that their Monday classes were switched to Tuesday instead and that I started my classes at 8am to accommodate their schedule fluctuations. But by god, the kids will hear it Monday from their teacher walks in the classroom. She said she told them multiple times about the class meeting time.
So I might teach a class Thursday morning, but she doesn't know the topic yet.
- - - -
Yesterday I went on a mission to find a box to mail my possessions home. I found a giant filing box and packing tape at an art/office supply store near Muzeum. I packed many things, bought three packages of bubble wrap, but I still had space. I bought four more packages of bubble wrap this afternoon and ironically hopped on the tram with Keith and Svatka (two of my teachers) as well as Keith's dad. We talked, got off at the same stop, and parted. I knew they had to pick up a package, but I didn't expect them when I walked into the post office with my package. By this point, I had observed enough to see where to collect my number in line. Unfortunately, with my guidebook at home, I couldn't remember which button to press. Svatka, Keith, and Keith's dad came by just as I pulled out my Czech-English dictionary; another Awkward Sheila Moment ended when Svatka saved me by pressing the right button on the console.
1956Kc ($94.50) later, my package (and some of my favorite things/presents/postcards) was in the hands of the Ceska Post. The clerk didn't speak English, so a pre-written note from the course director, Alena, secured clear communication.
It was a good experience. Although none of my coursemates came like I had hoped, I still had my hand held throughout the process.
I think I will teach my final business English lesson about pronunciation. I just don't know what angle to attempt. At least I know Jiri will be there.
Warmer: Pass out folded pieces of paper. Students write names and draw pictures of something they want to do when they grow up. I talk to the class, and say things like, "So you want to be a basketball player. Student will be a basketball player."
Presentation: Having spoken/written plenty of future tense sentences, I will elicit the facts from the students
Practice: Textbook exercise.
Presentation 2: New vocabulary from textbook, like "fall in love" and "get a job," and demonstrate using them in a sentence.
Production: Using a Sheila-made template, we make fortune tellers using the vocabulary and future tense. I supervise and assist.
Wrap-Up: While they are making fortune tellers, I write some sentences on board and have students explain them/fill in the blanks/answer questions about future tense.
However, herein lies the problem: When filling the "assumptions" section of my lesson plan, I did not even consider that my class might not have shown up. I guess I should have thought about the simple parts of life. The teachers always tell us that lessons don't always go according to plan; not having a class usually applies to the volunteers who come into our school for free lessons. We know to expect variety there, but going into a primary school, I guess it might have been too much to ask.
Especially when Janka, Andrew, and I observed the class, they were mentally checked-out because of class picture day and the field trip to the cinema. And they can't help that Easter Monday conflicted with our schedules. And they can't help that their Monday classes were switched to Tuesday instead and that I started my classes at 8am to accommodate their schedule fluctuations. But by god, the kids will hear it Monday from their teacher walks in the classroom. She said she told them multiple times about the class meeting time.
So I might teach a class Thursday morning, but she doesn't know the topic yet.
- - - -
Yesterday I went on a mission to find a box to mail my possessions home. I found a giant filing box and packing tape at an art/office supply store near Muzeum. I packed many things, bought three packages of bubble wrap, but I still had space. I bought four more packages of bubble wrap this afternoon and ironically hopped on the tram with Keith and Svatka (two of my teachers) as well as Keith's dad. We talked, got off at the same stop, and parted. I knew they had to pick up a package, but I didn't expect them when I walked into the post office with my package. By this point, I had observed enough to see where to collect my number in line. Unfortunately, with my guidebook at home, I couldn't remember which button to press. Svatka, Keith, and Keith's dad came by just as I pulled out my Czech-English dictionary; another Awkward Sheila Moment ended when Svatka saved me by pressing the right button on the console.
1956Kc ($94.50) later, my package (and some of my favorite things/presents/postcards) was in the hands of the Ceska Post. The clerk didn't speak English, so a pre-written note from the course director, Alena, secured clear communication.
It was a good experience. Although none of my coursemates came like I had hoped, I still had my hand held throughout the process.
I think I will teach my final business English lesson about pronunciation. I just don't know what angle to attempt. At least I know Jiri will be there.