Teach English in Huayang Zhen - Hanzhong Shi

Teaching Styles My summative task will be looking into Teaching Styles. Based on my developing style of pedagogy this will culminate years of life experiences, educational accomplishments and personality traits that connect with all ages and all cultures. This pathway of teaching is one that I believe works accordingly as I strive to meet the diverse needs of students whilst developing my own pedagogy. Prior to undertaking any class, you must begin with lesson planning. I would highly encourage this approach as it focuses on outcomes and direction for every lesson allowing for productivity, flexibility, and feedback. During the progression of any particular topic, Formative Assessment on student knowledge allow the teacher to determine areas of weakness or learning gaps within the material while being presented. Here students develop from this structured approach of teaching as this allows teachers to modify lessons, teaching styles and learning activities to improve student attainment. Lastly, the teacher will able to incorporate the engage study activate (ESA) approach which can be a fixed style by the teacher based on the school's criteria. I am going to bass my Summative Assessment on the presumption that I will be teaching young grade school, Vietnamese students. Since my granddaughter is in elementary school and from my experiences traveling and spending time in Vietnam, Vietnamese kids are fascinated by westerners, which I have experienced first-hand when in Dalat where I plan on living and teaching. Incorporating my teaching style into a new school environment in Vietnam would first be based around the school's curriculum. This, therefore, allows the students to have a structured flow with the school and of understanding towards the subject being taught. Further, classroom management to which is most suitable surrounding the school environment. As previously mentioned, I would firstly incorporate a lesson plan that allows the subject being taught to be interactive, engaging and fun for all students assigning both hands on and group projects along the duration of the course. This will supplement a new approach allowing students to take away new knowledge connecting with the subject on a fun level while maintaining good student-teacher relationships. This, therefore, allows students to feel relaxed, engaged and happy while still maintaining teacher authority and respect. Additionally, I would be using all teaching aids to help assist students learning needs such as different colored whiteboard markers, pictorial drawings, exercise sheets, and information communication technologies (ICT) such as PowerPoint, music or videos to present lessons. During each portion of the course, I would encourage that students always perform to the best of their abilities, motivating students using different teaching aids as mentioned or activities prior can be highly beneficial to allow you to teach and for students to maintain interest throughout your lessons. Connecting Summative assessments to student skill levels are a very important trait to keep track of. Assessment strategies I would choose would need to have clearly defined parameters in order to effectively test all student’s knowledge and/or skills for an end of unit test or assignment so students are within the skill range taught. Further, have a scoring criterion (Rubric) for older students allows a well-understood outline by which students can approach their studies for an assignment or test. Having this clear instruction gives students confidence and assurance which are likely to produce higher results. From my experiences in Vietnam, I found young Vietnamese children are very fascinated by western cultures. I would in some cases incorporate this pedagogical shift if approved by the school where western approaches such as language to help spur curiosity when teaching particular subject areas such as History or English though this approach would be approached carefully to minimize confusion. Since they will have direct contact with a westerner, students will be able to learn by listening and observing. The excitement of this change can promote new found influences to encourage focus. Why I say that. Simply I will be injecting my own teaching style which will envelop my cultural background distinction within the school's required guidelines for teaching. For me putting the fun in teacher involvement with young learners gives students higher attributes when evaluating the end of course. Data collection from grades and feedback based on Summative tasks and Formative tasks will help indicate whether students have satisfied the course or gained new skills. Additionally, this data collection from Summative Assessment will allow me to improve and transform my teaching style to help not only students’ progress but to help raise the bar for my level of teaching pedagogy. Overall, I feel my developing teaching style tied with my background, experiences, and education will make for a positive outcome. This will make both Formative and Summative Assessment tasks rewarding for both my students and my teaching environments, young learners will be able to connect with lessons and on a professional level have fun allowing students to appreciate each and every lesson.