Written Assignment:

Lessons from the Classroom

Name:

Assessment Criteria 1st 2nd

1.Noting your own teaching strengths and weaknesses in ✓

different situations in light of feedback from learners,
teachers and teacher educators;

2.Identifying which ELT areas of knowledge and skills you R

need further development in;

3.Describing in a specific way how you might develop your

ELT knowledge and skills beyond the course;

4.Using written language that is clear, accurate and

appropriate to the task.

Date 1st marker 2nd marker

Pass Resubmission
Needed

Pass on Fail on
Resubmission Resubmission

Overall Comment

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 Written Assignment:
Lessons from the Classroom
If you need to resubmit the assignment, make a copy you can edit, so that your first
submission (as marked) stays in your portfolio. You need to keep both versions in
your portfolio.

Issues to address in resubmission:

Tutor comments on resubmission:

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 Written Assignment:
Lessons from the Classroom
Written Assignment 4 - Lessons from the Classroom

Section A – Your Teaching Strengths

Put yourself in the place of one of the students in your TP lessons. Try to see
yourself as a teacher from that students’ point of view, and write (in the third
person) a description/evaluation of your teaching, focusing both on specific
aspects of your lessons (e.g. atmosphere, your personality, your reactions to
different students) and on the techniques that you have used which are used by
many teachers (e.g. pairwork). (50-70 words)
Olia is a creative and good-natured teacher, who tries to create positive and
relaxing atmosphere in the classroom. She is helpful and supportive with the
students and always responds to our questions and helps us to get to grips
with challenging words or grammar.
She speaks naturally, neither too fast nor to slow, though her voice is lively
and intonation is various, which helps us to stay focused and pay attention.

Strength Good rapport with the students

1
Example I know this is the strength because it was stated in my TP1, TP2, TP3 by my tutor
s from Diana and in the chat box by the other teachers. I praise them and nominate during
your FB, keep them involved, assist if necessary in BORs.
teaching
Why this It is important because it contributes to positive and relaxing atmosphere in the
is a classroom. Also, it helps with classroom management: no awkward silence during the
strength lesson, efficient collaboration and more productive work. Besides it helps some
and why students to be more confident and more active in the classroom.
it is
importan
t

Clear setting the tasks

Streng
th 2
This was stated by the teachers in the chat during my lessons and also by both my tutors
Sara and Diana in TP2, TP5, TP6.
Examp I used visuals and set up meaningful tasks (TP4), provided students with clear
les instructions and clarification TP5 (I turned to the article to clarify the meaning and form
from of in case that” during the writing lesson) and TP6, used signposting to support the
your
teachi learners in TP5, set clear context and tasks for each stage in TP6.
ng

Why Clear task instructions provide learners with clear understanding what they need to do.
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 Written Assignment:
Lessons from the Classroom
this is This eliminates confusion and ensures that learners can focus on the task instead of
a trying to figure out what is expected of them. Moreover, it increases their engagement
streng and participation.
th and
why it
is
import
ant

Well presented materials

Strength
3
Both tutors stated that in their feedback in all TPs. In my TP 3 feedback Diana wrote
that I used visuals and materials effectively to set up tasks and make the feedback
Example clear and visual, also in Tp4 she stated that the materials were presented
s from professionally. In TP5 it was also mentioned by Sara that my lesson was very visual
your and I provided lots of support to Ss so they managed tasks confidently and
teaching autonomously.

Why this Well-presented materials can significantly improve clarity and understanding of
is a lesson content, engage learners visually, making the lesson more exciting and
strength stimulating; they efficiently utilize lesson time, which is good for time management.
and why
it is
importan
t

Section B - Areas of Continued Development

Teacher-centred lessons
Area 1

In TP2 and TP3, my tutor Diana commented that there were some too long open-
Examples
class feedbacks.
from your
teaching
Why this is Student-centered lessons prioritize the needs and interests of the learners, making
an area the learning process more engaging and relevant to them. It involves active
for participation and motivation.
developm
ent and
how can
developin
g benefit
the
learners?
Specific I will continue to develop in this area by reading “Teaching Unplugged: Dogme in
ways you English Language Teaching” by Luke Meddings and Scott Thornbury. This book
can emphasizes the concept of conversation-driven, student-centred lessons that are
develop based on learners’ needs and interests.
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 Written Assignment:
Lessons from the Classroom
I will continue to implement this approach into my teaching, constantly developing
and improving it.

this area

Teacher Talking Time

Area 2

In my TP3, Diana stated that “there is quite a bit of repetition of the instructions and
Examples overexplaning, which might be confusing for the learners.”
from your In my TP6 Sara also mentioned that my TTT was excessive because I “narrated”
teaching every action I did with the BORs.

Why this is Reducing TTT promotes student-centred learning. Secondly, it allows students
an area to practice and develop their language skills through meaningful interactions, thus
for fostering a communicative approach to language learning. Additionally, minimal
developm teacher talking time encourages students to think critically, collaborate, leading to
ent and a more dynamic and interactive learning environment.
how can
developin
g benefit
the
learners?
Specific First of all, I will reduce it by detailed lesson planning and taking record of my
ways you lessons in my teacher diary (I am planning to start one to observe my lessons and to
can trace my weaknesses and areas for further improvement).
develop Besides I will record my own lessons for further observation and reflection.
this area

Clarification of MFP
Area 3

In my TP3 Diana stressed on: clarification instead of providing

Examples
the rules.
from your
This was also stated in my TP6 by Sara, when she asked to make
teaching
sure the markers and CCQs are fully useful.
Why this is The clarification stage in teaching is crucial for ensuring that students accurately
an area understand the language or concept being taught. If the clarification stage is not
for effectively carried out, it can lead to several problems, such as:
developm misunderstandings, continued errors, frustration and ineffective practice.
ent and
how can
developin
g benefit
the
learners?

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 Written Assignment:
Lessons from the Classroom
Specific This is an important area to improve at. To achieve better results in it I need to do
ways you deep and efficient word analysis, practice making useful and clear CCQs and pay
can more attention to lesson planning. Here I aim at rereading "Learning Teaching" by
develop Jim Scrivener as well as "Teaching English Grammar" by Jim Scrivener.
this area

Section C - Peer Observations and Application to your own Teaching

Teacher 1 Christina was highly effective at staging her Lesson about music.
and All the stages were logical and coherent, which resulted in
strength students’ efficient practicing listening and then speaking.
Christina’s listening tasks were achieved due to her various and
Specific
engaging tasks. For example, broadcasting listening in separate
technique
BORs, which enabled ss to discuss what they hear straight away.
s
Also, she signposted her lesson and students were completely
employed
ready for each further task.
Why you I would like to incorporate the above techniques because they
would like allow the teacher to organise a lesson in a structured and
to organised manner. It helps to think through each stage of the
incorpora lesson and sequence activities in a logical order, ensuring a
te this clear flow of instructions and students’ engagement.
into your
teaching

Teacher 2 Alyona was good at eliciting at her TP5, where she elicited all the
and answers from the students not only during the clarification stage
strength but also during the other activities.
Specific She never provided any rules or explanations, instead she
technique elicited the meaning and form from the students.
s
employed
Why you It encourages students to think, recall information and
would like participate actively in the learning process. It promotes learning
to engagement, critical thinking, and checks understanding.
incorpora Besides, this way teacher can identify the areas that may require
te this further practice.
into your
teaching

Tutor or Sara’s numerous ways of feedback.

Experienc
ed
Teacher
strength
Specific Some tricks connected with BORs, where she asked the pair or a
technique group, she showed some answers and asked to comment on the
s others, she let the ss to nominate other students to get feedback.
employed She encouraged peer check and self-check as well. I was lucky
not only to see these techniques during the observation of her
lesson with B2 group, but I also had first hand experience during

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 Written Assignment:
Lessons from the Classroom
her Friday sessions with us, trainees.
Why you Various feedback caters for different learning styles, reinforces
would like understanding and learning. It encourages self-assessment and
to self-reflection. Besides, it makes lessons more various engaging
incorpora for students.
te this
into your
teaching

Section D- Post-CELTA Professional Development Action Plan

In my word analysis when it came to linking and intonation

patterns. I discovered that I did not have sufficient knowledge
Area for in this area.
developmen I would like to develop my knowledge of phonology,
t 1 and why because it promotes communicative competence, enhances
listening comprehension and boosts learners (and teachers)
confidence.
I have already subscribed to Dr Jeoff Lindsey’s YouTube
How you will channel and Scott Thornbury’s blog. In order to develop in this
develop this area, I will read “About language” by Scott Thornbury.
area

I would really like take IELTS exam and then prepare students
Area for for it. I take great pleasure in preparing students for tests. The
developmen main reason is a measurable result.
t 2 and why

So, after CELTA I am going to take a preparation course and

How you will sit this exam in 2024. I have already subscribed to ieltsliz.com,
develop this ieltsonlinetests.com. Yet, I am convinced it is more efficient to
area work with a real teacher, who will trace your progress and
gauge your strengths and weaknesses.

I love studying and I hope in two years I will go for Delta,

Area for although I am not sure I will take all the three modules, as I am
developmen fully aware how demanding and exhausting it may appear.
t 3 and why

I will read “Key issues in language teaching” by Jack C.

Richards and “Techniques and principles in language
How you will
teaching” by Dian Larsen Freeman and Marty Anderson. I
develop this
believe Scott Thornbury’s “About language” book will be of
area
great help as well.
I plan to take Module One Preparation Course in ILC.

Word Limit: 750 to 1000 words

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 Written Assignment:
Lessons from the Classroom

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 Written Assignment:
Lessons from the Classroom
● plans)

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 Written Assignment:
Lessons from the Classroom

Referencing and Plagiarism

Your assignments need to be written in clear, accurate and academic English with appropriate in
text referencing. You should use mainly indirect quotes, meaning that you paraphrased the text. If
specific quotes are used, they should be referenced using author(s)’ surname(s), year of publication
and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not required if indirect quotes
are used. e.g. Richards (2001).
The bibliography should be presented in alphabetical order of author’s surname. Year of
publication, city and publisher should be included. This should be presented after the assignment
and before the appendices, and should only include publications referred to in the text itself.
Referencing should follow a recognised format throughout the assignment. Here are examples of
references according to the APA Publication Manual, (6th ed., 2009); for more information see
www.apastyle.org.
Single author book: Richards, J.C. (2001). Curriculum development in language teaching. Cambridge:
CUP.
Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (pp. 13–
103). New York: Macmillan.
Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied
Linguistics 19, 254–272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers.
Cambridge: CUP
Electronic source: British Educational Research Association. (1992). Ethical guidelines. Retrieved 22
May, 2016, from: http://www.bera.ac.uk/guidelines.html

Please note that plagiarism includes:

• copying another’s language or ideas as if they were your own
• unauthorised collusion
• quoting directly without making it clear by standard referencing and the use of quotation marks
and/or layout (indented paragraphs, for example) that you are doing so
• using text downloaded from the internet without referencing the source conventionally
• closely paraphrasing a text
• submitting work which has been undertaken wholly or in part by someone else.

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