On Wednesday, these 2 students were there even before I arrived at 8am. I decided to go ahead and explain the course and assessment schedule to them, but I told them they'd have to explain to the newcomers later on. Sure enough, we were joined later by 2 more students Siti Fatimah and Kinsia (an Indonesian student). So Vincent and Siti had to tell them what they'd learnt about the course and assessment schedule from me. The following week, Nor Atiqah joine dthe class and she too had to find out from the others about the course. Thiru was the last to join the class, on the 28th, so she's missed out on quite a bit.
Week 1:
Introducing myself: I explain the different honorifics - Mr, Mrs, Miss and Ms. Also explain terms maiden name and married name, surname/family name and patriarchal name. Men, single or married - no difference, Mr. Mrs - cultural differences : change of maiden name not practised among Malays; the convenient use of Puan . Miss- for single women, but Ms (pronounced Miz) is meant to be a mystery - or marital status doesnt matter .
I tell students my approach. I expect them to work on the exercises in the course book before coming to class. What I do in class will be to explain the main skills taught in each unit, and to go over any exercises that they had problems with.
I tell them it's absolutely important that they work on the exrecises before coming to class and that they have to tell me what they find problematic.
The blog project: I make it clear that the project is aimed at encouraging them to read on their own - that they choose articles which are relevant to their topic, and select and sum up ideas to write in their blog.
Only Vincent and Kinsia seem to be familiar with reading blogs. Kinsia has a blog of her own, but it's more like a journal which she share with friends.
Assignment: 1. Read a few blogs (choose according to interest) and record the following information - blogger's name, title of blog, blog address, any links, pictures, comments, etc
Students will be required to share in the next class what they've discovered.
2. Find out how to start a blog.
3. Collecting quotations: students are to look for at least one suitable quotation they like that's relevant to the topic currently studied. Record quotation, who said it, and what do you think it means? Each will share with class.
Week 2:
1. Introduction to the new book: I ask students what they normally do when they get a new book. Obviously none of them have any ceremonial practices, so i get them to open up the book and smell it. Sniffing in the smell of a new book - isnt that a pleasure? Not all agree.
Next, note the title, the writers. Most of them already are familiar with the academic practice of referring to a textbook by the author's first name.
What's the aim of the book? How to use it? Point out it's a workbook.
Study how the book is organized. Look at the topics. Which do you think you'd like to read?
How is each unit organized?
Work on Learning Styles Quiz in Unit 1. Discussion on differing styles among students.
2. Reporting on blogs they've read.
A couple of students mistakenly visited websites. So some explanation on the difference between a bog and a website. Students promise to check again.
Students not very observant : so reminded to note blogger's name, the kind of language used, etc
3. Quotations: Students shared their quotations. Very eager to share. However, altho they recorded the person who said it, they didnt go one step further to find out who that person was.
So, next step: students have to find out some general info on who the person is who originated the quotation eg educator, scientist, anything famous connected to him/her , etc
Week 3:
Informed students about Project and seeking consent for their participation. All seem keen. handed out consent forms on 28th to be returned in follwing week.
Went through some exercises in Unit 1.
reporting back on blogs: much better. Students seem to be clearer about what a blog is about.
Relaxation activity: starting with a squiggle drawn by another person, each student tries to add something to construct a picture. Students proceed to add on details to each picture passed to them until they are satisfied.
Shared joke about the naughty boy who perverted a simple picture of a house with snow melting on its roof and a sun shining over it to a picture of his dad bending over to pick up soap in the shower. All except one responded almost immediately by bursting out in laughter.
Got students' email addresses : intend to send them jokes and short articles to read.
Emailed a couple of jokes to class. Those who received them seemed happy and amused by the jokes. They understand , and they have a sense of humour!
Online quiz on learning styles : VARK learning styles questionnaire. Students asked to try it on Monday, print out results and notes on suggestions to improve learning, and share with class on Wed.
Learning Styles: judging by the low scores, students may have problems ! Not all printed out their results. Claimed to have problems with internet and printer.
Students asked to complete some written exercises to be handed in , but suspiciously, no one handed in anything!
Students got into groups of 3 for blog project. Offered the following topics for blogs:
- Heroes of the modern world
- Women in history who made a difference ( eg Florence Nightingale, Rosa Parks)
- Inventions that changed the world
- Best cities in the world to live in
- Best education systems in the world
- Eating disorders
- Learning disabilities ( Dyslexia)
Notes on Project:
Prepared questionnaire for student profile to be given out to students in Wk 4.
Need to prepare a format for students to record response to their experience of learning.
