video analysis of Geum Chon Elementary school open class.

    part 2 (video analysis of Geum Chon Elementary school open class.)

     2. The nature of student-teacher

 The teacher may present some parts of the lesson, such as when working with linguistic accuracy. At other times, in this video the teachers are the facilitator of the activities, but the teachers  do not always themself interact with the students. Sometimes they are a co-communicator; but more often they establishe situations that prompt communication between and among the students. This video shows that the students interact a great deal with one another, They do this in various  configurations: pairs, triads, small groups, and whole group.

 3.   Characteristic of teaching and learning process

Based on the analysis of this video, the teachers use the communicative language teaching in teaching learning process in the class. The most obvious characteristic of CLT is that almost everything that is done is done with a communicative intent. Students use the language a great deal through communicative activities such as games, role plays, and problem-solving tasks. Activities that are truly communicative, according to Morrow (in Johnson and Morrow 1981), have three features in common: information gap, choice, and feed back. An information gap exists when one person in an exchange knows something the other person does not . In communication, the students have a choice of what they will say and how they will say it. True communication is purposeful. So when the teacher as the advisor or the speaker give the instruction to the student, the student can receive the massage well, so there is feedback between the teachers and the students interaction in the class. Another characteristic of CLT is the use of authentic materials. It is considered desirable to give students an opportunity to develop strategies for understanding language as it is actually used. Finally, the teachers noted that activities in CLT are often carried out by students in small groups. Small numbers of students interacting are favored in order to maximize the time allotted to each student for communicating.

 4.     Teacher’s response to student’s error

In this video when the students make mistakes or errors, the teachers tolerate during fluency-based activities and are seen as a natural outcome of the development of communication skills. Students can have limited linguistic knowledge and still they successful communicators. When the students make mistakes in pronoun a word or the sentences, the teacher directly give the truth way to pronoun the words or the sentences. 

video analysis of Geum Chon Elementary school open class.

video analysis of teaching method
Geum Chon Elementary school open class.

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This video shows a teaching learning process in a class. In this video, there are two teachers who teach in the class. The teachers use communicative language teaching method to teach the material in the class; the material is about “My Daily Routine”. The teachers started the class by asking the students condition, the students’ feeling, about the weather, and the differences of weather and time between in Korea and New York. Next, the teacher will show the students a video and the teachers ask them to guess what they are going to learn. Before that, the teachers play a game with a song of names of days to attract the students enthusiasm in learning in the class.

The teachers play the video and order the students to guess the lesson. The video shows an activity of someone everyday. After the video was played, the students guess what they are going to learn. Next, they learn about “my daily routine”. The teachers mention a question as “ what time do you get up?” and then the teacher guides the students to answer the question by answer as “ I get up at seven everyday”. Moving to another activities, the teacher asks the students to guess some pictures that the teacher showed, and tells her what kind of they  are routine, and then arrange the pictures.

After that, the teacher suggest the students to open their book and watch a video that related to daily routine, “what time do you get up?” and “what time do you go to bed?”. The students repeat what said in the video. After finishing this activities, the teachers give instructions for a game, namely daily routine real game. Afterwards, the students play the game in their each group around five minutes. After finishing the game, the teacher shows one more time a video about someone routine as the closing of the meeting.

This paper will analyze four points in the teaching learning video. They are role of teacher-student; the nature of student-teacher; characteristic of teaching and learning process; and teacher’s response to the student’s error.

1 Role of teacher-student

In this video, the teacher acted as the facilitator and guider. The teacher using a simple word to communicate to the students, so the student can understand well the instruction of the teacher. During the activities the teacher acts as an adviser, answering students' questions and monitoring their performance. The teacher might make note of their errors to be worked on at a later time during more accuracy-based activities. At other times the teacher  might be a co-communicator' engaging in the communicative activity a long with students (Littlewood 1981).

For the next points of this teaching learning video, just wait in the next post!