FSU TEFL 120 2024, Fall 2

Student: Geena K. Date/Time: October 30th, 3 pm Location: In-person, CIES Building Topic : Reading (integrated) Feedback provided to the tutee: I often checked in with her as we were reading to ask her if she understood particular words/phrases, and I also corrected her when she made pronunciation mistakes (not every single time, but occasionally). I also asked general comprehension questions about specific scenes and asked her to summarize what we had read so far at the end. Lesson(s) about tutoring and/or the tutee you learned: Since Geena's goal is to improve her fluency and confidence in English, I thought reading a text out loud might be a good exercise for us to do. Since she likes Harry Potter and the first book is not too difficult, we read through about half the first chapter. I wanted to encourage her extensive reading, but it turned into more of an intensive lesson as there were more words/phrases I ended up wanting to explain to her than I thought. Since she has also ...

  Student: Wei Wang Date/Time: October 30th, 4-5pm Location: Dirac Library Topic: Speaking practice Feedback provided to tutee: We were practicing for the speaking portion of the TOEFL exam, so she had many prompts and our main focus was practicing formulating an appropriate response under time constraints, since she will only have 45 seconds to record her response. I suggested that she try to condense her sentences and phrases so that she could focus on accuracy when she was speaking, since she was trying to cram a lot of info into those 45 seconds and would end up rushing through words. What she found helpful was for me to record myself reading it aloud and send it to her, so she could mimic the way I pronounced words.  Lessons about tutoring you learned: In this session in particular I learned to be patient and let her finish her train of thought. There were multiple instances where I knew exactly what she was trying to say and the word she was thinking of, but she just nee...

In preparation for session 3, which was integrated with session 4, I dedicated time to researching irregular past tense verbs, as she has the most difficulty with these. We looked at these and discussed why they were irregular, ensuring she understood. In addition to this, some of these words were unfamiliar to her, which added more vocabulary to her English and encouraged her to explore new territory. We also worked on her pronunciation and spelling of these words, recognizing that mastering this is essential to communicate. I created exercises that allowed her to practice these words in context, which reinforced learning. She seemed very interested in learning these new words.

Daniella and I engaged in a discussion to identify her specific areas of need regarding English language learning. Through the needs assessment, I discovered her background, her intrinsic and extrinsic motivations for learning English, and her reasons for attending Florida State University. We also addressed the areas where she feels she requires assistance, particularly in differentiating between future and past tenses, as well as improving her pronunciation. Additionally, we reviewed her schedule and identified that she might benefit from support with activities and homework assignments.

In the second session, which was integrated with the first, our focus shifted to a conversational exchange conducted in English. Acknowledging her difficulties with the past and future tenses, I aimed to redirect our discussion towards her past experiences. We explored her origins, her family background, and what she misses about Colombia. Subsequently, we transitioned to the future tense, discussing her aspirations and goals for her future.

In Dr. Rios’s absence, Kenan led a class discussion reflecting on the previous lecture about blended families, traditional families, and biological families. Students spoke about the definition of blended versus traditional families and shared their personal experiences. This also peaked interest in stereotypes and cultural controversies in the U.S. compared to their own cultures. To reinforce the last lesson, students reviewed and revised their notes collaboratively with peers. During this, the teacher walked around to ensure comprehension of the lesson. After this, Kenan played clips of people speaking while the students wrote down what they heard. This ensured that during a lesson, students could take notes and listen to the teacher.

In Mr. Flemings’s recent class, combined with Dr Rios’s class, they explored noun clauses and the theme of Halloween. Using a deductive approach, he first explains their form and function while providing various examples. During this, he prompted students to identify noun clauses within the sentences, which ensured comprehension. After this, sentences were provided on Halloween’s origins and traditions, where students were called on to read out loud. Finally, he introduced a True or False activity to induce critical thinking. Students were then prompted to create their own True or False questions using noun clauses, allowing them to apply what they learned.

 Student: Letizia Gerbotto Date/Time: October 30, 3:10 - 4:30pm Location: Strozier outside tables Topic: Essay review, Class lesson review, Speaking Activity Feedback provided to the tutee: I gave her feedback on her essay by reading it through with her and using the elicitation technique as she read back her essay to me. She made her own corrections based on my feedback. We went over a lesson that she did in class that needed clarification. I gave her feedback on her pronunciation as she knew what the words meant after I helped her pronounce them correctly but struggled to understand what they meant before. During our speaking exercise, we played a game called "Would you rather?" where I corrected her when she forgot to start her sentence with "I would rather...". Lesson(s) about tutoring and/or the tutee you learned: I learned that she benefits from speaking exercises and natural conversation, so she expands her vocabulary and also begins to understand when someon...

Date/Time: Wednesday, October 30, 10:00-10:50am  Topic/Skill: Grammar, Ryan Flemming, Group 4 Teacher Presentation: The teacher went over topics that will be on their quiz tomorrow. Lots of exercises included fill in the blank, correct sentences, use of perfect gerunds and perfect infinitives. The teacher also discussed the usage of subjunctive and how the subjunctive functions in formal writing. For the second half of the class, the class read an article together and the teacher created true/false statements (based on grammar) for the students to correct.  Classroom Management: The teacher allowed for some long moments of silence as the students were thinking through things out loud. He would also call on students who were quieter or hadn’t spoken in a while. He also asked one student who had been particularly vocal to try to exercise independently and asked the other students to try it.  Materials: computer and projector Student Participation: The teacher used a random ...

  Date/Time: Tuesday, October 29 2:00-2:50pm Topic/Skill: Listening, Olivia James, Group 1/2 Teacher Presentation: Asked students questions about a movie they watched recently and described the characters. The teacher played a podcast audio and provided the transcript- but encouraged students to practice listening.  Classroom Management: The teacher guided the conversation and asked lots of leading questions to help students understand. At some points it felt like a lecture rather than a discussion, however this is fitting since this is a listening class and the teacher was trying to stimulate the student’s listening abilities.  Materials: projector and speakers Student Participation: The teacher would pause the audio and ask students comprehension questions to test their listening. The podcast led to a lot of discussion among the students about culture and Latin American history.  Feedback Provided: The teacher would correct the grammar or vocabulary of students as ...

  Date/Time: Tuesday, October 29 1:00-1:50pm  Topic/Skill: Speaking, Dr. Felicia Ciappetta, level 3 Teacher Presentation: The teacher had students read the instructions for a project independently. Students will be working in pairs to create a survey. They had to come up with a topic about American culture to base a survey off of, and they will be asking Americans on campus.  Classroom Management: The teacher had to keep students on task and use a timer when students were working in groups. The teacher also made sure to consistently remind students to write down their ideas and stay on task when creating their questions.  Materials: Students had their own laptops to work on.  Student Participation: Students worked in pairs to come up with a topic for a survey. They were given prompts to make questions about what they want to learn about American culture.  Feedback Provided: The lesson was very focused on students working in their groups to create survey que...

Date: October 28th, 2:00 - 2:50 p.m. | Listening Group 4 w/Dr. Felicia Ciapetta Today's class focused on the students answering a series of questions and writing a summary about a Youtube video on motivation ("Drive: The Surprising Truth About What Motivates Us") that they had watched previously. For example, one of the questions asked students to describe the studies in the video and detail their implications. Students had the opportunity to discuss their answers with each other; however, most students preferred to work on their own. Thus the class was mostly quiet and involved individual writing/listening. Key Takeaways: Since students only have limited time, teachers must carefully select the material they wish students to peruse. Since Dr. Felicia's research concerns motivation, I assume that part of the reason it was beneficial for students to watch this video was to confirm the importance of intrinsic motivation and enjoyment in learning. To my understanding, th...

Student: Abdulaziz A. Date/Time: October 28th, 3 pm Location: In-person, CIES Building Topic: The agenda covered discussing a piece of writing the student and I had already looked over/corrected twice, as well as reading plans for the future. Feedback provided to the tutee: We mainly went over his essay; while I did give some feedback on grammar, I also provided more meta suggestions on how to improve sentences that were technically "correct" but that could be phrased more smoothly. I mainly tried to ask questions and stimulate his own thoughts rather than just giving a prescribed answer. Lesson(s) about tutoring and/or the tutee you learned: This hour really flew by and I was pleased that the student felt we had had a productive discussion. Moreover, we discussed a reading plan he could pursue in his free time. I brought several books of varying levels with me and the student picked one to start reading and discuss next time (I have also read the book). I emphasized to ...

Student: Letizia Gerbotto Date/Time: October 28, 3:30 - 4:50 pm Location: Strozier outside tables Topic: Reviewed her essay, read an article, and summarized it (speaking followed by writing) Feedback provided to the tutee: I went through the essay she'd written for a class and noticed she used Google Translate for some more challenging words when I asked her to define them, she didn't know what they meant, in order to remedy this I gave her the definitions through visual aids, and scenarios and she was able to come up with simpler words that she would be able to remember in place of the more difficult ones. During her summary of the article she read, we talked out the main ideas in the article, and I helped her find her words when she was unable to say precisely what she was thinking. We practiced as much talking as time would allow because that was her biggest challenge.  Lesson(s) about tutoring and/or the tutee you learned: I learned that I need to take the time with my tute...

 Date/Time: 10/28 - 11:00am Topic/Skill: Reading group 2 Dr. Kennel Explaining fiction and non fiction. He begins the lesson by asking me that as an American what do I like to read as an American: fiction or non fiction. He goes around asking what kind of books do the students like reading. He emphasizes how students need to read children's books/age appropriate level books. That just because they can read an advanced book in their native language they cannot pick up the same book in english and understand it. Moreover they need to pick books that interest them. for example one of the students likes Christiano Ronaldo so he tells them to pick books that interest them. He then plays someone like you by Adele. He uses these lyrics to explain certain part of speech. Vocabulary: Stalker, settle down - apostraphe's you're =you are, ain't. He walks through the song lyrics with the students. He also picked the song by asking the students if they listen to music and who they li...

 Student: Do-jun Kim Date/Time: October 10:00-11:00am Location: Virtual/Zoom Topic: Diagnostic Assessment review, Sentence structure, and verb tenses, Homework assignment Feedback provided to the tutee: I went through his wrong answer choices on his diagnostic test and asked him to look for another possible answer and correct his answers on his own. If he was still confused, I would explain the correct answer and why it is that, reviewing verb tense rules. I corrected many of his positions and realized that is where he struggles most.  Lesson(s) about tutoring and/or the tutee you learned:  I learned that my tutee has issues with prepositions and would benefit from exercises that include those. I also learned that he can benefit from reading and writing exercises, which I assigned as his homework after doing similar work together in class. I knew it was best to come prepared for each session with a strong lesson plan and a clear picture of what I hope he learns after each...

Date/Time: October 28th 10am  Topic/Skill: Grammar, adverbs - Group 3 Dr. Felicia Ciapetta Dr. Ciapetta is filling in for Professor Rios. She started the class asking "what is an adverb" and "what do you know" about adverbs. She gives the definition out loud. This is all being explained with a display on the screen that is an outline with definitions and examples displayed. She walks through each example sentence asking them to name the adverb. There is a regular back and forth with the professor and the students. Since they reviewed it last week she asks them if they understand it well, since they said yes they move onto the quiz outline. She asks the students to name something on the outline they are not familiar with so that they can practice in class. Explained the past perfect by providing an example sentence and marking words and their meaning.  When testing their knowledge she asks them a a question for them to answer: "Miguel what have you done today?...

 Date/Time: 10/28 9:00am Topic/skill: Independent work and review of assigment Olivia James - group 1/2 They have the class period to write their assignment. They are writing a story, the prompts is up to the discretion of the student. They are going to use this class period and the next to meet the due date of tomorrow night. When they finish the work they give it to the professor for her to review.   They seem   to be advanced as she speak to them also with colloquial phrases. I went to a separate location to watch her proofread one of the students stories.  She reads aloud to them when proofreading their work with them one at a time. Asking them why they use the verb tenses they use.   A lot of positive feedback on the clarity of the writing. For example that their sentences connect and she can see the purpose and organization of each sentence.   She helps them rewrite a lot of their phrases in order to improve the delivery of their message, but when it ...

 10/22 Date/Time: 10/22 10am  Topic/Skill: Grammar (writing using perfect gerunds) Activity - writing for 10 minute The objective of the lesson is to learn perfect gerunds. The teacher first started reviewing a slide from the past lesson they have to reinforce the gerund in order for them to complete the class activity. The activity was to write a paragraph on a prompt: "what are you proud of or regret doing in the last year." They all post their prompt to a discussion post and the teacher does it as well while projecting it on the smart board and they all share it together afterwards. They have 10 minutes to write this paragraph and he had a countdown timer displayed to assist the students. He was over their shoulder during the 10 minutes assisting them with any questions or difficulties they had when writing. After the 10 minutes expired he displayed everyone's writing examples on the smart board to the entire class. Going one by one through the prompts and asking out l...

Date: October 25th, 10:50 - 12:30 | Speaking w/Olivia James This ended up being a very unstructured albeit somewhat entertaining class--even though I was an observer, really I ended up being more of a participant, haha! The class was supposed to center around elevator pitches and while some of the students had prepared their own elevator pitches, the class time focused on helping a student who actually needs to give a pitch to a professor soon in order to get funding for his Master's degree. He and the teacher practiced on Zoom and the class gave advice; however, it was clear a more direct approach was needed and in the end the teacher, me, and another student modeled an interview for him so he could see what we meant. We emphasized that he should be mostly listening and responding to the other person, not focusing on a prepared statement or what he wants to say. There was also intense debate about whether he should use his legal name or the name he commonly goes by; in the end we...

 Student: Diego Moros Date/Time: October 25, 12:30-1:35pm Location: CIES Topic: Diagnostic/Needs Assessment, Went over annotated bibliography  Feedback provided to the tutee: We went over his annotated bibliography from his composition class, pointed out teacher corrections, and went over how he could go about fixing them. We had a conversation about his goals in speaking and preparation for future interviews to be an anesthesiology technician. I gave him advice on sentence structure to make sure he uses the proper format in his annotated bibliography.   Lesson(s) about tutoring and/or the tutee you learned: I learned that my student often struggles with punctuation in writing, and writing will be the main focus for what he wants to do. He wants to be able to pass his certification exams in order to have his credits transferred when he moves to school in the States. 

  Date/Time: Thursday, October 24 11:00-11:50 am  Topic/Skill: Reading, Ryan Flemming, levels 3 and 4 combined  Teacher Presentation: The teacher had students read an article independently, and then instructed them on how to take Cornell notes.  Classroom Management: The teacher noticed it was taking students longer than expected to read the article. To stay on pace with the class, he went ahead and gave them the quiz and let them get into new groups to discuss new words.  Materials: projector, whiteboard, youtube video on note taking.  Student Participation: Students used their own devices to access the article and submit a short quiz on the article’s main idea. Students got in groups to discuss new words they learned while reading. Students were also very vocal and active in shouting out answers or asking questions.  Feedback Provided: When students were in their groups, the teacher floated around to answer students' questions and clarify some pronun...

Student: Geena K. Date/Time: October 23st, 3 pm Location: In-person, CIES Building Topic: Getting to know each other, needs/goals discussion, planning the future Feedback provided to the tutee: Since this was our first meeting, I prioritized speaking/listening instead of error correction, but I did occasionally explain a confusing word/phrase or help her find the right vocabulary word. Lesson(s) about tutoring and/or the tutee you learned:  Even though this was our first time meeting, I came to the tutoring session with an agenda and that helped me feel a lot more prepared and feel like it went smoothly. After getting to know Geena, I feel confident that we can make some progress together as I understand/share several of her interests (reading/writing) and want to help her explore those more in English and build her intrinsic motivation. Geena herself wants to improve her speaking/writing to sound more natural, so we will focus on practicing, practicing, practicing through lots...

Date: October 23rd, 2:00 - 2:50 | Group 1&2 Listening with Olivia James This class was interesting to observe as it seemed a bit more unstructured/playing by ear (literally!) than the previous grammar or speaking classes. The students also appeared a bit more varied in their skill levels--some clearly were only catching a few words while others felt they understood about 80%. It makes sense to me that at these earlier levels there would be greater "standard deviations" so to speak among students. The lesson revolved around a "podcast" (created with Google Notebook/AI) based off an article the students had presumably read earlier that week. The goal was to listen to the podcast once, discuss, and then re-listen to it with pauses, with one half of students transcribing words (to practice English words) and the other half paraphrasing words (to show understanding). In the end, however, the 2nd re-listen did not get very far in the time allotted because really only ...

Date: October 23rd, 1:00 - 1:50 | Group 3A Speaking with Noel(le?) and Dr. Kennell (normally Dr. Felicia) The focus of this class was on distinguishing between long and short vowels. I appreciated the structure of the class: 1) an introduction of the concept, 2) some very short explanatory videos explaining 2 phonetic skills, 3) a vocab exercise involving pronunciation 4) a 3rd skill video, 5) and then a second vocabulary list followed by a group activity (also involving that week's homework). After going through the list of words with the class, the students had to send audio recordings of themselves saying the words to Dr. Felicia via WhatsApp. Key takeaways/things I liked/what I would like to do as a teacher: I liked the structure of the teaching and I think most students benefitted from it. Moreover, Dr. Kennell underscored the importance of always associating meaning with content for more beginner students and would frequently check in with them. I will try to remember to do t...

  Student: Wei Wang Date/Time: 10/23 4pm  Location: Strozier Library  Topic: We spent time getting to know each other and getting acquainted. She is practicing for the TOEFL exam, and wants to mainly practice speaking and listening. Each time we meet she is going to bring in practice sentences and paragraphs to practice reading aloud, and then I will read them and have her listen and repeat after me.  Feedback provided to tutee: Since our session was very conversational, I would correct her pronunciation by repeating back to her the correct word. I was careful to distinguish between speaking incorrectly and simply having an accent. I also didn’t want to cut her off or interrupt her train of thought, so repeating the correct phrase back to her showed her I was listening as well as coaching her. For example, in telling a story she often mispronounced the word “imitate”, so by repeating the word back to her she was able to correct herself.  Lessons about tutoring y...

Student: Letizia Gerbotto Date/Time: October 23, 3:30 - 4:55 pm Location: CIES 229 Topic: Diagnostic/Needs Assessment, Listening activity homework, Test Study Guide Review Feedback provided to the tutee: I pointed out her sentence errors in her homework and allowed her to look for the mistakes in prepositions. We made a list of possible prepositions, and she tested each sentence until one sounded right to her. We went through a listening podcast she had done in class, played it at a slower speed, and paused. I asked her to break down what the speakers were saying, and she found it much easier when she had the ability to take her time with it. For her test the following day, I had her write down sentences that we corrected together and practice them multiple times, as well as their meanings, so she would not only be writing a sentence accurately but actually understand what it means. Lesson(s) about tutoring and/or the tutee you learned: I learned how to slow down much more as she is a ...

Date/Time: Tuesday October 22 1-1:50pm Topic/Skill: Speaking- practice using and understanding idioms.  Teacher Presentation: The teacher went over the definition of idioms and how they function in English. The teacher gave 5 examples of the most commonly used idioms in English. The teacher used these in a sentence to put it in proper context for students, giving both the literal meaning of the idiom and what the expression actually means. For example, “cookie cutter” literally is an object used to make multiple same shaped cookies, but the idiomatic expression refers to objects that are not unique.  Classroom Management: After explaining the concepts, the teacher called on students to make sure they were understanding. I also noticed the teacher was able to adjust and cater to the students' needs if they were having difficulty with a concept.  Materials: Whiteboard and projector  Student Participation: Students worked in pairs to create a dialogue using the 5 idioms...

 Date/Time: Wednesday 10/23 10:00- 10:50  Topic/Skill: Grammar, cultural significance of facial expressions in understanding Teacher Presentation: We began with a class discussion on American cultural norms and continued by practicing how to respond when you don't understand parts of a difficult sentence.  Classroom Management: Structured class with conversation, followed by a clip and group work to make sentences with verb tenses. Materials: Projector, Presentation Discussion Student Participation: In interactive conversation, students began to feel more comfortable asking questions about what things mean when they didn't understand.  Feedback Provided: Corrected students who did not understand to speak out about it/use facial expressions. Lesson(s) on teaching you learned: Encourage students to use the "puzzled" look if they do not understand what is being said. Showing you don't understand when someone is speaking is important to continuing a conversation. It i...

Student: Abdulaziz A. Date/Time: October 21st, 3 pm Location: In-person,   CIES Building Topic: Getting to know each other, needs discussion, goal discussion Feedback provided to the tutee: I did not give much feedback yet to the tutee in this session save for a few speaking corrections as this lesson was mostly about goals Lesson(s) about tutoring and/or the tutee you learned: I felt a little unprepared at the end of this lesson as I did not yet have any real lessons ready and the student was more advanced than I thought (I thought he was a beginner but he already felt confident in speaking). He is a prospective Master's student at FSU who especially wants to focus on improving his unprepared speaking/listening rather than his academic reading/writing; since his focus is mechanical engineering, he already feels comfortable reading/writing in that subject. We spent most of the session talking about his background, country, language, soccer team, etc. in order to give him practice, ...

Date: October 21st, 11:00-11:50 | Group 4&3 Reading w/Ryan Flemming (normally Dr. Felicia) This class proceeded differently than it usually would since Dr. Felicia was out. At least half the class time was taken up by students taking Dr. Felicia's survey on mindset. Although I did not see most of the quiz (I was simply observing students filling it in), I am interested in her research on the way one's mindset and view of language learning intelligence influence language learning. Several of the students had apparently already heard of her work a lot and knew of growth vs fixed mindset.  Following the quiz, Prof. Flemming presented the class with 4 choices of short story: "The Lady or the Tiger" by Frank R. Stockton, "The Cop and the Anthem" by O'Henry, "Luck" by Mark Twain, or "The Marque of the Red Death" by Edgar Allen Poe. I was impressed by these choices and maybe underestimated the reading level of the Group 4 students. I wis...

  Date/Time: October 21st, 10:00-10:50 | Group 4 Grammar w/Ryan Flemming The goal of this class was to review perfect gerunds (having + past participle) . The teacher started with a review of the construction of the phrase and gave examples using regret/proud of sentences, e.g. "I regret having gone to the concert" or "I am proud of having lived in the U.S." Then the class did a grammar-in-use activity using a round-table style discussion (with the teacher listening/taking notes). Using perfect gerunds, each student provided 2 sentences about themselves that were true, 2 that were false, and one that was unrelated. Their partners then had to guess whether their statement was true or false. At the end of the exercise, the teacher brought up points about when he had been confused by a student's phrasing and explained any misconceptions. The class also used an online dictionary to look up examples/meanings of some tricky words. The class ended with an assignment fo...

 Date/Time: Tuesday 10/22 10:00- 10:50  Topic/Skill: Grammar- Reviewed Past continuous & Punctuation (, ;); Present Perfect Continuous Teacher Presentation: The teacher presented the different contexts of past continuous and how they look differently in written and spoken language, introducing punctuation. Introduced present perfect continuous examples of the various contexts in which you may find them. Classroom Management: The teacher called out every student to give an example of a past continuous statement based on a visual aid, then asked them to use punctuation within those sentences. For the present perfect continuous, he gave students places and asked them to form their own sentences. Materials: Whiteboard and projector visual aids Student Participation: All students were asked to answer punctuation rules and encouraged to challenge their understanding of its use in context.   Feedback Provided: Metalinguistic clues were used to provide students with feed...

Date/Time: Monday 10/21 2:00- 2:50  Topic/Skill: Listening practice Teacher Presentation: The teacher presented a lecture and had students discuss critical points.  Classroom Management: The teacher flowed through each discussion question to tie in the main point.  Materials: Lecture, discussion questions, matching game Student Participation: All students were asked to give their insights for each discussion question. They were encouraged to take a simple question and apply it to specific real-world incidents. They also did a vocabulary matching game to learn new words that often come up in discussions. Feedback Provided: The teacher corrected mispronunciations and explained why proper pronunciation is crucial to understanding the meaning of a sentence. Lesson(s) on teaching you learned: I learned the importance of feedback correcting speaking errors and encouraging students to look for proper grammar. I also learned the importance of making sure students are actively lis...

Date/Time: Monday 10/21 1:00-1:50 pm Topic/Skill: Overall speaking goals (student expectations) Teacher Presentation: The teacher presented the syllabus and gave a handout based on a video presentation. Classroom Management: The teacher spoke explicitly and encouraged students to engage in speaking throughout the class. As well as work together and collaborate to find the answers.  Materials: Syllabus, fill-in-blank handout Student Participation: Everyone was encouraged to actively engage in conversation when reviewing the course  Feedback Provided: Corrected students when they misspoke and encouraged them to find their words. Explained the cultural barrier and how immersing in culture allows activities to be comprehended more easily.  Lesson(s) on teaching you learned: I learned an example of a helpful activity that can encourage students to work together, better understand the culture, and encourage speaking. I understood the importance of presentations/videos preceding...

Date/Time: Monday 10/21 11:00- 11:50  Topic/Skill: Reading, learn to find context in readings Teacher Presentation: Mindset Assessment Survey Classroom Management: The teacher uploaded a survey for the students to complete. Materials: Survey Student Participation: Each student took a survey. Feedback Provided: The teacher provided me with more information on one of my tutees while the students were taking the survey. He gave me insight into his overall reading level and my tutee's comprehension capabilities, as well as recommendations on how to approach his sessions.  Lesson(s) on teaching you learned: I learned from reviewing the diagnostic that one of my tutees, Diego, needs to focus on his writing punctuation and has some errors in that category. I also learned that, in general, as a tutor, it would be beneficial if I split the time to devote half to homework review and drills while using the other half to practice speaking and fluency. I also learned that feedback in conve...

Student: Do-jun Kim Date/Time: October 10:00-10:45am Location: Virtual/Zoom Topic: Diagnostic/Needs Assessment, Grammar Practice Feedback provided to the tutee: Corrected some answers on the practice by reviewing them and looking at where things went right/wrong. I gave him an idea of where his level is. Lesson(s) about tutoring and/or the tutee you learned: I learned that my student often struggles when tutors overestimate his abilities because he does speak well but grammatically finds it challenging to understand. He told me things that have worked for him in the past and how he is comfortable with all forms of practice as long as he is able to improve his speaking fluency. I gave him practice homework to bring to our next session to review. I also asked him to watch a clip from a show and give me a spoken summary to better grasp his grammar level in conversation for our next session.