Blog 4 instructional performance

Hello everyone ✌

In this new entry, I'm going to write about instructional performance and how it's portrait in an English teaching classroom. First, I'll explain what instructional performance is and what is its role in the classroom. Then, I will describe how it occurred in my English classes (TB1 1.1 and TB1 1.3) and my thoughts on how it was implemented. Finally, I will reflect on the role that instructional performance has on English teaching and why it is important for me to apply it in my future classes.

There is no specific guiding questions for this blog.

What is instructional performance?

Institutional performance is beyond just knowing how to give good instructions. Instructional performance is a whole scheme of decisions regarding the constitution of the class. It takes into account aspects like class objectives, transitions between moments, management of time, addressing of disruptive conducts, monitoring of the class and feedback. For example, a teacher, when giving an activity, has to pay attention to the students, respond questions, address and stop disruptive conducts, and take track of time. Then, needs to pay attention to transitions and confirm that all students fulfill the activity and, if needed, provide timely and accurate feedback. Additionally, a teacher must show a fairly treatment with all students and ensure a safe environment for learnings. As teachers we need to carefully plan everything to fulfill the objectives of the class, while also helping and correcting students and making decisions in case something unexpected happens.

How is instructional performance portrayed in an English class?

For this entry I will talk about the 2 classes I observed this saturday. In the first class TB1 1.3, I want to highlight the outstanding use of voice projection and the constant intention for providing a friendly environment. The teacher speaks in a pretty loud and intelligible way that catches students' attention and is constantly inviting students to participate, while remarking the importance of making mistakes to create a safe environment. Likewise, she is fair with all students and makes sure that everyone participates. For example, in the last speaking activity, students recreated a reportage about a new invention. All students were able to demonstrate what they worked on and congratulated them for their effort. Finally, I want to highlight that the teacher is constantly monitoring students, asking questions and addressing any disruptive conduct, although in general all students behave properly and pay attention most of the time to the class. Nonetheless, one thing that maybe needs a little work on is time management. I think that some activities lasted a little longer that were planned and provoked that parts of the class like the assessment of the objectives and the instructions of the class preparation had to be done fast. For instance, the teacher took 5 extra minutes after the class ended to quickly remind students of the class preparation. Also, I think the teacher could create more strict rules for arriving late, as various students arrive after the class had started.

In the second class TB1 1.1, I want to highlight again the use of voice projection and language. Personally, I think the way the teacher express herself and directs the class is really catchy and invites to constantly pay attention, while the way she gives instructions is pretty straight forward. Also, I want to highlight the way the teacher addressed a disruptive conduct of one student. In general students behave properly and there is no need to call out any behaviour. However, in this class one student was constantly on his phone and didn't participate actively, so the teacher at the end of the class talk with the student in a respectful way, making him acklodge his behaviour and inviting him of participate more and be more active in future classes. Likewise, I like a strategie that she implemented when a student arrives late or wants to earn extra points. She said that any student who wants to get extra points could go to her conversation activities. in that way any student could go if they want and practice at the same time. Finally, in comparison to the first class, I think the teacher had a better time management, as she was more selective in what activities to do while doing the class. Thanks to that, I think the assessment of the objectives and instructions of the class preparation were done more consciously. Still there things to improve in this area. For example, one activity in which students had to search the IPA transcription of some words last way to much because students didn't know where to search or how to interpret those symbols.

Reflection

Personally, I think instructional performance is a key aspect when teaching an English class. All the aspects mentioned throughout the entry are equally necessary in every moment of the class. The objectives and transitions give purpose and rhythm to every activity and moment in the class. The voice projection and movement allow students to participate and pay attention. The time management is important when deciding what activities to do and keep track of the class duration. The monitoring and address of disruptive behaviours allow a fairness environment and permit students to feel listened and learn how to control themselves.

For the next entry:

In the next entry, I will write about...