FSU TEFL 120 2026_1

  Time/Date: January 14, 2026, 11-11:50a Topic/Skill: Reading: "What is the Lunar New Year?"      When I observed Professor James' Low-Intermediate Reading class, students were tasked with reading along with an article discussing the Lunar New Year.  The article is originally from a couple years previous, so the class had all altered their copies to reflect this year, which is the Year of the Horse.        Each student had been given their own copy of the Voices of America article so they could follow along as Professor James read.  The interesting part of most Voices of America articles is that they include bolded vocabulary that is later defined at the end of the article.  Though each article prepares vocabulary words at the end, Professor James repeatedly reminded students to highlight other words, while she was reading, that were unknown to them.  Professor James would use Britannica Dictionary and project it onto the ...

  Date/Time: January 14, 2026, 10-10:50a with Dr. Ciappetta Topic/Skill: Making Good English Sentences At the start of this class, Dr. Ciappetta had students discuss amongst themselves what were the five things that made a good English sentence. After being given 5 minutes to discuss, students were asked to name these five things.   Rules of Making a Good English Sentence: The sentence must start with a capital letter. The sentence must have a subject. The sentence must have a verb. The sentence must have proper subject-verb agreement. The sentence must end with a full stop (punctuation). After this review of the previous day's material, Dr. Ciappetta had her students access a document of various sentences, some correct and some incorrect.  Students were tasked with determining if the sentences were properly formatted.  If not, students were tasked with fixing the errors in the sentences.  Dr. Ciappetta showed me that she had access to each of the student's...

 On 1/29/2026, I met with Mr. Kim at 9am. We went over his writing prompt answer together, correcting his grammar as we went and explaining the logic behind it. We then transitioned to free discussion on the topic of his prompt, being his childhood and his family. I emailed him back the corrected form of his prompt, and I will send him another prompt for next week as soon as I am able. 

 On 1/27/2026, I met my third tutee, Razak Traore, at 12pm in the CIES student lounge for a tutoring session. Razak speaks French and is from Burkina Faso. Razak is a beginner in English, having only started learning in October, so he wants to focus on as many parts of English as possible. My goal with him will be to work on his fluency in English, getting him more comfortable with using it. We discussed slowly about his time here in America, as well as his favorite video games and shows! We have a lot in common. Our sessions will be focused on just talking in English on a variety of topics, helping correct his grammar in use, and introducing him to new words. 

 Today, Sofia and I practiced reading, speaking, and listening.  To begin our session, I outlined a brief schedule I had created: 10-15 minutes for reading, 15 minutes for speaking, and 25 minutes for writing.  For reading practice, I utilized the scaffolding method and began with highly controlled practice, filling in the missing letters in a paragraph. I timed how long this took her, keeping in mind that on the TOEFL exam, an exercise like this would be allotted about 4 minutes. We then went over her mistakes, the vocabulary she was unsure of, and the paragraph's main premise. We then went through a daily life reading exercise in which Sofia read an email and answered 2 comprehension questions. We then moved on to an academic passage, first skimming it and going through any vocabulary she didn't know. She then read the passage carefully, and we answered the questions. If she answered any questions incorrectly, I didn't immediately give her the right answer; instead, I a...

    < Emma Baker TS #4 (Yerlan) > Date/Time: Wednesday, January 28, 2026, from 3-4 PM Location:  CIES Topic/Skill:  TOEFL Exam Practice (Writing an Email & Listen/Repeat) Feedback Provided to the Tutee:  Throughout our two activities, I corrected Yerlan's use of articles and prepositions mostly. His writing is strong, and he often figures out where his mistakes are before I have a chance to tell him there's a problem. In our last session, he kept things broad, so I tried to use today's session to gain a better understanding of where he is in terms of various areas of learning English. I concluded that he has an easier time reading and writing than listening and speaking. Lesson(s) About Tutoring and/or the Tutee You Learned:  I was nervous because I didn't know how he would react to the activities I chose for today. As a result, he told me I was talking way too fast, so then I focused on slowing my speech rate. Although I am an energetic, fas...

  Melina TS Blog Post #4 = Piero Session 2 Date/Time: Monday,  January 26th, 2026 Location: FSU Campus Topic/Skill: Rapid-fire speaking activity (Pronunciation, Fluency Focus, with mild Grammar correction) Feedback provided to the tutee: Much of the lesson revolved around a question and answer activity, focused on speed and fluency when speaking, as it is easy for ESL students to get stuck when worrying about messing up a sentence. During the answering portion, I took notes, and afterward provided pronunciation feedback as well as minimal grammatical corrections (specifically when I noticed a consistent or glaring problem). Lesson(s) about tutoring and/or the tutee you learned: This lesson taught me how important it is to be comfortable telling tutees when you aren't sure of an answer, as well as admitting when there are difficult areas in language learning/teaching. For example, last lesson, I attempted to explain to Piero the difference between the prepositions "in" and...

Professor Flemming gave students fill in the blank sentence in which students have to fill in the blank with the correct form of the verb. Students went over  - to be  - action verbs  Simple past, irregular verbs: go in the present, went in the past  Past continuous  Past continuous and simple past to tell a surprise story Correct sentences that have unclear grammar in them.  Professor Flemming spun a wheel, and a sentence was chosen that had unclear grammar, Professor Flemming had each student spin the wheel and receive a sentence and then fix the unclear grammar in the sentence.  When a student made a mistake, Professor Flemming did not give them the answer tight away, but told them the sentence was incorrect and let them have another chance.  This exercise was to prepare for error correction questions that would appear on the test.  Mr. Ryan said he do it very occasionally --> Mr. Ryan says said he does it very occasionally.  She f...

I first performed a needs assessment of Sofia and asked her questions to gauge her academic and personal language learning goals.  Sofia is currently taking speaking, listening, and grammar classes but wants to focus on composition, reading, and speaking. She always wants specific emphasis on learning casual english speech and slang, as well as perfecting her pronunciation of specific words.  To first practice both pronunciation and reading, I had her read a short passage about Taylor Swift and noted pronunciation errors that I heard.  We then went over any errors I noted and corrected them.  To further practice pronunciation we went over common pronunciation mistakes native Spanish speakers make when they are learning english, such as "Th" sounds such as "think" vs "sink" and short and long vowels, such as "ship" vs "sheep", "bit" vs "beat" and "full" vs "fool".  Sofia also requested to review th...

   < Emma Baker TS #3 (Catalina) > Date/Time:  Monday, January 26, 2026, from 1-2 PM Location:  CIES Topic/Skill:  Reading, Speaking/Pronunciation, & Writing Assignment Feedback Provided to the Tutee:  Catalina read aloud an article about London's classical and modern architecture. As she read, I would pause to help her pronounce words, having her repeat after me and highlighting parts of the word that could help her remember what to emphasize when saying it. If a word came up in the text, I would provide a contextual definition. (I noticed she often recognized the word but was unfamiliar with how it was being used in this specific article.) At the end, I assigned her a five-paragraph essay about a building/structure that she has visited. I provided a model essay and an outline of how she could write it if she chooses; however, I emphasized that I wanted her to have the freedom to say what she thought was most important about whatever building she...

On 1/23/2026, I had the opportunity to meet my second tutee, Fadia Shuaib. We met in the CIES student lounge, and this session was dedicated to learning about Fadia and what she was looking to get out of her tutoring session with me. During our session, I learned that Fadia really wanted to work on her spoken fluency and practice writing more fluently as well in a variety of contexts, such as writing emails professionally and more. Fadia is from Saudi Arabia and came here to learn engineering on a student visa. Her children also followed her here, with her son in high school and her daughter also going to FSU. Her husband is from Kuwait, but recently returned there. Most of our session revolved around getting to know each other and practicing Fadia's fluency. I took notes while we spoke, finding that she struggled in particular with knowing when to use plural forms of words, as well as when to use transitions and prepositions in her speech. To help her learning to write in differen...

   <Emma Baker CO #5/6> Date/Time:  Friday, January 23rd, 2026, from 10:50 AM - 12:30 PM Topic/Skill:  Intensive Reading Review, Comprehension Questions, and Introduction of Context Clues Teacher Presentation:  With support from the CIES textbook, Dr. Rios reviewed the article from the day before, provided comprehension questions, and introduced the strategy of context clues. Classroom Management:  Dr. Rios floated between the two students, observing their work as they completed their comprehension quizzes and article summary. He provided linguistic support as needed, providing spelling, grammar explanations, etc. Materials:  CIES textbook, Canvas Student Participation:  Students completed their quiz and article summary. Dr. Rios called on students to read sections of the textbook and answer follow-up questions. Feedback Provided: Dr. Rios would allow students to answer questions, then provide follow-up questions that would provoke identific...

  Melina TS Blog Post #3 = Je-ah Session 2 Date/Time: Thursday,  January 22, 2026 Location: Virtual  Topic/Skill: Listening/Speaking We watched a video interview with South Korean girl group BLACKPINK, watching it once without any questioning, then watching it again before answering questions together verbally (some of which I transcribed for her to see). We reviewed the two grammar mistakes made in the video as well as addressing confusing vocabulary at the end of the session. We added it to the running sheet I created for the purpose of vocabulary documentation.  Feedback provided to the tutee: During our lesson today, I asked Je-ah a variety of questions regarding the content of the video, as well as her own personal opinions of the interviewees and their music. After she would answer a question, I would repeat her answer with minor modifications, so that she might hear the correct way without being discouraged by direct corrections (recasting method).  Lesso...

At 9:00 a.m. on January 22, 2026, I met with Mr. Kim for the second time for our first hour-long tutoring session. Because his focus was on fluency and grammar, most of the session was dedicated to conversations that related to those he may be asked abroad by new people in English. During our conversations, I took note of any grammatical errors he made that I reviewed with him between conversations. The after-session prompt assigned to him this week was: What is a favorite childhood memory you have?  Our conversations centered around his work and life path, from how he ended up in his current position to how he met his wife! I learned a lot about Korean workplace culture by discussing with him, especially in terms of how bosses usually treat employees. I was shocked he had to deal with a very mean manager for nearly 10 years! It made him laugh, and he told me that it was usually something Americans were shocked over when they learned. I also learned he found his passion for his wor...

    Melina CO Blog Post #7 = Speaking with Dr. Rios Date/Time:  January 16th, 2025, 11:40-12:30 Topic/Skill:  Speaking, Low-Intermediate Level (Drafting Presentations) Teacher Presentation: During this segment of the class session, Dr. Rios utilized the white board to demonstrate the appropriate format for a biographical presentation, giving the students the opportunity to choose an American celebrity of their choice for their projects. He pointed out common mistakes made when utilizing the format presented, as well as noted particular attributes he would be looking for while grading.  Classroom Management: Dr. Rios presented his format at the front of the room, commanding the class's attention by projecting his voice, as well as using humor and personal anecdotes to keep them engaged.  Materials: Whiteboard, markers, projector Student Participation: Students began researching American celebrities, submitting the name of their choice to the Google Clas...

   Melina CO Blog Post #6 = Speaking with Dr. Rios Date/Time:  January 16th, 2025, 10:50-11:40 Topic/Skill:  Speaking, Low-Intermediate Level (Correction/Pronunciation) Teacher Presentation: Dr. Rios began this class session by returning the transcripts from a timed speaking activity students had done previously, with small notes demarcating where errors were (but not exactly what the errors were, as Dr. Rios wanted students to find their mistakes independently). He followed this by discussing  the difficulties encountered with English pronunciation for speakers of each of the home languages of the students present (French, Spanish, Vietnamese, and Arabic). For example, he noted that Arabic speakers often have difficulty distinguishing between their "p" sounds and their "b" sounds when speaking.  Classroom Management: Dr. Rios floated around during the correction segment of the class, looking for students who were struggling. Additionally, he was floating a...

  Melina CO Blog Post #5 = Listening with Prof. Fleming Date/Time:  January 16th, 2025, 10:00-10:40 Topic/Skill:  Listening, Low-Intermediate Level (Listening to Writing Skills) Teacher Presentation: Prof. Fleming played an audio recording regarding motivation, including different kinds of motivation (intrinsic or extrinsic, etc.), having students fill in a worksheet that included multiple choice questions about the content. He played the audio three times, and then encouraged students to discuss their answers before reviewing. Afterward, he virtually distributed a google form about the main idea of the audio, reviewing the correct answer after it was completed by the students.  Classroom Management: Prof. Fleming floated around the class during the time the students used to answer the questions on the worksheet, as well as during their group discussion segment, making sure that students were on the right track with their answers, and encouraging communication betwee...

  Melina CO Blog Post #4 = Listening with Prof. Fleming Date/Time:  January 16th, 2025, 9:00-9:50 Topic/Skill: Listening, Low-Intermediate Level (Listening to Writing Skills) Teacher Presentation: Prof. Fleming sourced a video discussing Strozier Library, and provided worksheets with the transcript of the video's audio portion, with blanks for the students to fill in. On the worksheet, there were also word banks with the words necessary to fill the blanks (providing linguistic support to students).  Classroom Management: During this portion of the lesson, Prof. Fleming kept careful watch of his students to look for signs of possible struggle with the content, making sure to ask if students needed any assistance, or if they desired to have the video played again. He defined any confusing or difficult words using the white board or projecting images as visual aides. Prof. Fleming also did the activity along with his students to check for difficult portions.  Materials:...

 < Emma Baker TS #2 (Yerlan) > Date/Time: Wednesday, January 21, 2026, from 3-4 PM Location: CIES Topic/Skill: Needs Assessment + Getting to Know Each Other Feedback Provided to the Tutee: Although this session was primarily used to get to know Yerlan and what he needs, I noticed that while he is speaking that he has a good grasp on casual conversation. He is using improper tenses and missing/adding words in places, but you are still able to understand him. He said he wants to focus on vocabulary and grammar for the TOEFL and IELTS exams, so I will be helping him with that in the following sessions. Lesson(s) About Tutoring and/or The Tutee You Learned: Today, I learned that I needed to adjust the vocabulary and speed of English that I was using. Yerlan is very intelligent, but he struggles with picking up English if it is too fast. I learned that he tends to understand things as long as you provide an example.

 < Emma Baker TS #1 (Catalina) > Date/Time: Wednesday, January 21, 2026, from 1-2 PM Location: CIES Topic/Skill: Needs Assessment + Getting to Know Each Other Feedback Provided to the Tutee: Catalina's English is pretty good. She is at the point in her education where she wants to work on more difficult grammar rules, pronunciation, and automaticity. Today, we held a conversation where I took notes about various mistakes. In the future, we plan to work on when to use infinitives versus gerunds, practice her vowel pronunciations, and work on techniques to improve automaticity. Lesson(s) About Tutoring and/or the Tutee You Learned: I learned a lot about Catalina personally and academically. She told me she was willing to learn in various ways with different strategies. She loves to learn in general, so I will likely use our tutoring sessions as opportunities to test/practice various teaching methodologies we have discussed in class, since Catalina is also looking for varie...

On 1/20/2026, I observed Dr. Ciapetta's class on listening for intermediate-level English learners. Dr. Ciapetta kindly explained to me the difference between TEFL and TESOL certificates before class started.  Class started with her asking students questions about the last lecture's topic, key arguments, and conclusions. Dr. Ciapetta then talked to them about re-listening to the lecture and tips for understanding lectures and new texts they read. They were to focus on the structure of the content, discussing the structure of reading and how the structure is the same in speaking at lectures and presentations: thesis, body, conclusion. The audio lecture was then replayed on the topic of family crisis. Students were encouraged to take notes during the lecture. After the audio finished, they were given 3 minutes to summarize the speaking points as best as possible with their partner.  Dr. Ciapetta then told them they would listen again, stopping at parts to discuss. At the first p...

 Today in Dr. Rio and his students are working on prepared speech, and each student is working on outlines for a brief research presentation. Dr. Rio first walked around the class and worked with each student, looking at their presentation outlines. The Presentation outline consisted:  Intro: hook, an intro to self and topic, 3 points of the intro, a transition into the body paragraph,  Body Paragraphs (3): a title for each main point, five supporting details, a spot for 2 sources, a transition into the next point  Conclusion: topic sentence, 3 points, 3 references.  Dr. Rio's spent a lot of time with each student reviewing their outlines and helping them understand the structure of the research presentation (Eg. where the facts go, and where there is a space for opinion.) Critiques right now are mainly focused on content and where things go.  Throughout the class, Dr. Rios makes himself available, and after the initial walk through with every student, cont...

 On January 20, 2026, I observed Mr. Flemming teaching an online English speaking class for intermediate-level students. The session was hosted through Zoom, with class materials located on Canvas, to which all had access. Once students entered the session and I was introduced to them, Mr. Flemming introduced the week's agenda. Today, they had to do presentations and prepare for class discussions. He then pulled up a document showing a list of things students had mentioned during the first week that they struggled with and wanted to work on in the future. He then went over how they've covered some of that so far and how they will work on that in the future. Mr. Flemming then went over the presentation rubric, how they will be graded, and then gave a brief overview of the class discussion assignment. After a brief question segment, the first student gave her presentation. Students had created a slide presentation that they would then present. Mr. Flemming recorded students indiv...

  Melina TS Blog Post #2 = Piero Session 1 Date/Time: Thursday,  January 19th, 2026 Location: FSU Campus Topic/Skill:  Introduction, Assessment of Skills, Transitional Phrases, and Idioms Feedback provided to the tutee:  During the lesson, I provided feedback on Piero's grammar while speaking, including correcting his use of English idioms. I provided him with a Google document of what we discussed and forwarded it to him for review. In addition, I reviewed a project he is working on for class, and provided feedback on his use of grammar, and assisted him with selecting the proper transitional phrases for his speech.  Lesson(s) about tutoring and/or the tutee you learned: Today's lesson with Piero was enlightening in multiple respects. First, in reviewing his written project plan, I witnessed firsthand what Snow and Campbell (and indeed, our class) have discussed about there often being disparities between the different skills of one student. In Piero's case, th...

  Melina TS Blog Post #1 = Je-ah Session 1 Date/Time: Thursday,  January 15th, 2026 Location: Virtual  Topic/Skill: Introduction, Assessment of Skills, Speaking  Feedback provided to the tutee: During conversation, I helped fill in the blanks in Je-ah current productive vocabulary. I wrote down words she did not know, which we reviewed at the end of the session. I forwarded her this list after the lesson, for her review. Lesson(s) about tutoring and/or the tutee you learned: Today's lesson with Je-ah was largely concerned with getting to know each other, and getting an understanding of her current command of the English language. This is one of my first experiences tutoring someone whose first language is not English, and I found it to be a very rewarding experience! I discovered that though a student and I might not have an extremely vast vocabulary in the same language, the human desire to communicate made it possible for us to work to understand each oth...

  Melina CO Blog Post #2 = Grammar with Prof. James Date/Time:  January 9th, 2025, 10:00-10:50 am. Topic/Skill:  Grammar, Low-Intermediate Level (Simple Present tense instruction and practice). Teacher Presentation: Prof. James first used the whiteboard to write out the rules for and examples of the simple present tense in English. She then explained the rules of the common icebreaker game, "Two Truths and a Lie", also utilizing the whiteboard for her instruction.  Classroom Management: Prof. James focused on each student's work individually in turn, and encouraged answers and comments regarding students' content from their peers.  Materials: Whiteboard, markers, slips of paper Student Participation:  Students participated in a "Two Truths One Lie" activity during which they constructed their own sentences in the simple present tense. They turned in their papers to Prof. James, who presented their work to the class. Afterward, each guessed which of the...

On January 15, 2026, I observed Mrs. James' class for intermediate- to low-level ESL students in reading. Students received a reading handout on a topic written at their level. For this class, it was an article on the Lunar New Year. Students read through the handout with the teacher, discussing culture and word meanings together as they went on. As they worked together on the reading, they explored the concept of the lunar new year and its cultural connotations in English, broadening their vocabulary. They would explore explanations and videos online, investigating questions or topics related to the reading together and using various tools to illustrate the point. They had a document pulled up on the screen with vocab and definitions relevant to the article. The class heavily focused on interaction between students and teachers, facilitating conversation and helping students comprehend the text and practice their English in new ways.  It was a highly interactive and enjoyable clas...

   <Emma Baker CO #4> Date/Time:  Monday, January 12, 2016, from 2:00-2:50 PM Topic/Skill:  Listening--Zimbabwean Girl Uses Martial Arts to Warn Against Child Marriage Teacher Presentation:  Ms. James read an article out loud then asked guiding questions about the article's topic. Later, she played videos about the same subject as supplemental information. Classroom Management:  Ms. James led the classroom discussion through guiding questions about the content of the videos and the background information needed to understand them. Materials:  Article handout, Highlighters Student Participation:  Students highlighted words they struggled to pick up on during the first read through as Ms. James was reading the article a second time. They answered questions related to the article's content. Feedback Provided:  Ms. James asked students what kinds of words they struggled the most with and focused on specific phrases and concepts that needed ...

 On 1/13/2026, I met with Dojun Kim for the first time. We met for 30 minutes at 9am for a brief meeting to hammer out scheduling and understand his goals in tutoring with me. Mr. Kim expressed his desire to improve his spoken fluency and grammar in use. We discussed his background in life and English. Mr. Kim knows only Korean and English, living and working for an airline in Korea. His past job had required him to speak in English to communicate with foreign crew, and while his current job doesn't require it, he wants to be able to comfortably travel to and experience English-speaking countries. Mr. Kim was decently comfortable speaking English, with multiple pauses and 'ums' common in speakers still building automacity. I offered to do speaking exercises with him and correct his grammar as he spoke. I also offered to give him short writing prompts to help correct his writing grammar and give more targeted help in his grammar understanding. We then established his schedul...

     After observing Dr. Rios' class, I then moved to observe Mr. Flemming's low-intermediate listening class. After attendance and introductions, he introduced the topic. Following what they did yesterday, they were to review music and memory vocab, as well as a listening and transcribe exercise. Mr. Flemming spoke in a distinct, slow, and clear tone to help students understand, also using hand gestures to help illustrate and help students understand what he was saying.      Once they were ready,  he had them listen to a 1:53 min audio file talking about the relationship between music and memory. The audio speaker spoke slowly and carefully, just like the teacher. He then gave each student two cards- one black, one red. Based on the audio, they had to answer true or false questions. Red for false, black for true. Mr. Flemming mentioned that yesterday they had been allowed to read the transcript from the last class, but in this class, they would only l...

  Melina CO Blog Post #3 = Reading with Prof. James Date/Time:  January 13th, 2025, 11:00-11:50 am. Topic/Skill:  Reading, Low-Intermediate Level  Teacher Presentation: The topic of Prof. James's recent reading-focused classes has been the major celebrations in the home countries of the students of the class. As such, she began the class with a video about Tet, the Vietnamese Lunar New Year celebration. During the video, which included text, Prof. James encouraged students to read off the information written, and pose questions to their Vietnamese classmate, Tam. Afterward, she guided a group reading of a passage about Tet and the significance of the Lunar New Year in Vietnam.  Classroom Management: Prof. James started and stopped the Tet video at prime moments to allow for assessment and expansion from her students, encouraging them to read the  questions written in the video aloud (these questions were posed and answered in the video, but Prof. James paus...

  Melina CO Blog Post #1 = Grammar with Prof. James Date/Time: January 9th, 2025, 9:00-9:50 am. Topic/Skill: Grammar, Low-Intermediate Level (Simple Present tense instruction and practice). Teacher Presentation: Prof. James first used the whiteboard to write out the rules for and examples of the simple present tense in English. She then showed a video of astronaut Suni Williams in space, using this video as a basis for more example sentences, and for much of the questions posed to the class.  Classroom Management: Prof. James rotated which student she looked to for answers during her instruction.  Materials: Whiteboard, markers, Youtube video.  Student Participation: Students took turns providing answers to the questions Prof. James posed with regard to how to construct a sentence in the simple present tense (identifying the subject, conjugating the verb in the sentence, etc.).  Feedback Provided: Prof. James would correct student mistakes by ...

 On Tuesday, January 13, 2025, I had the opportunity to observe Dr. Rios teaching low-intermediate students in speaking. He reviewed yesterday's lesson in Timed Speaking, discussing the structure of speaking. The structure illustrated was as follows:  1. Name 2. Topic 3. Opinion: Question => Answer; Statement = Ag./Dis 4. 2 reasons, 2 examples 5. Conclusion He then gave them a worksheet to help plan a response to the question: In your opinion, should the government get rid of fast food restaurants? Why or why not? The worksheet had 7 boxes, as follows: State Opinion Argument (reason) #1 Examples for argument #1 Transition Argument (reason) #2 Example for argument #2 (IF TIME) Restate Opinion They were given around 10 minutes to plan their response.  Dr. Rios, during the students' planning time, explained to me how timed speaking helps with connections and improves their speaking to build automatism, assessing both planned and unprepared speech. He usually structur...

  <Emma Baker CO #3> Date/Time:  Monday, January 12, 2016, from 1:00-1:50 PM Topic/Skill:  Discussing Current World Affairs Teacher Presentation:  Ms. James played videos about certain NATO countries training their military for potential Arctic warfare in relation to climate change and its impact on access to resources north of the Arctic Circle.  Classroom Management:  Ms. James led the classroom discussion through guiding questions about the content of the videos and the background information needed to understand them. Materials:  Handout from the previous class, YouTube videos Student Participation:  Students read their partner's answers to the interview questions from the previous class. They responded to Ms. James's questions on their background knowledge of the topics discussed. Feedback Provided:  Ms. James would utilize the method of questioning what a student said to lead toward correction. For example, if a student said Finla...

<Emma Baker CO #1 & #2> Date/Time: Friday, January 9th, 2026, from 9:00-10:40 AM Topic/Skill: Grammar Review (Simple Past, Simple Future, and Present Perfect) Teacher Presentation: After reviewing the homework assignment from last class, Dr. Rios presented students with a handout on specific rules for the pronunciation of different -ed sound endings.  Classroom Management: Dr. Rios didn't specifically time anything, but regularly checked in with students as they progressed through exercises in order to give them sufficient time to complete their work. Materials: Textbook, Pen/Pencils, Paper, Pronunciation Handout Student Participation: Students read aloud instructions, read aloud definitions of tenses, and completed practice sentences of the tenses reviewed. Feedback Provided: Dr. Rios would speak clearly and emphasize corrections in his own speech. He would ask the student to repeat themselves if something was wrong, which would typically prompt the student to reco...