Found in Drafts...
I have been teaching this writing course and I realized that it has turned in to more of a grammar class conforming to the typical korean style classrooms we have heard plenty of disparaging remarks on over the last months. I had to pick the material for this class from a bigger book at the beginning of August and honestly have been mostly unhappy with my work. Not that I chose poorly, but considering what we talked about in terms of writing that should be useful and practical as a function of L2, it is miserable.
As the next session nears, I have luckily had some good student reviews, so have been asked to come up with some course ideas for our winter bonus classes, one of which needs to be writing. Last week's discussion has given me a lot of good direction in choosing material that is both useful and meaningful. As I spend the next couple hectic weeks picking through material, I think keeping that meaningful terminal objective as my primary goal will help immensely.
Tuesday, December 11, 2012
Pardon me sir!
Found this in the draft pile. iPhone doesn't like to publish I suppose...
How to deal with disrespectful students.
What attitudes do we set up for out students to adhere to during class? A lot about what we assume our students will do based on cultural behavior towards teachers is true. Most are respectful, and treat us with as valuable source of knowledge. From time to time though, we get students that can cause some problems for us in the classroom, and I don't mean a normal kind of trouble maker. I mean the ones we create by trying to be more open and accessible with as both educators and friends.
For the most part, we experience quality relationships in classrooms where students feel more comfortable expressing themselves with an instructor that wants to help them through interaction. On occasion, I feel we can confuse the student by inadvertently eliminating their boundaries of respect toward us. Because they aren't used to a teacher that expects equal interaction from them, they can also avoid accepting us as a superior in the classroom. These situations a rare but also bring a challenge to the teacher in how to respond to a student and how to interpret whether their action is a purposeful dismissal of our authority or a mistake in understanding what they can get away with.
The end of the semester is nearing and I have started having a few issues with students that are a good example of this situation. I have a few that I have contacted initially through Kakao message that have responded with concern, and quickly tried to apologize and change their behavior. These students show a simple misunderstanding of the teacher student relationship, and that their real desire wasn't out of their normal disconcerting attitude. A few others are less apt to respond, so I have had to approach them in class, usually when they turn up 45 minutes late or more. I have been surprised to get a few students react very abrasive my and assume I owe them some courteous reception even after being warned on multiple occasions.
This is the real test for composure on my part, and I feel I have learned a little from both successes and failures. Remaining calm even with a student who is rude is normally the best bet. Being harsh has backfired too many times to make it effective. But there have been two extreme cases where sternness and an abrasive tone have really been beneficial. I think the best is to keep as much personal emotion out of it and realize that even with overtly verbose or reactive students, softly softly catchee monkey is best.
How to deal with disrespectful students.
What attitudes do we set up for out students to adhere to during class? A lot about what we assume our students will do based on cultural behavior towards teachers is true. Most are respectful, and treat us with as valuable source of knowledge. From time to time though, we get students that can cause some problems for us in the classroom, and I don't mean a normal kind of trouble maker. I mean the ones we create by trying to be more open and accessible with as both educators and friends.
For the most part, we experience quality relationships in classrooms where students feel more comfortable expressing themselves with an instructor that wants to help them through interaction. On occasion, I feel we can confuse the student by inadvertently eliminating their boundaries of respect toward us. Because they aren't used to a teacher that expects equal interaction from them, they can also avoid accepting us as a superior in the classroom. These situations a rare but also bring a challenge to the teacher in how to respond to a student and how to interpret whether their action is a purposeful dismissal of our authority or a mistake in understanding what they can get away with.
The end of the semester is nearing and I have started having a few issues with students that are a good example of this situation. I have a few that I have contacted initially through Kakao message that have responded with concern, and quickly tried to apologize and change their behavior. These students show a simple misunderstanding of the teacher student relationship, and that their real desire wasn't out of their normal disconcerting attitude. A few others are less apt to respond, so I have had to approach them in class, usually when they turn up 45 minutes late or more. I have been surprised to get a few students react very abrasive my and assume I owe them some courteous reception even after being warned on multiple occasions.
This is the real test for composure on my part, and I feel I have learned a little from both successes and failures. Remaining calm even with a student who is rude is normally the best bet. Being harsh has backfired too many times to make it effective. But there have been two extreme cases where sternness and an abrasive tone have really been beneficial. I think the best is to keep as much personal emotion out of it and realize that even with overtly verbose or reactive students, softly softly catchee monkey is best.
Friday, December 7, 2012
Cultural reflections
One of the challenges I have had in some of my classroom during this semester is finding ways to work in lessons for ICC. The material we have covered in class has been interesting as a way to better understand classrooms and potential issues we might have with understanding students, especially in a multicultural classroom. I really wish I could have taken this course before I taught my refugee classes in the states a few years back, but now I find myself in a place where I am the only foreigner, out often own country and culture and surrounded by students of common nationality, race, age, culture and quite often thought processes. This has been the challenge of trying to stimulate some useful reflective though for my students, and see some acknowledgement of unbiased opinions. To what effect this has happened, I cannot really be sure, but I think I haven't made a dent.
This particular lesson was built around a common theme for my classes over the last 2 years. Teaching in a beauty arts department has given me a lot of insight on how Koreans view outward appearance, beauty and acceptance based on looks as well as expectations for family and marriage relationships. As well, this lesson provides a mix of cultural practices that have spread or are spreading to other parts of the world that are synonymous with my own culture, unfortunately ones that I particularly loathe. In any case, I set the lesson up to trigger student responses on culture, in particular I wanted them to think about how behaviors in their home country might resemble or differ from the ones in the article. I wasn't sure how the would respond initially, or how the writing production might allow them to reflect on a given perspective.
This lesson had to take place over two classes, but I think that worked better because students only got half of the information to solve which country this might be, so they were at least interested to learn the source. They were very quick to decide that the images were Japanese and the story was either from America or England. The latter was set up because the article was printed originally in England then for online in America, so had currency values for both. This threw them off just a bit however they were quick to decide the woman in the picture was from Japan because she was ugly and for her eye shape. The second picture was a bit surprising as a lot if students said she wasn't attractive because of plastic surgery. That surprised me because of the massive amount of money that is spent in this country on cosmetic enhancements and how it should reflect a social view of appearance. I should say that a lot of students wouldn't admit to surgery in the first place donut is no surprise that they would lie about their expectations of beauty. A lot of their answers in the writing production were varied. Some took an overly harsh tone accusing the guilty party of wrongdoing.
I think the discussion stages of these lessons are the most difficult to achieve. Typically the students either don't share their honest opinion, or they sit back and just agree with the one or two people that tend to dominate the discussion. They only instances where good discussion has occurred is when I have had high level students that have spent time abroad. They tend to have a broader perspective and might disagree or at least question korean cultural norms. When none of them are in a class, it tends to be really weak participation and no strong opinions are given. I'm not sure how to go about directing lower level students in more productive cultural discussion, but I suppose if I did, I wouldn't be taking this course.
This particular lesson was built around a common theme for my classes over the last 2 years. Teaching in a beauty arts department has given me a lot of insight on how Koreans view outward appearance, beauty and acceptance based on looks as well as expectations for family and marriage relationships. As well, this lesson provides a mix of cultural practices that have spread or are spreading to other parts of the world that are synonymous with my own culture, unfortunately ones that I particularly loathe. In any case, I set the lesson up to trigger student responses on culture, in particular I wanted them to think about how behaviors in their home country might resemble or differ from the ones in the article. I wasn't sure how the would respond initially, or how the writing production might allow them to reflect on a given perspective.
This lesson had to take place over two classes, but I think that worked better because students only got half of the information to solve which country this might be, so they were at least interested to learn the source. They were very quick to decide that the images were Japanese and the story was either from America or England. The latter was set up because the article was printed originally in England then for online in America, so had currency values for both. This threw them off just a bit however they were quick to decide the woman in the picture was from Japan because she was ugly and for her eye shape. The second picture was a bit surprising as a lot if students said she wasn't attractive because of plastic surgery. That surprised me because of the massive amount of money that is spent in this country on cosmetic enhancements and how it should reflect a social view of appearance. I should say that a lot of students wouldn't admit to surgery in the first place donut is no surprise that they would lie about their expectations of beauty. A lot of their answers in the writing production were varied. Some took an overly harsh tone accusing the guilty party of wrongdoing.
I think the discussion stages of these lessons are the most difficult to achieve. Typically the students either don't share their honest opinion, or they sit back and just agree with the one or two people that tend to dominate the discussion. They only instances where good discussion has occurred is when I have had high level students that have spent time abroad. They tend to have a broader perspective and might disagree or at least question korean cultural norms. When none of them are in a class, it tends to be really weak participation and no strong opinions are given. I'm not sure how to go about directing lower level students in more productive cultural discussion, but I suppose if I did, I wouldn't be taking this course.
Saturday, November 24, 2012
Production what's your function?
This week I decided to approach my assigned production activity to get a feel for what changes might need to be made as far as what the blog question suggested. In general, example one could be applied to several situations and still be a success. My students are at a relatively high level, so to limit my input, I had them write questions pertaining to the previous days student presentation on supply and demand. I had each student make one question for a panel of three experts to answer. As the went through the questions, I had no real input, so I wrote their answers down on a hidden whiteboard. After we worked through the Qs I asked them a few comprehension Qs to see if they remembered answers and then we flipped the whiteboard to check both grammar and if the answers were successful.
Friday, November 16, 2012
ICC Lesson # 2 - All Families are Psychotic
Video Part 1 - http://youtu.be/_SlQBpVcNHA
Video Part 2 - http://youtu.be/F7PFboZT6jQ
Video Part 3 - http://youtu.be/zhTlyDtpeOM
Video Part 4 - http://youtu.be/JpiAC7Fn16o
This is a lesson I did about interacting with strangers and families with different values and behaviors.We did this lesson in one of our classes, but I think the use of it in this class worked out fairly well. I had some really enthusiastic students and some that took their roles really seriously.
Problems with the activity: I perhaps spent too much time in the initial activation stage. This left less time for students to really get into character, and other parts of the lesson. Perhaps the reflection at the end could have been more focused and I could have planned more specific questions for them to think about and answer. I should have written the instructions in Korean as well, because I think there might have been a few students who couldn't grasp what they were supposed to do during the activity.
Successes: Students got involved using English to role play. They came up with good individual responses and judgments about the opposing groups. Students could see and felt how uncomfortable it is to be in a situation with people having different cultural values and behaviors. They were able to form opinions and then reflect on how their opinion might be overly biased to their own ideologies.
This particular group of students are fairly competent at communicating their opinions about our subjects. For this lesson, they were very judgmental about the opposing family, but they tend to do this in a number of lessons we have had. We actually did a reading lesson, which I recorded for meth, that was interesting in talking about family interaction and norms. This activity would have been good to follow up that lesson and have students watch the video of themselves behaving in the awkward family situation. I think that would have allowed them to see how they physically display their own prejudices.
Video Part 2 - http://youtu.be/F7PFboZT6jQ
Video Part 3 - http://youtu.be/zhTlyDtpeOM
Video Part 4 - http://youtu.be/JpiAC7Fn16o
This is a lesson I did about interacting with strangers and families with different values and behaviors.We did this lesson in one of our classes, but I think the use of it in this class worked out fairly well. I had some really enthusiastic students and some that took their roles really seriously.
Problems with the activity: I perhaps spent too much time in the initial activation stage. This left less time for students to really get into character, and other parts of the lesson. Perhaps the reflection at the end could have been more focused and I could have planned more specific questions for them to think about and answer. I should have written the instructions in Korean as well, because I think there might have been a few students who couldn't grasp what they were supposed to do during the activity.
Successes: Students got involved using English to role play. They came up with good individual responses and judgments about the opposing groups. Students could see and felt how uncomfortable it is to be in a situation with people having different cultural values and behaviors. They were able to form opinions and then reflect on how their opinion might be overly biased to their own ideologies.
This particular group of students are fairly competent at communicating their opinions about our subjects. For this lesson, they were very judgmental about the opposing family, but they tend to do this in a number of lessons we have had. We actually did a reading lesson, which I recorded for meth, that was interesting in talking about family interaction and norms. This activity would have been good to follow up that lesson and have students watch the video of themselves behaving in the awkward family situation. I think that would have allowed them to see how they physically display their own prejudices.
ICC Lesson # 1 - A Good Man is Hard to Find
Video Pt 1 http://youtu.be/wgwOzN1bN_c
Video Pt 2 http://youtu.be/L23wSVj1Wjo
I took this activity from the DeCapua book pretty early in the semester. I did a little adaptation to it by adding some information to the job candidates, specifically giving them educational levels. I thought this would be interesting to see if that had a lot of effect on how they evaluated nationality. I did this for two classes at different levels, but the recording for the more advanced class was interrupted by a lovely gmarket text message, so it only recorded about 2 minutes.
Problems: There were a couple of things about this activity that I might change. Time limits were not planned well for this first class, as it took them a little longer to complete the initial step. Perhaps for their level, i could have used fewer options and positions to fill. This left less time for the final discussion of why certain people were chosen. Also, I could have added more CI's and whatnot to activate the students more. I think what they could say was pretty limited.
Successes: These were probably limited in this class because the time limitation issues. We did have a few good instances to communicate about some of their decisions in class, but I would have like to have more time. This was a writing class, so I adapted the activity to have a writing response. For homework they completed a writing task explaining their choices and how culture, sex or background influenced their decisions. We did reflect on these in the following class, but I didn't record it.
After seeing this activity in two classes, I think it would be a great activity in a number of business class settings. It is designed to have the students think critically, but leaves room for their own prejudices and stereotypes to interfere with their choices. Having them speak and write about it are both good opportunities for them to use English to explain their opinion, or summarize details. The difficulty is approaching or evaluating this activity from a neutral perspective as a teacher. It was difficult for me to limit my own moral attitudes from the lesson in order to avoid sending some moral message. But I think responding to some of their biased opinions with no emotion would betray my own beliefs.
Video Pt 2 http://youtu.be/L23wSVj1Wjo
I took this activity from the DeCapua book pretty early in the semester. I did a little adaptation to it by adding some information to the job candidates, specifically giving them educational levels. I thought this would be interesting to see if that had a lot of effect on how they evaluated nationality. I did this for two classes at different levels, but the recording for the more advanced class was interrupted by a lovely gmarket text message, so it only recorded about 2 minutes.
Problems: There were a couple of things about this activity that I might change. Time limits were not planned well for this first class, as it took them a little longer to complete the initial step. Perhaps for their level, i could have used fewer options and positions to fill. This left less time for the final discussion of why certain people were chosen. Also, I could have added more CI's and whatnot to activate the students more. I think what they could say was pretty limited.
Successes: These were probably limited in this class because the time limitation issues. We did have a few good instances to communicate about some of their decisions in class, but I would have like to have more time. This was a writing class, so I adapted the activity to have a writing response. For homework they completed a writing task explaining their choices and how culture, sex or background influenced their decisions. We did reflect on these in the following class, but I didn't record it.
After seeing this activity in two classes, I think it would be a great activity in a number of business class settings. It is designed to have the students think critically, but leaves room for their own prejudices and stereotypes to interfere with their choices. Having them speak and write about it are both good opportunities for them to use English to explain their opinion, or summarize details. The difficulty is approaching or evaluating this activity from a neutral perspective as a teacher. It was difficult for me to limit my own moral attitudes from the lesson in order to avoid sending some moral message. But I think responding to some of their biased opinions with no emotion would betray my own beliefs.
How do you say that again?
Pronunciation 1 Part 1 http://youtu.be/YTxIVMxr40M
Pronunciation 1 Part 2 http://youtu.be/L23wSVj1Wjo
Pronunciation 2 Part 1 http://youtu.be/VjYvcqBAGC0
Pronunciation 2 Part 2 http://youtu.be/Mj1AkaJDt14
Here is a pronunciation lesson I did for two classes back to back.... Practice makes perfect, and I need more of it.
Both of these classes use the same activity to work on similar pronunciation features. It is one I used from the Harmer book that I thought would be useful, but I think there are some changes to be made if I want this to work efficiently. As a way to apply this activity to something useful, I started with phrases on the WB that they have been using to prepare for their speech contest to model how we use stress in certain syllables. After going through those, I briefly explained the what they need to do on the activity page and let them work in pairs. The first class spent too much time in my first step, and perhaps too much time in their pair work as well, but I expected a bit of this as it was my first run going through the activity, and their level might be a little lower than this activity or my intro were planned. The second class got through the first part quickly enough, but had more difficulty with some of the pronunciations with contractions, or incorrectly assuming the wrong number of syllables.
Some Problems - I speak to fast on too many occasions, and say too much at times. I really need to work on slowing down when students need clear, understandable input. For this particular activity, I might explain some of the stresses too much when I should let the phrase said correctly be all the input i give.The activity itself need a little more concise setup that what I gave it in the first class. The second class was a bit better, but I think it can be improved.Having students mimic me might be a little touch of good old behaviorism techniques, but I think it is called for in this situation.
After watching these, I though I would check out a video on learning pronunciation in a language I haven't studied. I watched Chinese with Gloria to see how it would be taught in a tonal language. The goes along quite slow and is a little repetitive but I think does a really good job an being understood. Next time I will slow down and limit my speech a bit more, and work on having students lead the talk to discover certain features of this kind of lesson.
Pronunciation 1 Part 2 http://youtu.be/L23wSVj1Wjo
Pronunciation 2 Part 1 http://youtu.be/VjYvcqBAGC0
Pronunciation 2 Part 2 http://youtu.be/Mj1AkaJDt14
Here is a pronunciation lesson I did for two classes back to back.... Practice makes perfect, and I need more of it.
Both of these classes use the same activity to work on similar pronunciation features. It is one I used from the Harmer book that I thought would be useful, but I think there are some changes to be made if I want this to work efficiently. As a way to apply this activity to something useful, I started with phrases on the WB that they have been using to prepare for their speech contest to model how we use stress in certain syllables. After going through those, I briefly explained the what they need to do on the activity page and let them work in pairs. The first class spent too much time in my first step, and perhaps too much time in their pair work as well, but I expected a bit of this as it was my first run going through the activity, and their level might be a little lower than this activity or my intro were planned. The second class got through the first part quickly enough, but had more difficulty with some of the pronunciations with contractions, or incorrectly assuming the wrong number of syllables.
Some Problems - I speak to fast on too many occasions, and say too much at times. I really need to work on slowing down when students need clear, understandable input. For this particular activity, I might explain some of the stresses too much when I should let the phrase said correctly be all the input i give.The activity itself need a little more concise setup that what I gave it in the first class. The second class was a bit better, but I think it can be improved.Having students mimic me might be a little touch of good old behaviorism techniques, but I think it is called for in this situation.
After watching these, I though I would check out a video on learning pronunciation in a language I haven't studied. I watched Chinese with Gloria to see how it would be taught in a tonal language. The goes along quite slow and is a little repetitive but I think does a really good job an being understood. Next time I will slow down and limit my speech a bit more, and work on having students lead the talk to discover certain features of this kind of lesson.
A Reading Rainbow
Reading Part 1: http://youtu.be/50pcbB_gFMY
Reading Part 2: http://youtu.be/-nAx__3wS_s
Reading Part 3: http://youtu.be/ZS-4HAIauOY
This is a reading lesson that my students did from their text
Reading Part 2: http://youtu.be/-nAx__3wS_s
Reading Part 3: http://youtu.be/ZS-4HAIauOY
This is a reading lesson that my students did from their text
Wednesday, November 14, 2012
Vocabulary Schmabulary
Part 1 - http://youtu.be/ZkbwyGYOOas
Part 2 - http://youtu.be/bEK4-nNZgk0
Vocabulary is tricky in that it is hard to make into something interesting, at least beyond making a silly game out of it. So for this class I used bits of a Harmer activity meshed with the material from our textbook for the class. The whole activity took about 40 minutes, but I edited out a part where we brought in the ideas of family structure and and a short discussion about that. If I were to redo this lesson, I would go ahead and do that bit at the beginning to get them activated first, but generally I don't have a problem getting their attention.This particular activity ended up being a mesh of grammar and vocab with phrasal verb vocabulary. They were fairly talkative, and getting them to speak in pairs worked well as I heard some good things from their conversations to think about in the lesson. I feel like am am getting students to talk a lot, and spreading out the participation and speaking enough to cover everyone in the class, but I still think I am going a little too fast at times and while I know several students can follow, there may be some in the class that have difficulty. Also with this activity, I might practice my own delivery with these vocab words. I did this lesson with our much planning, and as I am in a rush to make this class on time, I am usually frantically organizing things right before class. I can definitely see how better preparation would be way better for this class, but with my current schedule, it is hardly an option. This lesson will flow into the next day's reading, so we will see if any of these stick and I can be a bit smoother in the way I direct this lesson.
Part 2 - http://youtu.be/bEK4-nNZgk0
Vocabulary is tricky in that it is hard to make into something interesting, at least beyond making a silly game out of it. So for this class I used bits of a Harmer activity meshed with the material from our textbook for the class. The whole activity took about 40 minutes, but I edited out a part where we brought in the ideas of family structure and and a short discussion about that. If I were to redo this lesson, I would go ahead and do that bit at the beginning to get them activated first, but generally I don't have a problem getting their attention.This particular activity ended up being a mesh of grammar and vocab with phrasal verb vocabulary. They were fairly talkative, and getting them to speak in pairs worked well as I heard some good things from their conversations to think about in the lesson. I feel like am am getting students to talk a lot, and spreading out the participation and speaking enough to cover everyone in the class, but I still think I am going a little too fast at times and while I know several students can follow, there may be some in the class that have difficulty. Also with this activity, I might practice my own delivery with these vocab words. I did this lesson with our much planning, and as I am in a rush to make this class on time, I am usually frantically organizing things right before class. I can definitely see how better preparation would be way better for this class, but with my current schedule, it is hardly an option. This lesson will flow into the next day's reading, so we will see if any of these stick and I can be a bit smoother in the way I direct this lesson.
Tuesday, October 30, 2012
Micro teach 2 - Presentation
Part 1 - http://www.youtube.com/watch?v=D3xjOpP5POA
Part 2 - http://www.youtube.com/watch?v=4EAT4ApB0NU
According to how this lesson was set up, I jumped right in to the listening activity part for the presentation. Part of the idea for this was that students have already heard these words in their respective TOEIC prep classes, so it is my job to incorporate them into a lesson when I can. I also give the student 15 minutes at the beginning of every class to read their previous assignment, which would have included the section for the reading task. Warm up is typically a review of the last classes dialogue on plot and theme of the novel so this activity is referring back to their current reading homework and current TOEIC lessons. Perhaps understanding these lessons as a 9 minute segment in a class of native speakers is difficult, and even when I watch it, it is a bit awkward in my interaction with the students. In my real class, they tend to ask a few more questions, and there are always a couple of them lagging behind, which gives me the chance to incorporate more student talk by having them explain to each other what instructions i had given. As this activity gets beyond the listening stage, we have time for pair work in discussing their answers, and then composing their own new sentences with key words from the text and the transition words they learned.
As for my personal performance during this lesson, I think I did a bit better at slowing down my speech, but at times I tend to ramble on sarcastically or unnecessarily, which may confuse students if they try to follow every word I say. This is something that I have struggled with since the first lesson I ever taught back in the states. I think my brain just goes on moving my mouth without me actually meaning to talk. One thing I noticed from doing those silent lessons a couple weeks ago is that I really need to keep my damn mouth shut when there is nothing comprehensible or meaningful coming out of it, which actually applies to all the time and not just class. Having students stand up, especially for my early morning crew, is really helpful, and I have learned that I need to get them up and moving randomly during my 2 hour classes. It helps them stay awake, but if also gives me a chance to breathe, and change gears for a new activity. My WB use was pretty limited, but generally I cover the thing with illustrations and outlines to cover the dialogue. Usually if I screw up a drawing or make it overtly humorous on purpose, it gets the students attention and perhaps engages their memory a bit. I know this activity bleeds in to other tasks that involve more discussion, which is what my classes are based on, so getting students to talk isn't the difficult part for me in my current position. The difficult thing is sorting out some TLC to work into my lessons and matching that up with the other TOEIC teachers. That is where the real work comes in, as my class time is usually fairly enjoyable both for myself and my students. Now if I could get them to like homework!
Part 2 - http://www.youtube.com/watch?v=4EAT4ApB0NU
According to how this lesson was set up, I jumped right in to the listening activity part for the presentation. Part of the idea for this was that students have already heard these words in their respective TOEIC prep classes, so it is my job to incorporate them into a lesson when I can. I also give the student 15 minutes at the beginning of every class to read their previous assignment, which would have included the section for the reading task. Warm up is typically a review of the last classes dialogue on plot and theme of the novel so this activity is referring back to their current reading homework and current TOEIC lessons. Perhaps understanding these lessons as a 9 minute segment in a class of native speakers is difficult, and even when I watch it, it is a bit awkward in my interaction with the students. In my real class, they tend to ask a few more questions, and there are always a couple of them lagging behind, which gives me the chance to incorporate more student talk by having them explain to each other what instructions i had given. As this activity gets beyond the listening stage, we have time for pair work in discussing their answers, and then composing their own new sentences with key words from the text and the transition words they learned.
As for my personal performance during this lesson, I think I did a bit better at slowing down my speech, but at times I tend to ramble on sarcastically or unnecessarily, which may confuse students if they try to follow every word I say. This is something that I have struggled with since the first lesson I ever taught back in the states. I think my brain just goes on moving my mouth without me actually meaning to talk. One thing I noticed from doing those silent lessons a couple weeks ago is that I really need to keep my damn mouth shut when there is nothing comprehensible or meaningful coming out of it, which actually applies to all the time and not just class. Having students stand up, especially for my early morning crew, is really helpful, and I have learned that I need to get them up and moving randomly during my 2 hour classes. It helps them stay awake, but if also gives me a chance to breathe, and change gears for a new activity. My WB use was pretty limited, but generally I cover the thing with illustrations and outlines to cover the dialogue. Usually if I screw up a drawing or make it overtly humorous on purpose, it gets the students attention and perhaps engages their memory a bit. I know this activity bleeds in to other tasks that involve more discussion, which is what my classes are based on, so getting students to talk isn't the difficult part for me in my current position. The difficult thing is sorting out some TLC to work into my lessons and matching that up with the other TOEIC teachers. That is where the real work comes in, as my class time is usually fairly enjoyable both for myself and my students. Now if I could get them to like homework!
Wednesday, October 24, 2012
You shur do talk funny
Here are a handful of videos that sample some interesting accents
Eastern banks and inlets of Virginia and North Carolina
http://www.youtube.com/watch?v=AIZgw09CG9E
http://www.youtube.com/watch?v=csfyrRqc5TU&feature=endscreen&NR=1
(That's what my mom's family sounds like)
Southern Appalachian
http://www.youtube.com/watch?v=03iwAY4KlIU
(What my dad's family sound like)
http://www.youtube.com/watch?v=4XJC4QufWs0
(What people sound like in my hometown)
http://www.youtube.com/watch?v=ScELaXMCVis
(I think a lot of similarities between this one and some of the American southern accents are pretty clear, especially with the drawn out vowels)
http://www.youtube.com/watch?v=kTr-UlyLI_I
Cajun Dialect - the best thing about this video is it takes him a full minute and a half to roll a cigarette, and his wife has been making coffee for an hour. Oh, to have that kind of time!
http://www.youtube.com/watch?v=8_vWR_lNY8s&NR=1&feature=endscreen
(from an excellent docu-movie about irish travelers(Brad Pitt from Snatch) and their family feud, great for the language content)
http://www.youtube.com/watch?v=f0i2abKXr9c
This clip explores different parts of the states, but i like minute 2:30 and 33:00. Their accents are a jumble of north, south and british that is really hard to place in a category
Teaching English w/ Ricky Gervais
http://www.youtube.com/watch?v=Xw2bTpyHGCE
And I could never forget the best of all my kin from the mountains
https://www.youtube.com/watch?v=uc3SEBA-9nU
Eastern banks and inlets of Virginia and North Carolina
http://www.youtube.com/watch?v=AIZgw09CG9E
http://www.youtube.com/watch?v=csfyrRqc5TU&feature=endscreen&NR=1
(That's what my mom's family sounds like)
Southern Appalachian
http://www.youtube.com/watch?v=03iwAY4KlIU
(What my dad's family sound like)
http://www.youtube.com/watch?v=4XJC4QufWs0
(What people sound like in my hometown)
http://www.youtube.com/watch?v=ScELaXMCVis
(I think a lot of similarities between this one and some of the American southern accents are pretty clear, especially with the drawn out vowels)
http://www.youtube.com/watch?v=kTr-UlyLI_I
Cajun Dialect - the best thing about this video is it takes him a full minute and a half to roll a cigarette, and his wife has been making coffee for an hour. Oh, to have that kind of time!
http://www.youtube.com/watch?v=8_vWR_lNY8s&NR=1&feature=endscreen
(from an excellent docu-movie about irish travelers(Brad Pitt from Snatch) and their family feud, great for the language content)
http://www.youtube.com/watch?v=f0i2abKXr9c
This clip explores different parts of the states, but i like minute 2:30 and 33:00. Their accents are a jumble of north, south and british that is really hard to place in a category
Teaching English w/ Ricky Gervais
http://www.youtube.com/watch?v=Xw2bTpyHGCE
And I could never forget the best of all my kin from the mountains
https://www.youtube.com/watch?v=uc3SEBA-9nU
Friday, October 19, 2012
Quiet as a church mouse
The Silent Treatment
Part 1 - http://youtu.be/MDJVLAWx51A
Part 2 - http://youtu.be/XTclXVlPBzk
Part 3 - http://youtu.be/d0kzFt8oh2M
After Tom had talked last week about the notion that teachers are useless, I thought about in what ways we can fail at teaching and for me especially, how I have a tendency to talk students through problems too much, and don't allow them to work out things with my mouth shut. Well, as I was recovering from my sinus infection, nature took away my voice for the first couple days of last week so I decide to do a little activity with my students to review from the lessons before midterm week and holiday week. Basically I set up the class in this format. I couldn't speak, so I had the whiteboard and a few simple gestures I would do for things like "speak in full sentence" "think about" "say" "why' "how" and "more please". I was really surprised how well the student could understand what information I wanted from them and the quality of their responses. I filmed it for a couple of classes, but the first day, the camera got flipped somehow and recorded the window, and the second class, half of the video is blurry (first half to come on youtube after upload time). These classes made me realize how effective i can be while remaining silent. There are many occasions where I should keep my mouth shut, or at least simplify my speech in order to get the students thinking out language problems on their own. We read about error correction being fairly useless unless it gets the student actively thinking about how to construct the answer to their problem. Its definitely a concepts I need to try to use more often.
Part 1 - http://youtu.be/MDJVLAWx51A
Part 2 - http://youtu.be/XTclXVlPBzk
Part 3 - http://youtu.be/d0kzFt8oh2M
After Tom had talked last week about the notion that teachers are useless, I thought about in what ways we can fail at teaching and for me especially, how I have a tendency to talk students through problems too much, and don't allow them to work out things with my mouth shut. Well, as I was recovering from my sinus infection, nature took away my voice for the first couple days of last week so I decide to do a little activity with my students to review from the lessons before midterm week and holiday week. Basically I set up the class in this format. I couldn't speak, so I had the whiteboard and a few simple gestures I would do for things like "speak in full sentence" "think about" "say" "why' "how" and "more please". I was really surprised how well the student could understand what information I wanted from them and the quality of their responses. I filmed it for a couple of classes, but the first day, the camera got flipped somehow and recorded the window, and the second class, half of the video is blurry (first half to come on youtube after upload time). These classes made me realize how effective i can be while remaining silent. There are many occasions where I should keep my mouth shut, or at least simplify my speech in order to get the students thinking out language problems on their own. We read about error correction being fairly useless unless it gets the student actively thinking about how to construct the answer to their problem. Its definitely a concepts I need to try to use more often.
Listening Lesson
Part 1 - http://youtu.be/eUUSybPn91Y
Part 2 - http://youtu.be/Zq0yq4FSQjs
Part 3 - http://youtu.be/ZrSHMaTHUyk
Part 4 - http://youtu.be/So2NbHHH_j0
Since I saw a lot of us get torn apart last week for performing poorly at our reading lessons (thankfully I survived nearly unscathed) I thought I would practice a Harmer listening activity in class before Saturday's demo. The task was to show a short conversation in a film scene and have students listen and watch for detail. I noticed that the activity seemed to focus more on observing skills than it did listening skill, which was a little strange since this is supposed to be a listening task. I think there are a couple of adjustments that need to be made to this activity to get the students focused on listening. First, I think I would incorporate one of the viewing techniques from B1 or B2 in the text to get the students thinking about forming language rather than describing scenery. Not to devalue the benefits this will have at speaking, but listening is the focus. I had one clip of a conversation b/w two people where the man asks the woman to dinner and phones up to make reservations. (Some of you will probably see this in class). I think to add some interesting language skills to this clip, I should mute the reservation call so that student can practice listening to the set up and confirmation dialogue of the two characters, then build language to fill in the missing sound byte based on what they understand about conversation pattern from what they heard. The good thing about this clip is that the actual reservation call in not a normal situation, so student would build dialogue predicting the normal response, but then hear the opposite. After we could discuss why the man may have acted the way he did, but the main point is getting students to hear conversational English, and fill in gaps by producing sensible speech. So that would be my first adaptation of this activity. Second, I think there are some things I could do to increase student output beyond simple comprehension checking. I should create some questions that focus on abstract ideas from the scene rather than physical details. This might get the student thinking a bit more and producing better language. I just threw this activity in as a fun and different thing to do since we were a little ahead in the lessons, but I think the reservation clip could definitely be worked into a lesson about that kind of topic. I also need to be more vague about direct questioning, and try to have student speak more to work out what information I am trying to elicit from them. I think that would make this task more enjoyable to teach.
******Videos to follow after the 256 minute load time*******
Part 2 - http://youtu.be/Zq0yq4FSQjs
Part 3 - http://youtu.be/ZrSHMaTHUyk
Part 4 - http://youtu.be/So2NbHHH_j0
Since I saw a lot of us get torn apart last week for performing poorly at our reading lessons (thankfully I survived nearly unscathed) I thought I would practice a Harmer listening activity in class before Saturday's demo. The task was to show a short conversation in a film scene and have students listen and watch for detail. I noticed that the activity seemed to focus more on observing skills than it did listening skill, which was a little strange since this is supposed to be a listening task. I think there are a couple of adjustments that need to be made to this activity to get the students focused on listening. First, I think I would incorporate one of the viewing techniques from B1 or B2 in the text to get the students thinking about forming language rather than describing scenery. Not to devalue the benefits this will have at speaking, but listening is the focus. I had one clip of a conversation b/w two people where the man asks the woman to dinner and phones up to make reservations. (Some of you will probably see this in class). I think to add some interesting language skills to this clip, I should mute the reservation call so that student can practice listening to the set up and confirmation dialogue of the two characters, then build language to fill in the missing sound byte based on what they understand about conversation pattern from what they heard. The good thing about this clip is that the actual reservation call in not a normal situation, so student would build dialogue predicting the normal response, but then hear the opposite. After we could discuss why the man may have acted the way he did, but the main point is getting students to hear conversational English, and fill in gaps by producing sensible speech. So that would be my first adaptation of this activity. Second, I think there are some things I could do to increase student output beyond simple comprehension checking. I should create some questions that focus on abstract ideas from the scene rather than physical details. This might get the student thinking a bit more and producing better language. I just threw this activity in as a fun and different thing to do since we were a little ahead in the lessons, but I think the reservation clip could definitely be worked into a lesson about that kind of topic. I also need to be more vague about direct questioning, and try to have student speak more to work out what information I am trying to elicit from them. I think that would make this task more enjoyable to teach.
******Videos to follow after the 256 minute load time*******
Monday, October 15, 2012
Death to iOS 6
I am writing this while anger is fresh in my mind..... Death to iOS 6. Today I lost my voice from this annoying sinus infection I have been battling with over the last week. So I attempted to teach a class with no voice. I needed to do a review from the long break over holidays and midterms, so i basically set up a few"signs" I would to to get the students speaking (repeat, think, speak, full sentence, etc...). Everything was going well, me brilliantly using my CIs and MICs so I could do a nice reflective blog. And all the while, my trusty little iPhone filming away so I could review my actions as a teacher with no voice. The review went well enough and despite being distracted by a few late students, I had about 40 minutes of me silently provoking students to speak, and successfully so. This was probably my lowest level class, but the girls did really well at explaining their ideas more thoroughly when prompted and I was very happy. So after class, I sat down to review my awesome footage, only to find that somehow the camera had been switched to the reverse lens, leaving me with a lovely 40 minute shot of a dirty window, and not a glimpse of my teaching. On top of that, my classroom acoustics are shit, so it sounds like we are all hanging out in a tunnel with too many echoes. So much for reviewing and posting a good video. That being said, I can polish up a few things and try the lesson with tomorrow's class. I just hope iOS 6 doesnt decide to pull another fast one on me. Fool me once, shame on iPhone, fool me twice, shame on Steve Jobs.
Friday, October 12, 2012
Copy Cat
Weekly classroom Experience
I was going to write about a class I had with my business
students on presentation techniques that went pretty well, but then I had a
university student blatantly plagiarize a midterm essay, so I thought that
would be more interesting to blog about in terms of making some kind of moral
decision in the classroom. My first reaction to the paper was, “Oh, google
translate.” But as I read through the paper, I noticed it was too good for
google to handle so I did some searching and found a Chinese website that had
her answer word for word (she is Chinese btw). I couldn’t tell what kind of web
page it was, so I had to make certain that is was a copy. I enlisted some
translation help and found out that is was indeed a sight giving answers to
essays on English topics. As it happened, the student had messaged me several
times making sure her paper was okay. I first decided to ask her if she was
sure she wanted to hand this copy in as her final draft. She said yes, which was
expected, but then said that she had ‘worked so hard’ on it. Here, I had to
make a decision, whether to follow my instinct (something akin to burning her
at the stake) or to expose the situation to her and get her reaction. I
messaged her saying that I know she copied it and that she should write another
essay, a fairly lenient judgment in my opinion. She insisted that she had only
emailed it to her sister in China to check it, but after I explained how I
knew, she finally came clean and said she was ashamed. So in the end, I told
her she had to write another essay by the weekend (what a saint I am). This goes
against school policy and probably all that is right and decent in the notion
of honest education, but in the end I made a judgment to give her another
chance. In my perfect world, I could have sent her packing, but I think I had
to weigh out my effort in bringing this up with superiors at the university, my
responsibility as an employee under school policy, and what possible outcomes
might arise from the situation. I hope I chose wisely.
Thursday, September 20, 2012
Thinking About English Before Bede
This is just a little reflection of the week's lessons and how my intentions at the beginning of the week succeeded or failed. This week was a bit of an awkward one in that Mon/Tues I covered a couple classes for a co-teacher, then Wed I started a new afternoon job teaching business English to adults. I must say, after Monday, teaching my old students for one class was outstanding! Unfortunately I didn't think to record the class until it was about finished. I didn't have a lessons plan as I was just filling in, but I had one of the best sessions with the university students I have ever had. It helped that they were actually excited to have me back in the classroom, and they were really great, despite their proficiency level, about helping me to talk very little. That made me feel a lot better after the morning class was a bit of a nightmare. Tuesday was all around better in that I kept my morning class pretty motivated to speak up, and they did a fairly decent job at discussing the reading material and footage for the week. The next evening class was not as great as monday, I think b/c there were more students in the class, but still a pretty solid discussion. Uni on Wed/Thurs was smooth enough, although some students kept coming in late, but the challenge of the week has been learning the new business classes.Speaking class is straightforward enough, except I feel the book for class is bland, and the class is only 50 minutes, so not really enough time for 14 students to discuss a lot in depth. The real challenge for that class will be how i set up lessons, and incorporating enough useful material and activity to keep them interested. Writing will be simple. Today was solid b/c I we talked about some introduction questions, then they interviewed each other in English for a writing assignment. It is refreshing to give group or pair work and actually hear them speaking L2 to each other. So as long as my brain doesn't fall apart from commuting to COEX everyday, these classes will help a lot in evaluating my teaching in multiple environments.
............ post REFLECTIONS on your BLOG... that's what it is here for..........
............ post REFLECTIONS on your BLOG... that's what it is here for..........
Sunday, September 16, 2012
Weekly Objective .... CI style
Part of my goal this week will be to incorporate a little more group response and collaboration into class discussions this week. My hope is that students will communicate with each other in L2 while I am able to connect with individual groups for a few moments. I have already had my Monday morning class, and it wasn't very successful. There were some issues before class, so I wasn't able to begin class until later than I had hoped, so I had to rush through some of the material to keep on schedule. I ended up with half the time for group communication than I wanted, but most groups seemed to participate fairly well in English. Hopefully the rest of the week will go a little more smoothly, and I can incorporate a little more time into nurturing my student's ability to communicate with each other. Another goal is limiting CD questions only to comprehension checks, and even at that, I want to make sure I am following up on any of those with some kind of referential question where possible. I think as far as steering students to what information they need for the mid-term project, I need to make sure I cover points I should, but have them responding with their own thoughts or interpretation as much as possible...
Friday, September 14, 2012
Paper Reflection
Immediately after the lessons from Saturday, and examining my transcripts I felt overwhelmed by what I consider to be a lack of effective teaching on my part. So being approached to complete an essay on some aspect of research involving my teaching, I wanted to see if altering my lessons in the following week by incorporating more variety in initiation and feedback, I could help bring about more open communication from my students. Breaking habits ain't all that easy. After recording a few days worth of lessons, I have been able to change a few things about my feedback that helps keep student input at the forefront of the classroom. But there is always room for improvement, and I feel like I have an empty warehouse to fill in with things I could incorporate. Now comes the tedious process of transcribing all the necessary bits I want to use to compare my teaching style. I think seeing it on paper will give me a clearer sense of how to narrow my topic, and quickly build some support around with I can start building a paper.
Friday, September 7, 2012
Radio Program of English Language
Regional Linguistics
This is a short clip from a program called "Journeys in English". Anyone who wants a copy can talk to me on Saturdays. Forgive the looping ocean waves, as I had to make a video long enough to hear all of the track sample. I will post more in the near future.
This is a short clip from a program called "Journeys in English". Anyone who wants a copy can talk to me on Saturdays. Forgive the looping ocean waves, as I had to make a video long enough to hear all of the track sample. I will post more in the near future.
Waking to thoughts of teaching practice
Yesterday evening I had the opportunity to fill in for a friend at an elementary academy. It is the first time I have taught young kids since I started reading all of this material and I woke up this morning thinking about a couple ways that I teach different audiences. I think with kids, I am a much kinder instructor than with older students. My feedback is hardly ever explicit error correction, and I am always trying to coax answers from them in as positive a way as possible.With my university students, I am a bit harsh. I say no way more and am more forward in correcting their mistakes. I think this is because my own preferences in learning or doing some activity. I much prefer someone get to the point and tell me I am screwing up when I make a mistake. If i immediately understand my error, I am much more prone to think about how to solve it, and it sticks with me longer. Next month I start some extra business classes with adults. I am curious how my initial method of handling them will be different from young learners and university students, especially after hopefully gaining some knowledge from our material.
Split myself in two
Well, just finished picking through my transcripts for CI features and watching my video recording for the 20th time. I honestly don't know what to think. I found that I certainly repeat and a lot, which according to Xie's article is the most common approach, but I sound like a broken record. I do rephrase quite a bit as well in hopes that students will understand different ways to express meaning. Oddly enough, I don't realize that I am doing those things when I do them. It is interesting to find out that the things I do and say in class have been categorized and studied, but after reading those articles, I am a little confused about what works best. There seemed to be a rebuttal for every success study for each of the techniques. So for now, seeing as how I have a new kind of class, and my students have never taken a literature class before, I am going to have to do a lot of trial and error experimentation in class. I want to still focus on major themes in these novels, but I also want to get the students leading the discussion as much as possible. I want to try to incorporate as many of the questioning techniques as possible just to see which ones work well for my particular group of students. Feedback is actually another area I should certainly be more consistent about. I find myself using more explicit correction with students who are less like to participate and more clarification requests with students I know will talk. I think I have this completely backwards and am probably hindering the learning capabilities of the former student.I think when students start to discuss themes from the novel, instead of right or wrong answers, this will be a bot easier to mend.
This is a link to my recorded lesson from earlier in the week. I have had the chance now to edit it a bit, work out my transcript, and do some evaluation with both Richards & Lockhart, and the Xie and Wals articles. I thought I could pick it apart pretty well on my own, but these articles just helped me destroy my teaching.....doomed.
http://youtu.be/RTbcs9HNMP8
Transcript....
well nevermind. I have to go back to my office computer and re-save it as a doc file. thanks bill gates for making life easier!
http://youtu.be/RTbcs9HNMP8
Transcript....
well nevermind. I have to go back to my office computer and re-save it as a doc file. thanks bill gates for making life easier!
Microteach 1 - Preview
http://youtu.be/kBazhcG2v_4
Finally got the video to load!!!
After having taught the warm up lesson four times this week, there are two major things I Have to think about. First is the nature of my teaching, and approaching the class discussions. When I recorded the lessons, I sat down and made a list of some things I felt I needed to improve. I feel like I can be a little harsh with my students. I think because there are twenty of them, and it is difficult at times to keep them from chatting among themselves in Korean, i have to be a bit authoritative at times. I am the only man in a room full of young women, trying to get them to think creatively to expand their mind both individually and collectively, but still maintain some power over them. I know the ones that are friendly with me outside of the classroom are always more likely to talk, and I try to build upon that notion with all of them, but I don't want it to become something they abuse as if I am their equal. So i need to figure out a better way to incorporate their ability to promote discussion, and allow myself to be far enough removed to still keep it relatively centered on the main lesson.I was very happy with most of their participation, and it seems to be overall much better than before.
Second, I need to create some creative techniques for group work, and dividing the students into feasible group for the occasional class. The real challenge is that there are a number of cliques and getting them to work with someone outside of is is a challenge. But if I leave them in their circle of friends for class, they will revert back to using Korean too easily. I may incorporate some class leader positions and have preset groups divided in order to make a balance mix of students with different proficiency levels.This way, their group leader with greater skills can help keep groups focused on using English while i am surveying the entire class. Another thing I might consider is some kind of point/reward system. I have used this with kids on several occasions, but i wonder if the process would be demeaning at all to university level students.I do know though that if I work on more positive feedback, or at least lead them into thinking deeper with better questions, I can manage the classe more successfully.
Finally got the video to load!!!
After having taught the warm up lesson four times this week, there are two major things I Have to think about. First is the nature of my teaching, and approaching the class discussions. When I recorded the lessons, I sat down and made a list of some things I felt I needed to improve. I feel like I can be a little harsh with my students. I think because there are twenty of them, and it is difficult at times to keep them from chatting among themselves in Korean, i have to be a bit authoritative at times. I am the only man in a room full of young women, trying to get them to think creatively to expand their mind both individually and collectively, but still maintain some power over them. I know the ones that are friendly with me outside of the classroom are always more likely to talk, and I try to build upon that notion with all of them, but I don't want it to become something they abuse as if I am their equal. So i need to figure out a better way to incorporate their ability to promote discussion, and allow myself to be far enough removed to still keep it relatively centered on the main lesson.I was very happy with most of their participation, and it seems to be overall much better than before.
Second, I need to create some creative techniques for group work, and dividing the students into feasible group for the occasional class. The real challenge is that there are a number of cliques and getting them to work with someone outside of is is a challenge. But if I leave them in their circle of friends for class, they will revert back to using Korean too easily. I may incorporate some class leader positions and have preset groups divided in order to make a balance mix of students with different proficiency levels.This way, their group leader with greater skills can help keep groups focused on using English while i am surveying the entire class. Another thing I might consider is some kind of point/reward system. I have used this with kids on several occasions, but i wonder if the process would be demeaning at all to university level students.I do know though that if I work on more positive feedback, or at least lead them into thinking deeper with better questions, I can manage the classe more successfully.
Warm-up Lesson 1 Reflection
The initial idea for the warm up is to introduce the students to the life of a writer and how her personal background and environment might shape her work. Most of my students, 22 year old females in a beauty arts program, have had little or no exposure to literature in English but we are trying to broaden their scope with a project class centered on classic literature and try to find themes that might relate to their own existence. For this first exercise, I created a fairly simple reading of 5 paragraphs that focus on Jane Austen's life and social norms from her time. I have been incorporating vocabulary from TOEIC lessons as much as possible, as they are studying it in their other classes during the semester. This will be a pretty straightforward reading and comprehension review. I assume my function will be asking various types of questions to help the students understand the material. I feel most of them will have few problems, but I want to focus on four or five key details of Austen's life and times that will play a heavy role in her novel. These themes will be the focus of several class discussion, and featured in their midterm exam as well.The only area I am concerned with this lesson is the student's willingness to participate in a fairly simple question and answer session. I had the same group in a grammar class two semesters ago, and certain classes were a nightmare. I have to admit, it was a real challenge keeping them in participation mode in many of the classes.
Warm up Lesson 1
An Introduction to Jane Austen
Open: Pre-Read - Student receive hand-out to read for 10 minutes while I add students to chat
group.Have students note any words they are unfamiliar with or not sure of.
Intro: Group Read - Call on student to read first paragraph, have student choose next reader.
Clarify: Vocabulary Check - Cover any words in the 3 paragraphs student may not know.
Comprehension: Ask questions to review the material for the reading. Try to have students make connections with questions.
Main Ideas: Austen's writing, marital status, era, economic status, means of survival
Evaluation: Quiz - Administer 10 question quiz to check students ability to grasp information.
Monday, August 27, 2012
First Day
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