Two Writing Lessons
I had a double period lesson with two classes today. I tried my best to teach the students writing but success didn't crown my efforts.
My first lesson was with Two Brilliant. I gave the students a series of pictures and asked them to describe them orally. They were not so enthusiastic about the activity so I did most of the descriptions. The composition was about a family who went for a boat ride at a beach. Everything went well until a huge wave hit their boat and capsized it. I was trying to teach the students how to build the tension in the composition but their poor proficiency got in the way. At last I wrote a simple composition for them. They only had to fill in some blanks. What a dry writing activity.
My next lesson was with One Brilliant. I asked them to describe a market scene. Most of the students had problem putting their ideas into words. I supplied them with the required vocabulary and they were able to describe the market scene more confidently, albeit with lots of grammatical errors. A group of boys refused to write anything in the lesson. They talked to each other without a care in the world. My warnings went unheeded.
To improve the quality of my teaching, I think I should give the students some model compositions as writing stimuli. That way, they would be more interested in writing.
My first lesson was with Two Brilliant. I gave the students a series of pictures and asked them to describe them orally. They were not so enthusiastic about the activity so I did most of the descriptions. The composition was about a family who went for a boat ride at a beach. Everything went well until a huge wave hit their boat and capsized it. I was trying to teach the students how to build the tension in the composition but their poor proficiency got in the way. At last I wrote a simple composition for them. They only had to fill in some blanks. What a dry writing activity.
My next lesson was with One Brilliant. I asked them to describe a market scene. Most of the students had problem putting their ideas into words. I supplied them with the required vocabulary and they were able to describe the market scene more confidently, albeit with lots of grammatical errors. A group of boys refused to write anything in the lesson. They talked to each other without a care in the world. My warnings went unheeded.
To improve the quality of my teaching, I think I should give the students some model compositions as writing stimuli. That way, they would be more interested in writing.
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