Okay, so I’d like to talk about the mistake that I made in my previous self-training session. Yeah, you know, in my seventh teaching practice, I decided to do a jigsaw reading task, which is a really challenging reading practice and require the students to do reading first individually and then just share their answers with other partners through verbal conversations. So it’s kind of like an activity that involves not only reading skills but also speaking skills. Okay, so I thought I designed the task quite perfectly but it turned out that students take longer to process all of the information that’s given in this paragraph. So I was quite anxious back then and I really want to speed out all of the process. So I asked students to do the conversation part even though most of them didn’t finish their original practice. So the result is everyone finished but they didn’t really learn anything. So my tutor said to me that I really appreciate it, I really appreciate your effort but you should think for the students because they came to the class, they want to learn something, even though they know they were not good at English. So you’re supposed to help them instead of just speed up everything regardless of their feeling. So the thing I’ve learned, the lesson I’ve learned is that when you’re teaching, you always need to care for the students. You need to stand in their shoes instead of only thinking for yourself.
Band 7+: Describe a time you made a mistake that taught you a valuable lesson. You should say: - What the mistake was - What the situation was - Who was involved And explain what lesson you learned from it.
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Okay, so I'd like to talk about the mistake I made in my previous self-training session. In my seventh teaching practice, I decided to do a jigsaw reading task, which is a really challenging reading practice and requires the students to read individually first and then share their answers with their partners through verbal conversations. It's an activity that involves not only reading skills but also speaking skills. I thought I designed the task quite well, but it turned out that students took longer to process all of the information given in the paragraph. I was quite anxious at that time and really wanted to speed up the process. So, I asked the students to start the conversation part even though most of them hadn't finished their original practice. The result was that everyone finished, but they didn't really learn anything. My tutor told me that she appreciated my effort, but I should think about the students because they came to class wanting to learn something, even if they knew they weren't good at English. I was supposed to help them instead of just speeding everything up regardless of their feelings. The lesson I learned is that when you're teaching, you always need to care for the students. You need to stand in their shoes instead of only thinking of yourself.
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Speaking Time: 88 seconds