fandomsecrets | [ SECRET POST #2620 ]

⌈ Secret Post #2620 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

01.

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02.

[My Mad Fat Diary]

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03.

[Stargate Atlantis]

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04.

[Andromeda]

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05.

[True Detective]

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06.

[Samurai Flamenco]

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07.

[Star Trek: DS9]

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08.

[Supernatural]

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09.

[Wild Adapter]

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10.

[The Bletchley Circle]

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11. [ns]

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12.

[Junior Prom - Prelinger Archives Video]

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Notes:

Secrets Left to Post: 01 pages, 015 secrets from Secret Submission Post #374.
Secrets Not Posted: [ 1 - broken links ], [ 0 - not!secrets ], [ 0 - not!fandom ], [ 0 - too big ], [ 0 - repeat ].
Current Secret Submissions Post: here.
Suggestions, comments, and concerns should go here.

Flat | Top-Level Comments Only

Seems to me there are quite a few teachers hanging around this community, so I was hoping I could get some advice. I’m going in for an interview next week for a position teaching English at a private international school, where I will be giving a teaching demo to a group of instructors. The demo consists of two 15-minute lectures. For the first I’ve been assigned a topic, but the second is up to me to design from scratch.

I’ve never done a lecture as short as 15 minutes before, so I’m having trouble finding a topic. Since the assigned lecture is on grammar and uses presentation slides, I was thinking I’d stay away from the “chalk-and-talk” style with my own and have the class sit down for seminar-type discussion, perhaps starting with a brief reading exercise and then splitting up into groups for a debate so there’s more student involvement. I want to get them to speak and think critically and actually use English. Plus, I myself have always performed best under the Socratic method, and I’m hoping this approach would help showcase that I am flexible and open to different learning styles.

Still, coming up with an appropriate topic has been a real challenge. Keep in mind the target audience should be secondary school students. So… what do the teachers among us think? Should I go with the above idea? Would it be too ambitious for 15-20 minutes? Any suggestions for a fun, engaging topic that’ll hopefully make a good enough impression to land me this job? :)

What do you have to do for this second lecture? Do you only have to make them speak using specific structures? Or are you completely free?

Here's something I'm going to do for my students (ESL, high school freshmen)

- Listen, black screen. http://www.youtube.com/watch?v=RhuLEyvH2Uc, until 0'35 or so.
Make them try to guess what it is about.
- Listen, black screen, until end of recording.
Hypotheses. I'll get three or four of them to draw what they think the people they hear look like on the board.

- This time, we're watching the video and reveal what the people look like.
Impressions, reflection. Discuss. I did something similar with juniors, it worked like a charm.

Teaching demos are a weird thing because they end up being this mixture of you pretending like your potential colleagues are your students and talking to them as potential colleagues about how you'd teach the lesson.

When I did my teaching demo, I demo'd a unit on comparison-contrast using different versions of the Cinderella story. This unit would have typically taken several weeks to accomplish. I showed the unit objectives, the texts assigned, ancillary materials like links to other resources, discussion questions about each text, and potential writing assignments all as it would look in D2L for the students. Throughout, as I'm guiding the committee along the unit, I'm interjecting comments about my teaching philosophy, how I handle certain issues that might arise, etc.

I don't know if that's useful for you. Do they actually want you to straight up pretend like they're your students and view 15 minutes of class as you'd present it? Or is that you have 15 minutes to show them examples of how you'd handle a particular topic in the classroom?

You use colleagues? My school just has some volunteer students come in to act as model students for interview demos. (Usually it's some incentive provided for by other teachers like a free absence or something). I was just in one a few weeks back.

OP: I'm not a teacher, but from my experience on the model student side...doing the whole discussion thing, keep it something that can be discussed in a minute or under (i.e. keep it something like students asking each other a single question or something), while making it understood that normally you would spend much longer and have it be a open, actual discussion. Just imitate the break in a class for discussion, don't try to model the actual discussion, there will NOT be enough time and the other teachers will get the idea.

I'd say, create a lecture that would 'normally' last about half an hour, with some of that half an hour being things like going over a resource, watching video clips, reading something with the class, etc. - then during the demo, spend a minute or so on these parts then skip past them (again, it'll be understood that you would spend much more time on this - the model students can keep up with the 'class' without the resource for the purpose of a teaching demo). That'll bring the demo down to the 15-20 minute mark, and give the interviewers a slice of many of your teaching methods instead of a broad piece of only one or two methods, and that will demonstrate that you have this multiple learning-style flexibility within the tiny time frame.

(If actual teachers suggest anything otherwise, listen to them, I'm just speaking from the other side of the experience.)

All the college/university job interviews I've had have been before a committee of colleagues: faculty, administrators, and sometimes staff.

That being said, I think your advice for how to construct a demo for students is solid.

I've always loved that example of the importance of emphasis in English, where the sentence "I didn't say he took the money" has 7 different meanings depending on which word you emphasize...it's occurred to me that it would be fun to have students find a way to write 7 different sentences that communicate the different meanings without needing verbal emphasis.

[ SECRET POST #2620 ]

Need help with a teaching demo

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