3.++Part+2+-++Reflections+on+the+Face+to+Face+Classroom

Part of being an effective educator is the ability to be able to reflect on one’s own learning and teaching practice. The quality of the learning that results from the portfolio development process will be in direct proportion to the quality of the self-reflection on the work. So keep that in mind and remember to review the rubric.
 * Reflections on current teaching practice in your face-to-face environment**


 * Explain the principles and main educational theories that underpin your current methods of learning and teaching in your face-to-face environment. Do these principles and theories translate to an online environment?**
 * Since starting VHS classes, my teaching has evolved in several ways. I am learning to let go and give the students more control of their own learning. I am giving more choices and using technologies to enhance the learning, rather than just for the sake of using it. I hadn’t planned to use technology just for its’ sake, but it just happened that way because I didn’t have the knowledge of how to integrate it successfully. I am still very much in the learning curve here, and have many miles to go, but I am much more open to trying new things and experimenting. I have discovered that students respond well to this and appreciate the efforts. I’m trying to require students to use the language to perform more authentic tasks using the technology. It is not that the technology is necessary to do this, but it makes students much more willing to work. The motivational factor alone is worth the effort!
 * I have spent much of my career using Behaviorist strategies in class. It is part of the nature of my subject. I cannot proceed very far until my students have learned the vocabulary necessary to communicate. In order to teach vocabulary, I have progressed from straight drill work to integrating more innovative and useful methods. I use a lot of manipulatives to practice vocabulary. These manipulatives involve individual tasks and pair and group tasks as well. I have found that students respond very well to these types of activities. They require a lot of prep time, and the students finish them quickly, but they are worth it because the students are talking and using the vocabulary all the while. They are also using grammar and don’t even realize it!! I continue to use some drills, but intersperse them with more interactive activities as well.
 * In terms of how this can translate to online learning, I see many ways for students to practice vocabulary and grammar. There are tons of sites that have practice exercises. Unfortunately, these are often rote, drill type exercises that make me feel like I’d be moving backwards in time. While I still think that thes have their place in the language classroom, I think that there are ways to create more interactive and performance based tasks. My master teacher worked in something that I liked, although it seems to be a complicated task. She does interactive crossword puzzles that the kids take turns to complete. One person suggests a word, the next adds the definition (in Spanish, of course) and suggests the next word and so on. This is a great way to get kids to look at each others’ work and add to it. It is something that would work for upper level students. I have found that upper levels are probably the only ones that will really work in the online environment. I maintain that students new to the language would do better in a face to face class.

**Write about what you value in your face-to-face teaching. How can you bring those values** **into new spaces for teaching and learning such as an online course?**
 * Critically evaluate your personal beliefs and attitudes on teaching.**
 * I am hopeful that the attitudes that I hold that do not translate into my daily f2f world can finally be realized in online learning. I believe that students need to be responsible for their own learning. They need to take the initiative and grab onto the material and make it their own. Most of the time, however this does not happen and I have to spoon feed and baby my students to get them to perform at the minimum level. I would like to think that the type of students that takes online classes may, in fact be the students that will grasp the opportunity and make it work for themselves. They are the students that will put in the extra time to internalize and even go beyond the minimum expectations. I ay be wrong on this, but that is my hope for the online class.
 * I like to have students figure things out on their own. I have spent a lot of time creating activities that show examples of a grammar point and then having students come up with rules and/or see patterns. Then I give them a chance to create their own sentences employing the given grammar point. I think that this is more student-centered in that I am not standing up at the board and just dishing out the information. I often have to do this after my activities to make sure that everyone understands, but afterwards, it is quick and they can get on to do more tasks more quickly.
 * This is an interesting thing for me. One of the things I value most in teaching is my relationship with my students. I am very informal with my students. I joke and am sarcastic and make fun of the kids – and they do the same to me. It is all very much within boundaries, and doesn’t ever go beyond the appropriate, but I fear that this might not be possible with online learning. The lack of interpersonal interaction will limit this a bit. On the other hand, there is a bit of latitude that you have when you can write as much as you need to in order to communicate that we don’t have time for in f2f classes. This is something that I would definitely take advantage of in the online environment. I would look for these opportunities and use them to keep the atmosphere comfortable.