FSU TEFL 120 Spring 2_2026

 Date/Time: 4/6/2026, 2:00 - 2:50 Topic/Skill: Listening Teacher Presentation: The teacher led students to Google Docs where she expected the students to complete a listening log using class time. She let students choose whatever topic or medium to complete their listening log using, but also offered and showed some useful sites with listening training that students could utilize. Classroom Management: The class was mostly hands off and the activity took the entire duration of class; however, the teacher made sure students were aware of this fact and had ample support through her when questions came up. Materials: Projector & Student Laptops Student Participation: Students filled out a listening log individually on their Google Docs on their laptops. Feedback Provided: The teacher did not provide feedback in class outside of directly asked questions, but she communicated that feedback would be given on their assignments after their submission. She communicated that the log woul...

Date/Time: 3/25/2026, 1:00 - 1:50PM Topic/Skill: Speaking (Student-led discussion about money & happiness) Teacher Presentation: The class was almost fully student-led about a topic that they researched and created questions to discuss with the class about. The teacher's role was in continuing the smooth flow of the discussion, introducing words or phrases that may be useful in discussing the topics when they arose, and providing feedback on student's speaking at times. Classroom Management: As the student-led discussion was designed to take the whole class, very little direct classroom management was undergone; however, the teacher often signaled to the presenter when she should move onto the following question whether be for the sake of time or due to a lack of student engagement. Materials: Projector & Laptop Student Participation: One student presented a chosen topic that they'd prepared before class and led a discussion with her classmates about the subject. Th...

 Date/Time: 3/11/2026, 11:00 - 11:50 Topic/Skill: Reading (Graphs & Charts) Teacher Presentation: The teacher used Google Drive to share and present an article on reading graphs and charts to students in the first half of the class. After the students read the article, they were asked to answer questions using graphs in a following question section. Later in the class, the teacher asks students to read an article about a topic a student had shown interest in earlier in the semester and class discussion was held about the topic afterwards. Classroom Management: The classroom was managed with very distinct sections of time for reading and answering. The teacher had a very firm grasp on the amount of time spent during each section all throughout the class and was up front with her expectations. Materials: Projector & Student Laptops Student Participation: Students read articles, answered comprehension questions, and they participated in a class discussion at the end. Feedback ...

 Date/Time: 3/9/2026, 1:00 - 1:50 Topic/Skill: Speaking (Expressing Opinions) Teacher Presentation: The teacher's presentation was a slide that was displayed on the whiteboard. It had a number of hidden argumentative topics. Students were asked to pick a number, and then a class discussion occurred around the topics. Later, he had students conceptualize a solution to a problem they researched in a previous class. Classroom Management: The teacher was attentive at adding and interpreting meaning to student responses, especially when they struggled. He was very comfortable with silence, but knew when it was necessary. Materials: Projector and Student Laptops Student Participation: Students participated through a class group discussion for most of the class and then worked individually to conceptualize a solution to a previously researched problem. Feedback Provided: Feedback was provided during the discussion by engaging with student's answers in a meaningful and sometimes correc...

Date/Time: Monday, March 30, 2:00–2:50  Topic/Skill: Listening; Online Quiz  Teacher Presentation: No formal presentation or lesson; class time was dedicated to a quiz.  Classroom Management: Students completed an online listening quiz independently and at their own pace.  Materials: Online quiz with audio recordings  Student Participation: Students listened to audio clips and typed their responses directly into the online quiz format.  Feedback Provided:  The teacher was observing the students, checking in to monitor their pace, offering some aid to questions that were asked.  Lesson(s) on Teaching Learned: How online listening assessments can effectively replicate real-world listening conditions by requiring students to process audio input and produce written responses simultaneously.

Date/Time:  March 30, 10:00–10:50  Topic/Skill: Grammar; Exam Review  Teacher Presentation: Teacher reviewed practice test answers continuously throughout the class as students completed them, providing explanations as needed.  Classroom Management: Students worked through a practice test asynchronously at their own pace. The teacher circulated and checked in with students individually, accommodating the variation in completion time.  Materials: Practice test  Student Participation: Students completed the practice test independently in preparation for the following day's exam. Participation was self-paced, with some students requiring significantly more time than others.  Feedback Provided: Teacher provided ongoing, individualized feedback by reviewing answers with students as they finished, allowing for immediate clarification before the exam.  Lessons on Teaching Learned: How asynchronous practice activities require flexible classroom man...

Date/Time: Monday, April 6, 1:00-1:50 Topic/Skill: Speaking Teacher Presentation:  The teacher put up the errors students made during the last class so they can review their mistakes and correct them on their own. Classroom Management: The teacher gave students time to discuss the errors, and regrouped so they could correct together. Materials: Google Docs, projector Student Participation: Students were discussing with each other how to correct their errors (grammar, pronunciation, etc.). Feedback Provided: When students were stuck, the teacher would guide them to figuring out what the error was and correcting it. The teacher would also provide alternative ways that something could be said. Lesson(s) on teaching you learned: How to help students when they are stuck, guiding them by asking questions that leads them to the answer.

  Date/Time:  March 26, 2:00–2:50  Topic/Skill: Listening; Current Events  Teacher Presentation: Teacher introduced the lesson with a video news clip about a company developing flying cars. The clip was played a second time to allow students to take more detailed notes.  Classroom Management: Students completed a worksheet individually before moving into peer group discussion. The teacher circulated during group work to engage students directly on the topic.  Materials:  News video clip, note-taking worksheet  Student Participation: Students listened, took notes, and shared thoughts on the flying car development in class discussion. During peer group work, students conversed with each other and with the observer on the topic.   Feedback Provided: Teacher facilitated open discussion after each listening segment, prompting students to comment and elaborate on their thoughts about the topic.  Lesson on Teaching Learned: How current, t...

Date/Time: Friday, March 27, 10:50-12:30 Topic/Skill: Listening Teacher Presentation: The teacher facilitated a discussion at the beginning of class so students could remember what they listened to in the previous class. Classroom Management:  Teacher asked questions to students challenging their POV. Materials: students' notes from previous class, Google Docs, projector, audio file Student Participation: Students listened to lecture to complete their notes and compare with each other. Then, students were broken up into groups to plan out prepare an informal presentation using their notes from the lecture (incorporating listening, writing, and speaking). Feedback Provided: Teacher corrected immediately when errors occurred. Students also were self-correcting as they were speaking. Lesson(s) on teaching you learned: How to incorporate an integrated lesson and apply critical thinking for academic listening, writing, and speaking.

  Date/Time:  Tuesday March 10, 2:00–2:50  Topic/Skill: Listening: Podcast about AI art Teacher Presentation: Teacher introduced the lesson by connecting the podcast topic to students' personal backgrounds. New vocabulary and acronyms encountered in the podcast were explained and analyzed as they arose.  Classroom Management: Teacher paused the podcast every 30 seconds to one minute to check comprehension. When students were unable to answer the teacher moved on to keep the pace going. Student Participation: Students took notes while listening and were questioned after each interval to confirm understanding. Discussion extended to current events and real-world connections, including comparisons between students' home countries and the U.S.  Feedback Provided: Teacher provided immediate comprehension checks after each listening segment and clarified vocabulary and content in the moment. Student responses were built upon to deepen discussion rather than simpl...

Date/Time:  Monday, March 9, 10:00–10:50  Topic/Skill: Grammar; Adjective Clauses  Teacher Presentation: Teacher introduced adjective clauses and their relative pronouns (who, whom, that, whose, where, when) using board notes and real-world example sentences created on the spot.  Classroom Management: Students followed along with a worksheet while the teacher led instruction verbally. The teacher encouraging students to attempt answers without fear of being wrong.  Materials: Adjective clauses worksheet  Student Participation: Students were called on to read aloud and asked to volunteer their own example sentences for each relative pronoun. When students struggled, the teacher used the scaffolding method with incomplete sentences to incur responses.  Feedback Provided: Teacher used implicit error correction, reframing student mistakes as correct examples of a related concept rather than marking them wrong. Extra help was offered to students at th...

Date/Time: Wednesday, March 11, 10:00-10:50 Topic/Skill: Grammar Teacher Presentation: Teacher provided examples of sentences and questions using present continuous and simple past tenses Classroom Management: Students were given a worksheet for the present continuous and simple past to complete on their own. Materials: worksheet (for writing sentences, questions, etc.) Student Participation:  Worksheets were given to students to write sentences, sentences with negation, yes/no questions, and information questions using both the present continuous tense and simple past tense. Students were encouraged to use irregular verbs in their sentences and questions to become more familiar with them. Feedback Provided: Teacher provided immediate feedback as students were writing their sentences, so students could correct their errors immediately as they were working on their assignment. Also had students correct each other's errors. Lesson(s) on teaching you learned: How teachers ca...

Date/Time: Friday, March 6, 10:50-12:30 Topic/Skill: Speaking Teacher Presentation: There was no teacher presentation. Classroom Management:  The intern facilitated a discussion about college. Materials: shared Google document, projector Student Participation:  Every student answered questions about college, and yes/no questions with reasoning to support their answer. Feedback Provided: The teacher kept a note of errors students made when answering. At the end of class, the errors were projected onto the board and students had to correct them together. Lesson(s) on teaching you learned: The way that teachers provide feedback and model error correction.