Teaching practice 7 was a complete disaster.

And I didn’t even realize it at the time.

As early as the 1500s (*), people have used the expression “you can’t see the forest for the trees.”

Yesterday, that was me.

Yesterday, all I saw was the lesson plan. I completely lost sight of the students and the reason I was there.

I’d been told this could happen by one of the three tutors (and the one who critiqued me yesterday, btw). Oh no, not to me, I’d thought. I wouldn’t do that! I’d always realize that the students came first.

Ha! I was so very wrong.

Do you see the egg on my face?

Do you see me walking around in a forest bumping into trees and getting egg all over my face in the process? (**)

I was so caught up in using the correct protocol that I lost sight of why I was there.

I had so wanted to try out this brand-new-to-me “test-teach-test” lesson plan that I had tried to force some square pegs into round holes. Despite my pounding, they never fit.

And, one of the most very (***) important concepts that we’d been taught, and which I’d correctly addressed in written assignment two, had completely escaped landing in my heart of comprehension.

“What in the heck do you mean, Susan Jane, by your ‘heart of comprehension’? Can you not talk plain English?” you ask.

Well, intellectually I’d learned this particular concept about needing a context for each MFP (Meaning, Form & Pronunciation) session. In written assignment two (see below), I’d thought up a context for when someone would make the statement, “If only I’d been more romantic with her!” BUT, I hadn’t gotten it that this also applied to our lesson plan, that it wasn’t just some written assignment we needed to turn in: i.e. If you’re going to teach students some new something or other (grammar, lexis, or pronunciation), you have to give them a context of how and when it’s used (and as I type this, I can feel the teachers still correcting me on some point that I’m yet to fully grasp . . . ).

So . . . was it really a complete failure? you ask. Well, thank goodness, not completely. The students did speak and write using new adjectives of opinion, which was my primary aim. And they did also talk and write about free time activities using things like: “go shopping,” “go see a movie,” “go watch a football match,” which was my secondary aim. BUT, I hadn’t made the context clearA report, published in buy levitra online the Psychiatric Times in 2016, said that there is an overlap between eating disorders and mood disorders often overlap. It did not do the job the way it truly is vitally crucial that each individual who seeks generic viagra cialis remedy does so in accordance with their clinical practioner. Quite a large number of individuals saw the magic of bananas over male sexuality. sildenafil super active It boosts energy levels, stamina and power. generic viagra wholesale . They were confused. “Bad teacher, bad teacher, don’t confuse the students,” a chorus of monkeys is somewhere saying. Use ICQs (instruction checking questions) and elicit the meaning first to make sure they understand the concept or vocabulary, i.e. elicit and use CCQs (concept checking questions) before modeling and drilling.

“What the heck?” again you ask. “This is what we’ve been learning,” I reply.

So, here I sit with three more days of “school.” The egg on my face has been carefully washed away. Though humbled, I’m happy to say that I have one more teaching practice to do before the course is finished. “How lucky is that?” you ask. “Very,” I reply. One of the main reasons I decided to take this CELTA course was because of the practice teaching that would be included, and the experienced teachers who would guide and instruct us (in our blindness, I’d like to add : ).

Three more days and one more teaching practice. Sounds perfect to me.

And oh, the following arrived in my email “in” box just before I left school yesterday. (I subscribe to a daily whatchamacallit.)

“Each moment can celebrate the reality of Divine blessing

or can be filled with blame and regret.

The choice is yours, beloved.

At all times you choose the life you wish to live.”

Yep, I thought the timing was perfect too.

And with that, I shall start my day and give thanks for the many Divine blessings that are ever present.

I love you all.

sj : )

(*) according to the wise geek online

(**) This may be a complete misuse of the second saying, but I can see it; I can see myself walking around and bumping into trees with messy dripping egg running down my face.

(***) most very? you ask. You’re going to be teaching English and you’re writing “most very”???? Yep, I am. It seems to fit in this instance of extremes.

a. “If only I’d been more romantic with her!”

Form: If only I ‘d been

If only+Subject+ auxiliary ‘had’ +past participle (V3)

Phonology: /ɪf oʊnliː(GA)/əʊnlɪ(RP) aid ben mɔr(GA)/mɔː(RP) roʊmæntɪk wɪθhər(GA)/hɜːr(RP)/

Meaning:‘If only’ is used to express regret about an action in the past.

Concept Check

Questions: Am I sorry? Yes.

Do I wish things were different? Yes.

Am I thinking about the past? Yes.

Context: Years ago I met the most perfect woman. She was smart, funny, and pretty. I had no idea then how special she was. If only I’d been more romantic with her.

GA = General America

RP = Received Pronunciation