Reflecting on a Recent Teaching Session: Balancing Learning Types

I recently conducted a 90-minute evening English class for young adults, focusing on improving their English proficiency. The session aimed to enhance conversational fluency and introduce new vocabulary related to current events. Drawing inspiration from a mentor's approach, I prioritized engaging group discussions to maximize student participation and minimize teacher talk time, recognizing that many students arrive tired after a full day of work or study . My approach to creating a balanced learning experience involved several learning types, primarily focusing on practical application and interactive engagement. Learning Types Utilized Savoir-faire (Learning for the sake of "doing") : A significant portion of the class was dedicated to practical application through group discussions and role-playing scenarios. Students were given prompts related to current events and encouraged to express their opinions and engage in debates. This directly aligns with "savoir-faire," which emphasizes acquiring practical skills and enriching one's ability to perform various tasks . For instance, students practiced constructing arguments and responding to counter-arguments in English. Savoir (Learning for the sake of knowing) : While the emphasis was on practical application, I also incorporated elements of "savoir" by introducing new vocabulary and idiomatic expressions relevant to the discussion topics. Before the group discussions, I presented a brief overview of key terms and concepts, ensuring students had the foundational knowledge to participate effectively. This involved explaining the nuances of certain words and phrases, constantly refining their knowledge of the world . Reflective Practice (Observation and Evaluation) : During the session, I actively observed student interactions and participation levels. This aligns with the "observation" stage of reflective practice, where teachers notice what works and students' reactions . I paid close attention to which discussion prompts generated the most engagement and which vocabulary items proved challenging. After the class, I mentally reviewed the session, evaluating the effectiveness of the activities and identifying areas for improvement. This evaluative stage of reflective practice is crucial for questioning methodology and accounting for gaps in pedagogical repertoire . How Well It Worked The session was largely successful in fostering student engagement and improving conversational fluency. The group discussions were lively, and students demonstrated a willingness to participate and use the new vocabulary. The emphasis on "savoir-faire" through practical application seemed to resonate well with the adult learners, who are often motivated by tangible skill development . The interactive nature of the class, inspired by my mentor Hanane, helped to keep energy levels high despite the late hour . However, there were areas for improvement. While I observed student reactions, a more structured approach to feedback collection could have been beneficial. For example, incorporating brief exit tickets or peer feedback activities would have provided more concrete data for my reflection. Ways to Involve More Learning Types or a Better Combination To further enhance the learning experience and involve a broader range of learning types, I could consider the following: Savoir-être (Learning for the sake of being and becoming) : To foster "savoir-être," which focuses on personal growth and awareness of strengths and weaknesses , I could integrate activities that encourage self-assessment and goal setting. For instance, at the beginning of a unit, students could set personal language learning goals, and at the end of a session, they could reflect on their progress towards those goals. This would help them become more aware of their individual learning journeys and how to improve. Pre-planning and Anticipation (Reflective Practice) : While I planned the lesson, I could strengthen the "planning" stage of reflective practice by more explicitly anticipating potential challenges and student learning profiles . For example, I could have prepared differentiated materials or alternative discussion prompts for students with varying proficiency levels, ensuring that all students feel adequately challenged and supported. Technology Integration : Given the current technological landscape, even in classrooms with limited resources, incorporating simple digital tools could enhance engagement. For example, using a shared online document for collaborative brainstorming or a quick online poll for opinion gathering could add a dynamic element to discussions. This would also align with the need for modern teaching methodologies, even if the physical infrastructure is primitive . Structured Feedback Mechanisms : As mentioned, implementing more structured feedback mechanisms, such as anonymous feedback forms or short surveys, would provide richer data for reflection. This would allow me to gain deeper insights into student perceptions of the lesson's effectiveness and identify specific areas for improvement in future sessions . By consciously integrating these additional learning types and refining my reflective practice, I believe I can create an even more balanced, engaging, and effective learning environment for my students in Morocco. The continuous pursuit of knowledge and improvement, both for myself and my students, is at the heart of being an effective educator .