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This unit was the presentation of a dichotomy of teaching styles.
From the beginning of lesson 1, the teacher displays a general disinterest in building a rapport with the students. He immediately begins asking the students vague questions repeatedly without trying to engage the students or get them interested in the lesson in any way. He berates them when they can't understand the lesson he is half-heartedly trying to show them on the board with vague instructions that he hadn't prepared. He is generally discouraging in nature to the class or arrogant and even makes rude remarks at their expense and nationality. None of the activities in the lesson were explained, unstructured and yet inflexible, and were rushed. He didn't recap or follow-up on any of the points in his lesson. When he made an activity a competition, he lost respect with th students even further by displaying favoritism and attempting to make some students feel inferior to others. In the end, he gives up and storms out after a rude goodbye.
The second lesson starts off with the teacher introducing himself to the students and then learns each of the students names to begin building a rapport with them. Each point in each section of his lesson is clear and concise, either written on the board before the students arrive or while they are busy working on a worksheet or an activity that he has provided and explained by doing a question with them. He goes around the room in each activity or worksheet and checks the students to see how they are progressing without hovering or badgering them and goes through the worksheet with the whole class before moving on to the next phase to ensure that they all have understood the grammatical present forms and uses that he is teaching them. He participates when he notices that the additional students have thrown off the count and flow but does his best to encourage the students to do the activity with the other students. When he has the class play a game of sentence bingo, he keeps the competition light by focusing on the answers that were gathered and going around the room and getting answers from everyone. When he dismisses everyone at the end of his lesson, he wishes them well and never drops the smile or jovial and encouraging attitude.
I feel I learned a few things, such as how the teacher's attitude and lack of preparedness and ineffective teaching methods all brought about his failure to teach those students anything and that the quick and controlled tempo of the second lesson helped move the students fluently through the varied exercises and activities in each phase without ever making the students feel rushed or anxious. Also, both taught me the right or wrong way to use drilling. In the first lesson, they are used as a punishment. In the second, when the teacher noticed something that wasn't correct, he would make a small note, if it wasn't an appropriate time to bring it up or it could be used in another example and, when in the study phase of the lesson, drills them but draws attention to the error and not the student and ends them with encouraging words.
