For Week 3 – Partner Task, @Bei Suarez and I managed to watch Videos 2, 3 and 4 together and the following are our...
For Week 3 – Partner Task, @Bei Suarez and I managed to watch Videos 2, 3 and 4 together and the following are our thoughts:
Video 2
Luka's misreading of the title '1800' actually led to the reaction of Mr John who presumably might have given a non-verbal cue by moving his hand to point out the error.
Immediately, Luka smiled with realisation at her mistake and corrected the error. This minimal involvement of Mr. Fanselow, who presumably made a small gesture in response to the error, was significant in my opinion, as it dictated the flow of the session. To note, the teacher's presence which projected the 'I-am-all-ears' vibe made the students warier of their reading.
Clearly, when it was Izuna's turn to read, she began by clearing her throat. In Bei's own words, the action of her clearing her throat was to indicate to Mr. Fanselow that she's ready or to give an impression that she will give her best. Alternatively, the students can be said to be on their toes and were anticipating for their turns, respectively. Mr. Fanselow mentioned that their eyes were glued through the entire session and I believe that it's the result of them being fixated with the text in order to not mess up their parts.
We can all agree that in this video, the students were very tensed as there were very minimal movements. For instance, Luka's small action of moving her pen after her reading could be a sign that she was relieved that her part was already over.
Also, if we were to study Video 2 solely, the students' ability in reading the text (word for word) might not necessarily translate to them understanding the text wholly or in context as highlighted by Mr. Fanselow in the video. Thus, resulting in them being unresponsive to the text as they might be trying to comprehend the significance of the words being uttered in context.
Video 3
In comparison to Video 2, ‘Video 3 – Read and Look Up’ was more interactive in nature and it can be clearly seen from their facial expressions in the video that the students were more relaxed and felt less vulnerable or less concerned about making mistakes in their reading.
Unlike Video 2, students read silently first before looking up and reading the text together. Another change implemented in this activity was the text was mirrored, thus requiring pupils to reshuffle the words into a recognisable order. Instead of solo or individual reading, the students seemed more connected with one another and personally, it felt as though they were resonating the notions of ‘We’re in this together.’ and ‘You’re not alone’, which encouraged active participation of the three students.
However, the reading which was performed together, which I want to refer to as ‘choral reading’, might not be an ideal reading activity to gauge student’s reading competency as some might take advantage of this activity by lip-syncing their way through a portion of the text of which they are unsure of, if not entirely or half-heartedly uttering the words as they have others to back them up. For instance, in Video 3, amidst the lively environment exhibited by the students, it seemed that some deliberately mumbled unfamiliar words and despite all three students being productive, it is through this situation that they overlapped each other. My concern is the overlapping produced by the students might cancel out correct utterances and cause confusion among the pupils.
Video 4
At first viewing of Video 4 – Read, Look Up and Pointing, we were unable to discover anything significant about Brian pointing in the video as only two still images were provided. However, when we reviewed the video and compared it with Video 2, we managed to gather the following possible intention:
In my opinion, the teacher, Brian, initiated to be more participative in the session by pointing. Generally, pointing is one of the basic non-verbal movements which is a crucial communication element and Brian’s effort in pointing can be perceived as a means of wanting to be inclusive in the session. As compared to the teacher in Video 2, who had his hands on the table, Brian’s effort in pointing relays the intention of catching the students’ attention and providing them with visual directions, rather than just verbal instructions alone. For instance, in the 2nd still image of Video 4, Izuna can be seen reproducing the same non-verbal action by pointing to the text while the other two students looked on intently.
Video 2
Luka's misreading of the title '1800' actually led to the reaction of Mr John who presumably might have given a non-verbal cue by moving his hand to point out the error.
Immediately, Luka smiled with realisation at her mistake and corrected the error. This minimal involvement of Mr. Fanselow, who presumably made a small gesture in response to the error, was significant in my opinion, as it dictated the flow of the session. To note, the teacher's presence which projected the 'I-am-all-ears' vibe made the students warier of their reading.
Clearly, when it was Izuna's turn to read, she began by clearing her throat. In Bei's own words, the action of her clearing her throat was to indicate to Mr. Fanselow that she's ready or to give an impression that she will give her best. Alternatively, the students can be said to be on their toes and were anticipating for their turns, respectively. Mr. Fanselow mentioned that their eyes were glued through the entire session and I believe that it's the result of them being fixated with the text in order to not mess up their parts.
We can all agree that in this video, the students were very tensed as there were very minimal movements. For instance, Luka's small action of moving her pen after her reading could be a sign that she was relieved that her part was already over.
Also, if we were to study Video 2 solely, the students' ability in reading the text (word for word) might not necessarily translate to them understanding the text wholly or in context as highlighted by Mr. Fanselow in the video. Thus, resulting in them being unresponsive to the text as they might be trying to comprehend the significance of the words being uttered in context.
Video 3
In comparison to Video 2, ‘Video 3 – Read and Look Up’ was more interactive in nature and it can be clearly seen from their facial expressions in the video that the students were more relaxed and felt less vulnerable or less concerned about making mistakes in their reading.
Unlike Video 2, students read silently first before looking up and reading the text together. Another change implemented in this activity was the text was mirrored, thus requiring pupils to reshuffle the words into a recognisable order. Instead of solo or individual reading, the students seemed more connected with one another and personally, it felt as though they were resonating the notions of ‘We’re in this together.’ and ‘You’re not alone’, which encouraged active participation of the three students.
However, the reading which was performed together, which I want to refer to as ‘choral reading’, might not be an ideal reading activity to gauge student’s reading competency as some might take advantage of this activity by lip-syncing their way through a portion of the text of which they are unsure of, if not entirely or half-heartedly uttering the words as they have others to back them up. For instance, in Video 3, amidst the lively environment exhibited by the students, it seemed that some deliberately mumbled unfamiliar words and despite all three students being productive, it is through this situation that they overlapped each other. My concern is the overlapping produced by the students might cancel out correct utterances and cause confusion among the pupils.
Video 4
At first viewing of Video 4 – Read, Look Up and Pointing, we were unable to discover anything significant about Brian pointing in the video as only two still images were provided. However, when we reviewed the video and compared it with Video 2, we managed to gather the following possible intention:
In my opinion, the teacher, Brian, initiated to be more participative in the session by pointing. Generally, pointing is one of the basic non-verbal movements which is a crucial communication element and Brian’s effort in pointing can be perceived as a means of wanting to be inclusive in the session. As compared to the teacher in Video 2, who had his hands on the table, Brian’s effort in pointing relays the intention of catching the students’ attention and providing them with visual directions, rather than just verbal instructions alone. For instance, in the 2nd still image of Video 4, Izuna can be seen reproducing the same non-verbal action by pointing to the text while the other two students looked on intently.
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