Reflective writing

REFLECTIVE WRITING
2022-2023
Date: __09.06.2023________
Group: ____2109_______
Name: _Xonsaidova Diyora _

The lesson given by my friend on "Technics and activities: teacher student relations in indirect method" was very informative and engaging. She used various activities to demonstrate the concept of the indirect method of teaching and its implications for teacher-student relations.

One of the activities my friend used was a role-playing exercise where she acted as the teacher and I acted as the student. During this exercise, she demonstrated how a teacher using the indirect method can guide a student towards understanding a concept or topic by asking leading questions and encouraging the student to use their own critical thinking skills. This activity helped me to understand how the indirect method can create a collaborative learning environment where both the teacher and student are actively engaged in the learning process.

Overall, the lesson was well-structured, and the activities were highly effective in demonstrating the concept of the indirect method of teaching. I found the lesson to be highly engaging and informative. It helped me to understand that the indirect method of teaching can promote a positive teacher-student relationship by fostering collaboration and critical thinking skills.

CHECKED BY: Ismoiljonova Sevinch ___________________________________________________________


UzSWLU English Faculty I
REFLECTIVE WRITING
2022-2023
Date: __09.06.2023________
Group: ____2109_______
Name: _ Omonova Sevinch _

After attending my friend's lesson on "The role of grammar translation method in teaching foreign languages," I found myself questioning the effectiveness of traditional language teaching methods. My friend used various activities that gave us an insight into how this method can sometimes be boring and monotonous, leading to a lack of student participation and interest.

During the class, we engaged in reading comprehension exercises that involved translating sentences from the target language to our native language and vice versa. Although these exercises were meant to teach us about grammar rules, it became apparent that we may have learned more readily if we had been presented with a more communicative approach to learning the language.

Although this method is hailed for its focus on teaching grammar and literary texts, I felt that it limits interaction between students and teachers, leading to a lack of fluency-building opportunities.

From my reflective experience of my friend's lesson, I have learned that the Grammar Translation Method can be useful in that it provides students with an understanding of grammar and vocabulary, but it may not be engaging enough for learners to remain motivated. Overall, I believe that more communicative and immersive approaches to language acquisition may be more effective in helping students learn more efficiently.

CHECKED BY: Ismoiljonova Sevinch ___________________________________________________________

UzSWLU English Faculty I