It was a writing class, which I was taking in the hot summer days. The age of students was various from the 20’s to the early 50’s. That day teacher gave assignment- write a paragraph within 30 minutes with laptop computers or desk top computers in the lobby. The students in the classroom were trying to write a composition, wracking their heads. However, a problem occurred in the lobby. The students in the lobby didn’t write a paragraph. They just wrote three topic sentences and emailed to the trainer. The Next day, one student complained about the way the trainer taught the writing. He said writing composition could be done by electronic translator. The teacher gave us our revised paragraph with many red letters. Some students were surprised at his composition covered with red letters. There were no left his original composition except for two or three lines. What surprised me the most was that the teacher said, “No more writing in the classroom”
The cause of the problem was that all the students were not well motivated to learn about writing. Some students didn’t know the basic concept about writing: Writing ability is acquired by writing. Another problem was that some students need to learn how to elaborate the idea because they were having difficult time for doing that. Lastly, students were not prepared for the tough correction. It made learners less interested in that class
Even though the aim or purpose of the lesson is good or best for learners, it should be set on the base of learners’ pre-knowledge or their level. Most of all it’s essential to motivate students before entering the main instruction.
This incident reminds me of the importance of the motivation and evaluating the students’ pre-knowledge before introducing the teaching activity. I will allot amount of time for motivation and explain the need for certain activity or knowledge. In addition I set the aim of the lesson on the base of learners’ level. To hurry to the teaching aim without any negotiation with students can’t make sense in the end.