Observation & Diary

Observation Date: 94/04/07 The length of observation time: 10 minutes Class: R1C I intended to taste sense testing in today’s class. I brought lettuce which was washed to class. When the foreign teacher and me presented the dialog, we showed the lettuce which was put in a plastic bag to students. At the beginning, they didn’t know what it was, and we stimulated students’ motivation by using the lettuce for rewards. They participated very well just for that unknown stuff. We chose the greater performers to taste and smell the stuff. They didn’t like it very much! When they went back to their seats, they implied other students that it tasted bad. When we finish the teaching of dialog, I gave all the students pieces of lettuce because I would like to see their reaction for it. For its smell, they just felt so-so because it was lightly pleasant smell. For its taste, 3 students liked the taste, (They said they like to eat vegetables.) the other 10 disliked it. I took pictures for them as well, some students knew I was going to take a picture for them; they gave smiles to me when they tasted the lettuce. However, they didn’t like it at all!! J Diary Date: 94/02/17 Class: R1C My co-worker and I, we decided to give R1C’s students something surprised for today’s class. I prepared the healthy food which was the lettuce for them, and I put it into a plastic bag. Before the break-time of my co-worker’s hour, I entered the classroom in order to achieve my taste and smell observation. When my co-worker, who is named Sabrina, presented the dialog of the textbook, she showed the students the bag and told the students:” If you are doing very well with me, you can get this reward.” Her words stimulated the students; they tried their best to draw teacher’s attention. They participated very well. Then Sabrina chose the greater students to come near her to get the chance to taste it. I took pictures for that moment. They smelled it first and tasted it. You could tell from their faces, they didn’t like it! There was an interesting thing: one of the tasters went back to her seat, others students asked her what it was and how it tasted, she gave them the sick face. After the presentation, I gave all of the students the chance to taste and smell it; they asked me whether they could give it up?! I said,”NO!” So they followed my order to finish the lettuce. They showed the disgusting and funny faces to me. I asked:” Who doesn’t like it?” 10 students raised their hands; only 3 students felt it was not bad because they like to eat the vegetables. That was a funny experience.

Rhythm is more than a heart beat...

Date: 94/02/19
Class: R8
Observation time: 12 minutes
Sense: Auditory


Time for class once again...never a boring day when it comes to my R8 class. Learning how to read different vocabulary and some grammar patterns is never easy. I used rhythm in this class to enhance their reading skills and help them retain the knowledge. Through this type of strategy I was able to intise their interests and even make them move. The students clapped to the beat I chose for them. It was a mixture of slow, fast and medium. Once they were comfortable with these beat I would stimulate the auditory sense by making them close their eyes and listen to a certain beat: that represented a word previously presented to them. Most students were quite responsive and provided the correct answer. Once this was done, I would ask the students to spell the word and clap at the same time. This also helps with auditory syllable recognition. Example: in/te/lli/gent was the break up of the word and thus we clapped four times for this word. If some were words were similar in beat I would sound out the first letter, in order help them guess the right answer. I enjoyed this method. The students were interested but after sometime their hands were soar, I then changed to stomping or verbal sounds from the mouth: bla bla bla bla four times for intelligent. It was quite comical and the students interest was once again captured. I was quite pleased with myself.


Diary:
The class was exhausting and the students just demanded more of my energy. I guess I was feeling a little tired after all that clapping and verbal weird sounds. I did start my class on a high note and ended a little low..meaning that older students can also suck the life out of you. I didn't let them know that but it was how i felt, even after such a successful class. I will certainly be using this method with other classes in the futur. I think I could have used other items to create some other rhythms. The students did respond well to the strategy, but you always have to have those few students who are just not motivated enough to have a good time when learning a second language. They get discouraged even at doing fun things while learning. I am wondering if this is because of the competitiveness within the classroom. I do not favor one student over the other. They are all treated as equals. Sometimes I even have to remind the students that I am the teacher and they are the students. Teenagers, they think they are invisible at times, but truly they are just trying to maybe impress others.

Diary of Healthy Food

Date: 94/02/23
Class: R8
Diary


Even though I used the food, I was very much encouraged by the student's responses. I will certainly be trying this again soon. I hope that I can have some more chances to do this type of thing in my classroom. I know that as a new teacher I can learn from my students and even myself. Therefore, if I find a method I enjoy, then I guess I should act upon it. I do fear that at times my strategies might not be as successful as using food for a reward. Its hard to distinguish the feelings of both classes. R1 students are easy to please but when you look at R8 you see a bunch of young adults who seem to know what they want....most of the time that is. I guess it is like at trial and error issue when teaching two different levels. You have to see what they like as much as what you the instructor likes. I even enjoyed participating with the students. I too, ate the lettuce and liked it of course. Its really healthy for me and I hope that the students were able to maybe make up their minds about if they liked the lettuce or not for futur experiences. The smallest things can affect our choices...even if it is the taste of a small piece of lettuce.

Healthy Food Isn't So Bad

Date: 94/02/23
Period of Observation: 10 minutes
Class: R8
Sense: Taste


Some days you just don't want to use healthy food to your advantage especially if you love chocolat! I decided to use some lettuce in class today, to try and to motivate my students. I hid the bag from the students, until it was time to use. I had the lettuce in a clear bag. They were able to see the color. It proved to be interesting to them. The lesson concentrated on learning actions such as surfing, flying etc... The lettuce was used as a reward. When the students would spell the word or use it in a sentence, they would then get a piece of lettuce. The first student was quite eager to try this "NEW" food. It was one of the more influencial students in the class that tried it first. The student really seemed to like this "HEALTHY" food. I would then just wave the food in front of them... like a bone in front of a dog. Most students' eyes were on the mysterious bag and just seemed to follow it...as I went up and down. It was quite funny at first. The second student who tried the food, seemed unsure about the whole thing. Having something green in her hand and then putting into her mouth, didn't seem all to appealing to her. She proceeded to eat the lettuce and made the funniest face, in disgust of course. I laughed and the other students did the same. So it was a 50/50 chance of yes it tastes good and no did doesn't. The following students were eager to try it and were very much excited when given the lettuce. As time is short in class, I decided to give each student a piece, so that they might all hav a chance to taste it. It also gave me a chance to observe the class as a whole, instead of focusing on just a couple individual tastes. I gave them no choice in the matter, they HAD to eat it. Even if they didn't like it. Before the class, I did ask if any of the students had serious food allergies, in order to prevent any problems. I also observed that each time I used the lettuce the students eyes became bigger and their mouths were open when they had their hands up. It was almost like as if they were drooling! The less eager students did refrain from answering at times, until I named them and that's when they had no choice. I enjoyed using this type of food. Go good food...

Observation & Diary

Observation
Date: 94/02/17
The length of observation time: 30 minutes
Class: R1C

Today was hot, so we turned on the air conditioner. After 20 minutes, I could see that some of the students were crossing their arms in front of their chests to keep warm. They couldn’t concentrate on what I was teaching them. They were focused on their coldness. I used colored markers and wrote down large words on the whiteboard on purpose. Most of the students gave me the “Wow” sound and stared at me. One whiteboard for two words. So I had to erase the board several times to finish the whole sentence. When I finished, I saw confused faces. They did not understand what I wrote about because I erased the first words of the sentence. I used flashcards to test their memories as well. I used picture sides and word sides at the same time. They could match both of them well. I played a chant and a song from the textbook. I did the song with movements and touch sense. They really were kinesthetic students. They like to move and be active to learn. I brought a tiger puppet and I asked them to touch parts of its body. Like: eyes, nose, mouth, etc. And they couldn’t wait to touch it! I turned the CD player to quiet volume; they looked at me with curiosity. Some of the kids said to me that they couldn’t hear the music. Then I turn it to loud volume, I got fewer complaints about it. (Although I turned the volume to maximum.) I turned it down a little bit; they still felt O.K about that. Then I tried to use different kinds of music to sing the original song, I tried R&B type. ^^” They just laughed loudly; younger students among them did the gestures and sang the unique song with me. The older students thought it was funny but just sang it by whispering.
By the way, I brought one dish of the French Fries and Tenpura（天婦羅） to the classroom. They couldn’t stop the smell and tried to ask me if they could eat it. I said: it’s for you, but you have to wait until break time. During the whole hour, we all could smell the pleasant smell; they looked at it all the time! Until the break time came, they all waited and begged me to give them the food to eat. Strong smells affect them, no matter it is pleasant or unpleasant. Children are honest and open about how they feel.


Diary
Date: 94/02/17
Class: R1C

Today was hot, so we turned on the air conditioner. After 20 minutes, I could see some of the students just shrunk their arms in front of their chests and told me they were cold by eyes. They couldn’t concentrate on what I taught. They focused on their coldness. So I turned it down to 25 degrees. That was much better. They all could look at me naturally. I wrote a large word: eye. It’s almost as big as the whiteboard. When I was writing, I could hear the “Wow” sound behind my back. That was a good way to draw their attentions. Then I tried to use the large words to present the sentence pattern. But it was not effective as the medium size of writing; my students showed the puzzled faces to me because I had to erase the board for several times in order to finish the whole sentence. That was embarrassed because they regarded my behavior as a strange action.
Then I used CD player to play a song and a chant from text book. I turned to quiet volume first, they felt confused and said they couldn’t hear the music; next I turned to the maximum volume, they seemed feel O.K with that. We sang to together with different speed rhythms. Then I tried to use the unique music to present the same song. I tried to use R&B type of music. They all laughed loudly when I was doing the demo to them. Second time, I asked them to follow me, the younger students were happy and did with me; but the older students (4-6 grade) just sang and felt embarrassed to perform that. For the chant, I did it with the movements and brought one tiger puppet with me. We did clapping, stomping and physical movements. I asked them to touch each parts of the puppet when I said “Stop!” such as eye, nose, etc. (We passed it around when we were chanting the chant.) They looked enjoy touching things.
I also brought on dish of the pleasant food for them. It was the French Fries and Tenpura（天婦羅）. When I entered the classroom, they all stared at it and asked me if they could eat it or not. It smelled strong for them, I could tell from their eyes. During the whole class, they all took turn just could not help looking at it. Some of the students even stood in front of it unconsciously during the activities.
How powerful smell sense it was!!

Mei's response ^^"

Thanks for responsing my observation. ^^~

I think the row seating arrangement is our tranditional seationg. Because it's kind of stereotyping in our minds, so we will have "We are in class" this kind of feeling unconciously. When I did the first seating change for my older students, they complained that it was just like their elementary seating. And I also have to admit U formation arrangement can give the teacher and the students much space to do the following activities after my observations.

Observation & Diary

Observation
Date: 94/02/14
The length of observation time: 30 minutes
Class: R1C

I changed their seating arrangement to three straight lines today. They looked excited but confused. I thought the reason was: that’s not usual thing we do every time. They had their own partners, so they wanted to sit together. I noticed that they had less space to practice the things I taught in class because of the space limitation. They couldn’t focus on my teaching because they were close to their classmates. Some of the students started to play, touch and whisper to each other.
The teaching activities were limited as well because of the space. Some of the students didn’t show their happy faces to me because they only could see the back of their classmates’ head and just like in the elementary school seating. The whiteboard became a bridge to me and them. For the instructor and students, it was the better way to let each other know what I was talking about. For the younger kids, I think they need more space to move in order to practice the things they are going to learn in class.
For the Auditory Sense, I tried the training aids --- rhythm and volume today. I tried to sound a word with different speed of beat and change the volume of beat to hard, medium and soft. If I used unusual way to talk or present, they regarded as their teacher was doing something funny to them. They are easy to loss self-control. My experience is the regular auditory presentation is better to them.
They are beginning learners of English; they don’t know how to deliver the feelings of taste and smell in English. So I decided to take the objects of taste sense to be the rewards. Sweet things, like candy, chocolate and cookies are their favorite. The assorted stuff just enhanced their interests for a while. They really stimulated my students’ abilities of learning. My students could participate in class very well because of the extra rewards.
And I had to thank God especially. During the experiment time, there was a strong smell floated in the air into the classroom. It smelled like a family was preparing for their dinner. Some of the students started to call teacher Mei (that’s me. ^^) and showed their unpleasant faces to me. For me, it’s very pleasant smell to me. And they couldn’t concentrate very well surrounding by the “unpleasant” smell. They tried to look around to find out where it came from.


Diary
Date: 94/02/14
Class: R1C

I finally find a proper time to change their seating arrangement to three straight lines. But I couldn’t do it all the time because “U formation” seating arrangement is the ad of our cram school. And I can feel the benefits of U formation through the days passing and the experiment I had. Three straight lines made less space to students to practice. And they feel no differences with the elementary school. They are easy to feel bored unconsciously.
I asked my students to sit with three straight lines today. They asked me “Why?” “Just try different feeling.” I replied. They did and they asked the classmates they like to sit near them. Boys sat with boys, girls sat with girls. That is common thing in the age of elementary students. I used the whiteboard to present the vocabularies and grammar points, and I did the activities to practice the things we learned. For me, it was a little bit hard to design the suitable activities for this kind of seating. I asked them to do the writing relay and passing game. For example: when I asked them, “Is he your father?” I pointed to one of the boy; I gave the writing boards, markers and erasers to the last students of each line, and asked them to write down the answer word by word, one by one. When they finished the answer, they had to show me their answers. They complained the seating space was too narrow to pass. And I noticed that some of the students played and whispered to each other during my lecture because they were closed to each other. The only communication way between teacher and students is whiteboard. They are easy to feel bored unconsciously.
I tried the training aids --- rhythm and volume today. I tried to sound a word with different speed of beat and change the volume of beat to hard, medium and soft. I sounded the fast rhythm at the beginning of presenting the word; they gave me the puzzled faces, so I slowed down to use the medium speed to repeat them several times, made sure they all knew how to pronounce the words, then I did changes of the rhythm and volume of beat. That’s not a good idea to do so. Just like I did the instructional tones last time. They couldn’t help regarding me as presenting a funny teaching way to them. Most of them were lack of self-control. They became wild and active.
Then I took the sweet foods for rewards to them. If they were the winner of each activity, the winner team could get one of the sweet foods. I prepared candy, chocolate, cookies and assorted foods for them. When they looked the foods, they looked excited and got ready to try their best. You could see the lights in their eyes. J They were willing to try their best for the rewards.
During the experiment time, some students called my name, they smelled something different. They smelled it before I smelled. Wow! How sensitive they were!! There was a smell floating in the air into the classroom. I thought it was a family preparing the supper. For me, it was really pleasant smell. Apparently, my students didn’t think that way cause they couldn’t concentrate on what we did just now. They tried to find out where the smell was from and they whispered to the student who sat next to them to talk about that smell. I had to stop them by using the loud voice. Thank God helped me to get the smell sense experiment. J

Observation & Diary

Observation
Date: 94/02/03
The length of observation time: 15 minutes
Class: R1C

Since my students felt no differences with colored markers, I used four colors of the markers in my class. Red and green markers just had them to draw their attentions and underlined the key points, blue and black markers were the main colors on the board to write down the vocabularies and the grammar points. Even I used the only color to write down anything on the board, they didn’t complain any words about that. I didn’t see any question face on their faces. They (for the lower grade students) still regard teacher as the highest status in the classroom.
For the Auditory Sense, I tried the instructional tones to them today. I changed my voice to soft, medium and loud to them. During the experiment time, they thought I was making fun to them. Most of the students felt funny to hear my voice was changed and they tried to imitate their teacher --- me. They started copying my voice to answer me. Under this kind of the circumstance, the classroom rules were hard to keep. They couldn’t help being high because they felt it’s the fun time and experience. I was shocked to see that. When I got the results, I was back to the normal voice. And for the pitch voice, I got the same reaction from my students. Some of the students even screamed in the classroom because they thought teacher allowed them to do so. I was stunned by those results. Those results were totally different from R8 students --- the older students. It was interesting.

Diary
Date: 94/02/03
Class: R1C

I decided to try the instructional tones to my R1C’s students. I couldn’t wait to see the result. I asked them to spell the vocabularies which I taught to them last time with the little word cards (from a to z, I put them on the ground.). I asked them if they finished the spelling of the word, they had to say “teacher, me!” and spelled back to me again. I changed my voice to soft voice to make the order. They felt unusual about hearing the tone and some of them showed the puzzled faces. I kept using the same tone to say the words; they couldn’t help laughing but still finished the spelling of the words. Then I changed to the loud voice, they laughed to finish the job and spoke loudly back to me. They felt high with the voice change. Then I did another experiment --- pitch. I made my orders with different pitches of the tone. From high pitch, low pitch, monotone pitch to the last one --- fluctuation pitch. They thought I was making funny things to them, so their emotions were getting higher and higher. Some of the students started imitating my tones, some of them were laughing all the way, some of them even were screaming out answering my question. That was a mess during the experiment time. It was hard to keep their classroom rules well at that time. I was very shocked to get this kind of results. I thought they thought I was playing voice game with them. They pretty enjoyed that and they still could answer my questions under this kind of the circumstance. But they couldn’t control themselves being active! Maybe it’s the natural of kids. Kids like to play and try something funny. I just inspired their instincts unconsciously. When I was back to normal tone, they finally cooled down. And I felt relieved. Wow~ what an unusual experience!

My response to question .... ^^"

I am afrid that you cannot get the message, so I put it here as well. >"<>”< :
I am a computer idiot. ^^” I always feel confused about the internet stuff. I even don’t know how to see the messages. (Fortunately, I have Joy… ^^) Please forgive me for leaving message so late…
About message 112, my point of view is choice 3 is more effective for me. That is what I learned from my cram school. When I was new teacher in my cram school, I had to observe the experienced teachers’ classes in order to get the teaching experience. Then I recalled my memory of previous teaching or something I learned from the teaching courses, and combined with my observations to present my own teaching to students. I like to observe the classes from the experienced teachers because they always give me many inspirations of teaching. We do discussions all the time to exchange the teaching experiences. Theory is one thing, it gives us the brief idea of teaching; but putting it in practice is another thing. By exchanging the experiences we gain, we all can gain the real needs of our students. I think that’s pretty good for me and my students. ^^

Observation & Diary

Observation
Date: 94/02/02
The length of observation time: 15-20 minutes
Class: R8

Today I gave my students free choices to choose markers; they could choose whatever color they wanted to draw pictures. I noticed that they cared nothing but the marker ink. I gave them the chance to draw something on the green floor of the classroom. They used one color to draw and they enjoyed the drawing time. When I wrote something on the board with the lighter color of the marker, like red or green color, some of the students complained they couldn’t see clearly. That’s really different! I found that they really enjoyed drawing; you can hear every student’s laughing and see their smiles. That was wonderful. I also put numbers on the board as well. I wrote down the number with both clear and not clear writing (you can still see the traits of the number, but they were not full of ink actually.), they didn’t say anything about that.
For the Auditory Sense, I did the instructional tones for them today. When I used the soft voice to speak, they felt funny and said that’s not like me. When I change to medium voice just like usual days I do, they felt familiar with that; next I changed to loud voice, they couldn’t bear it! Some of the students thought I was angry because they did something wrong. They stared at me without saying a word. Next I changed my pitch to high pitch, most of the students covered their ears, a few students asked me to stop doing that, a few students laughed; then I changed the pitch to low and monotone pitch, they regarded it as noise. Next, I did the fluctuation voice, they said “Mei, stop, please.” That was interesting to see their reactions and I got what I wanted to get. During the show time, especially boys, I found they regarded those different tones as the tricks I did it on purpose, so they were easy to fool around in class. So without normal instructional tones, students couldn’t concentrate very well, that’s what I gained from this experiment.


Diary
Date: 94/02/02
Class: R8

I was nervous today because I decided to do the Auditory Sense for my students today. R8 students were older that R1C students, they were more sensitive than R1C students. That was why I worried about their reactions. But I still had to do it.
At the beginning of the class, I used the soft and vivid voice to start my teaching; I played a waitress to serve the cookies for them with soft voice; they felt funny because that was not like the usual days I do. They kelp asked me to give them cookies until the breaking time was over. (About 10 minutes.) Then I turned to loud voice, some of the students thought I was angry maybe one of them did something wrong and they stared at me with scared eyes. Some of the students thought that’s one of the funny trick that teacher Mei had. So they laughed hard. Neither soft nor loud voice could enhance their reading ability because they couldn’t focus on my teaching.
Then I asked them to open the book and we followed one of the activities from the text book to do the sentence pattern writing practice. I asked one question and called one number of the team, and the students of the number I called had to write down the answer on the floor as soon as possible. Another show time was coming. I started to change my pitch to high pitch; they couldn’t bear it right away! Some of the students even covered their ears!! Some of the students asked me to stop making the voice. I said “OK, OK.” When we moved to next question, I used another low pitch to speak, some of the students said: “Are you going to intone poem to Buddha, Mei?” They all laughed. I said: “You don’t like that? I do it for you.” They said no loudly. Then I changed to monotone pitch to speak. They just looked at me with helpless eyes and all hoped that could be stopped. Next I gave them the fluctuation pitch, they couldn’t bear anymore. They showed anxious emotion and begged me to stop making those kinds of ridiculous pitch to them. When I was back to normal tone, they felt comfortable. I could tell from their faces. And I found normal tone is the only way can make them concentrate on your lecture.
Next step, we were going to make a story together. I asked them to assign one student from their team to draw the sentence picture for their team. They could choose whatever color they wanted to present the sentence we were going to deliver one by one. I noticed the only thing they concerned about was the marker’s ink. And I also put numbers on the board to be an activity with both clear and unclear (lack of ink) number. They did not say anything about that. They still could see the trait of each number, which might be enough for them. Everyone had to say one sentence in order to finish our story. They had to take turn to do the story sentence relay. And the painters of each team had to finish what their classmates said in time. They all chose one color to draw. The fast team could roll the die to decide which step they could take on the board. Because the time limitation we couldn’t finish the game and the story, so I decided to use it to be my warm up activity of next class. That was very good to have their hearty laughs.

Observation & Diary

Observation
Date: 94/01/31
The length of observation time: 25 minutes
Class: R1C

Today for the learning environment, I turn off one set of lights. At the beginning of the teaching, there were some students felt curious about that and tried to ask me why. The temperature was reduced outside, but it was not too cold in the classroom. The seating arrangement was U formation, they did OK with that.
For the Visual sense, I used colored markers -- red, blue, black, and one by one. Each of them I used it for 10 minutes (only for one color), and they didn’t complain much of that. I chose small size of writing on purpose, they asked me why but I just insisted that because I would like to see their reaction. Most of them were OK about this change, but a few of them narrowed their eyes in order to see the words I wrote. One of the writing activity, I asked them to write down the vocabularies, and I noticed most of the students wrote either medium or large size of writing on the board. None of them wrote the small size of writing. Interesting!! Maybe we have our own standards of the word size, even kids.
I used large size of writing to remind them something, and I thought it drew their attentions. No more narrowing eyes, they looked at me and the words easily.
I used drawing activity that was fun to them. Kids like to draw and they like to see teacher draw as well. Even just used one color to present the drawing, which was good to my students.
For the Movements (touch sense), there was a chant on the book and we did the physical movements. But this time I focused on the slow and the medium speed of the physical movement, some of them felt a little bored to go on, some of them felt O.K. When I changed to fast speed, I could see the smiles from them. Fast speed made them more excited to learn.


Diary
Date: 94/01/31
Class: R1C

Today was getting cold outside the cram school, but it was O.K. in the classroom. When I came in the classroom (I came in early.), I start to write the chant on the board with red marker and small size of writing. They noticed that right away and complained the words were too small to look clearly. One of the back students said. I ignored her words. They felt strange about that. I kept writing and they stopped complaining. I also turned off one set of lights. They felt curious about these and asked me why. I said I just wanted to do that. Some of them said: if you can bear that, I can bear that too. Then we started to do the physical movement of the chant. I choose easy to be memorized movement for them. Like: “bus” --- we did a big movement with S shape pretended we were controlling the steering wheel. We did the chant with medium and slow speed at the beginning; half of the class did it well but just followed me without happy faces. The rest of them thought it was funny. Then I tried to use the fast speed to stimulate them to enjoy it. It did work but not all of the students. A few students still thought it’s not fun enough.
Next, I used drawing to teach the vocabularies. “Hand”, I drew a hand; “foot”, I drew a foot; “arm”, I drew an arm and “leg”, I drew a leg with one color. They felt funny about my drawing because I was not good at drawing. They were ugly. >”< After they knew the new words, I asked them that were their turns to draw the word I said. They were excited to do that. I could tell from their faces. When I called the number of each team, they had to draw the right word which I just said. (If I said “Hand”, they had to draw a hand on the board and repeated the word.) Some of the students drew uglier than me or their classmates, we all laughed about our bad drawing skill. That was funny. Next was the numbers. I wrote down from 80-89 on the board. When I said”81”, they had to find the right number to eraser it. I divided the board into 3 parts. I tried to use the not clear number to them, they complained it without thinking. “Teacher, no ink!!!” Wow ~~ How sensitive they were!!! So I changed to clear numbers, we finished the activity successfully.

Sorry.....Dear teacher... ^^"

Dear Adien:

Sorry I didn't see the message right away. I joined in the Yahoo group today. >"<

I will update my observation and dairy on here after I finished my strategies. Any comments are welcome..... ^^"
By the way, for your dissertation, please tell me what I can do to help as clear as you can. (Because I am not a smart girl... I have never participated any similar activity before... ^^")

TKS!!!