Looking At Me

My activity for this video was VICES BINGO with the Elementary Teachers.

After some reading on the brain in the SLA class I have become aware of a problem in my class.
I often teach too much vocabulary.
For this video you will see me introduce over 25 expressions/words of vocabulary.
Studies have shown that the optimum amount of vocaulary one should teach per activity/lesson is seven to nine (7 to 9). The amount I taught in this video was about three times too much.
I gave them three pieces of paper with expression about expressing amusement (oh my god; that's amazing;etc.), expressing sympathy (sorry for your loss; that is terrible;etc.) and vocab about habits and temptations (daily habit;give in to temptation; etc.). Therefore, way too much vocabulary. It took 12 minutes for me to go through the vocabulary. The only good thing I can say is that I asked many CCQs about the vocab and other questions to confirm that they understood the expressions and words.
As a result of too much vocabulary there is too much teacher talk (TT) for the opening 15 minutes. I would also add that I do not need to say that this is "useful" before I start teaching. The students can guess that I feel it is useful (in my opinion only).
I also spent 5 minutes on the directions and modeling. As my students are high level I can just model the activity. There is no need to read the directions. For lower level reading the directions with actions and then doing a model with students would be more useful.
Therefore, it wasn't until 17 minutes that the students actually got to practice the vocabulary in an activity. I do not think anyone would disagree that 17 minutes is too long for preview and presentation.

In regards to the activity I would like to change it.
Instead of working in groups I would get them to walk around the classroom talking to each other.
I would get them to pick a sentence from the cup.
Then they would find a partner and read their sentence to their partner. The partner will respond to the sentence using some vocabulary and hopefully by adding much more such as answering the question "Why?" (why did they say that).
After talking with two partners I will allow them to choose another sentence (a different one) from the cup so that we get a variety of responses and answers. Plus, it would be boring to repeat the same sentence over and over.
This activity would have everyone active at all times and practicing the target language a lot.

As with my micro-teaching demo I found that I too quickly gave them the answers and I need to reduce the teacher talk while giving feedback.
Though I feel I did display one good example of scaffolding/feedback at the 20 minute mark.
A student asked me about stalking. Rather than give an answer I asked them to tell me what Koreans call a crazy fan (I think I forget the expression right now: is it sasaeng?).
I used this question and discussion to show them what stalking is.

I feel that my forms of praise were varied and I certainly did not use "Good job".
When asking questions I used individual nominations, and invitations to reply (varied).
And as mentioned earlier I used many questions and examples to make sure they understood the target language.
And I walked around monitoring both groups through the group discussion.