teacher got most of the answers in their mother tongue or through body language. After the test, whenthe teacher engaged in a more active role, they were eager to know the answers for the test and theteacher managed well to get them say the answers aloud. All in all I could balance the talking into a50-50%, considering the students as a group. It is important to highlight, however, that there weresome students that were willing to participate while there were others who got engaged into smalltalks with their partners without paying attention to the teacher.
How much time did the teacher use English compared to her native language (e.g. 20-80%)?How much time did the learners use English versus their native language?
Something that really caught my attention was that the teacher used English 100% of the time, even tocall some misbehaving students attention. Equally surprising was the effort made by the students whoused English around 60-70% of the time. Whenever they were not acquainted with the structure or word they had to use, they risked themselves by inventing (e.g. Student to Observer “where do youknow her?” pointing at their teacher, instead of “where do you know her from” or “where have youmet her”).
Describe the learners' participation (very active for most of the time, etc.). How were thelearners called upon? Did any volunteer?
Regardless of the effort made by the teacher trying to get the whole class engaged to the post-testactivities, it was clear that their attention spam had been lost. Most of the students started talkingabout personal matters
or to make the matter worse, referring to the subject just to calculate their average score. However, there was a group, surprisingly the ones located at the back of the class, whowere very interested specially in getting the correct answers to their test. At first teacher tried to getvolunteered answers (i.e. oral correction) but since she was getting no response, she started to read thestory aloud and to ask comprehensive questions so as to get them back in track. Meanwhile, there wasa group of 5 students sit at the front of the class, near the door, that did not uttered a word during thewhole class, GB addressed them several times when asking questions but getting no more thanunsuccessful monosyllabic answers.
What was the general behavior and attitude of the learners during the lesson? Whatwas the general atmosphere of the class?
It was pretty clear that English classes were of their taste, considering that this class was plannedwith a written test in it, students took it as a normal class. They showed typical behavior as stress andanxiety, but it was less than expected (at least by the observer). They respected the teacher’s authorityregardless of the relaxed atmosphere once the test had finished. Students’ were listened to, and theyknew they could express their thoughts; this was clearly seen through students’ question after the testsuch as “why were we able to check with the poster on the wall?”
How often did the teacher praise her learners? How were errors handled?
There was no much error focus, but surprisingly not much prizing either. The class seemed to runsmoothly, and lack of vocabulary and/or stricter was taken as an instance of incidental teacher, evenby a simple act of teacher’s correct repetition of what had been wrongly said before.
USE THE REVERSE SIDE TO ANSWER QUESTIONS 8-9
Use part of the reverse side to draw a sketch of the classroom. Notice what is on thewalls and where any equipment is located. How are the desks arranged (in rowsfacing the blackboard, etc.)? Where is the teacher most of the time?