LCB – TTC – Methods2Classroom Observation Task, Wajnryb, Cambridge, 1992
Unit 5, Classroom management, Task 6.5 Classroom Power
Class Observation #2
Colegio C. May 12
, 2009Class: 3
year ............................................................. No. of learners:
Age of learners: 15/16-year-olds ................................ Length of lesson: 40 minutes………. Level: IntermediateObserver: Yohana Solis ..............................................Teacher observed: GB
Traditionally we think of the classroom as the place where the teacher 'knows' and the students ‘don’t know' and their reason forbeing there is to 'find out'. This model of education invests a great deal of power in teachers, many of whom assume thatclassroom power, as well as the responsibility for learning success, are fixed in their hands (Deller 1990; Leather and Rinvolucri1989). In recent years this approach has been viewed with less and less favour by language teachers as they experiment withlearner-centred teaching and skills-based learning.
T ASK OBJECTIVE
This task aims to have you reflect on:- the many decisions that are made about learning, in and out of the classroom;- who makes these decisions;- the 'balance of power' that is the most effective in terms of learning goals.
BEFORE THE LESSON
Arrange to observe a lesson. If possible, speak to the teacher before the lesson and ideally, discuss with theteacher the plan for the lesson, the aims, and any tasks or materials that are going to be used. Ask the teacher thefirst four questions in the list overleaf.
Now make yourself familiar with the rest of the questions in the list (adapted from Deller 1990:6).
DURING THE LESSON
Observe the lesson from the points of view of the questions in the list As. responses, writeT( = teacher),S( = student) orT/S( = a mixture of T and S) next to the questions. Don't be concerned to capture every
instance of the lesson - a rough indication is perfectly adequate.
Who chose the aims?T
Who chose the language and/or skills focus?T
Who chose the topic(s) and activities?T
Who chose and prepared the materials?T5.Who chose the seating arrangements?T / S/ School Authorities
Who wrote on the board?T7.Who c1eaned the board? no one
Whom did the students speak to?T / S
Who created the pairs or groups?S
Who decided when to stop an activity?T
Who operated the equipment?No one
Who decided which questions or problems inthe lesson were explored?T
Who chose the vocabulary to be learned?T
Who gave meaning for words?T/ S
Who spelled out new words?-
Who gave explanations?T
Who asked questions?T
Who answered student questions?T / S
Who repeated what was said if others didn'thear it?T / S
Who created the silences?T / S
Who broke the silences?S
Who checked the work?T / S
Who chose the homework?T