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Classroom Observation 3

Classroom Observation 3

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Published by ovita20056461
Hi here it goes: my third observation report
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Ova
Hi here it goes: my third observation report
Enjoy it
Ova

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Published by: ovita20056461 on Sep 04, 2009
Copyright:Attribution Non-commercial

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12/20/2013

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Observation Report 3
 
Number of Ss in class
13
School
P M
Book 
: Laser B H1 (Pre Certificate Course)
Teacher Observed
G. O.
Level
: Upper Intermediate
Observer
O M
Date of the Observation
September 1
st
, 2009
Course
Second Year 
Seating Arrangement
In rows of 4, front facedA brief description of the observation:In this report I will show how the teacher givesinstructions to the learners, and how they manage when instructions are given.First the teacher introduced me to the learners. All of them were girls, that called myattention as I was accustomed to sitting in on mixed lessons. The teacher asked the girlsto open their books on p. 50 and 51, they corrected the homework assigned the previousclass. The learners read their answers and the teacher elicits the student’s responses. Shedid not correct mistakes on the spot: by the contrary, she asked the students to correctthe mistake their classmate had made.The next activity proposed by the teacher was to work on a a reading text on page 71from Unit 8 in their books. The students work silently and a good atmosphere was perceived from the part of the learners who carried out the different activities on thereading text.In general, the class participate actively, and they are encouraged by the teacher all thetime who let them participate actively. The T acted as a guider and monitored thestudent’s responses as regards learning.The following chart shows how the T gives instructions to the learners and how theyreact towards these instructions:
INSTRUCTION ANDGIVING SKILLSCIRCLEAPPROPRIATENUMBER (in bold type)COMMENTS
Signalling of beginning of activity
Clea
r 1 – 2- 3 – 4 UnclearTeacher announces whenthe activity is about to startStating of Aims
Clear
1- 2- 3- 4 - UnclearT states the aims of thelesson clearly, althoughsome students do not payattention to her VoiceClea
1
- 2-3- 4 - UnclearClear voice, raising whenit’s necessaryEliciting information fromlearnersClear 
1
– 2- 3 – 4 -unclearWhile developing the act.T elicits Ss’s responsesUse of examplesClear 1 - 2 - 3-
4-
unclear Not appreciated because of the kind of acts. developedEye movement to holdattentionClear 1 – 2 – 3 – 
4
unclearNot appreciated as thelearners got involved in theactivitiesMime, gestures or bodylanguageclear 1 – 2 – 3 – 
4
- unclearThe T does not use bodylanguage as the learnersunderstand comments andinstructionsAsking questions to check understandingClear 
1
- 2- 3- 4- unclear T asks other Ss to explainwhat to do to other Ss

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