Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Look up keyword
Like this
10Activity
0 of .
Results for:
No results containing your search query
P. 1
5th Report / Alejandra de Antoni / Classroom Observation / Methods 2 2009

5th Report / Alejandra de Antoni / Classroom Observation / Methods 2 2009

Ratings: (0)|Views: 981 |Likes:
Published by María de Antoni
This is the 5th report of my Classroom Observations. In this report, I carried out a task in which several aspects of classroom management and teacher's decisions are analysed. The main idea is to try to observe the different options that are available and the reasons why the are (not) chosen. I really hope you enjoy it and find it as thought-provoking as a I did! We always have a choice no matter what we choose and how conditioned we think we are.
This is the 5th report of my Classroom Observations. In this report, I carried out a task in which several aspects of classroom management and teacher's decisions are analysed. The main idea is to try to observe the different options that are available and the reasons why the are (not) chosen. I really hope you enjoy it and find it as thought-provoking as a I did! We always have a choice no matter what we choose and how conditioned we think we are.

More info:

Published by: María de Antoni on Sep 23, 2009
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

12/19/2012

pdf

text

original

 
Classroom Observation: Report 5 Teacher Observed: OObserver: Alejandra de AntoniDate: September, 3
rd
2009Class: 2
nd
Year (Level 4A). School P (Buenos Aires City)Number of Learners: 13Age: 13/14 years oldLength of Lesson: 40 minutesLevel: IntermediateObserver: Alejandra de Antoni Teacher Observed: O
Observation Task taken from “Learning Teaching: A Guidebook for English Language Teachers” (Heinemann) 
General Comments:
It was, to me, a very particular lesson because, even though it was a school’sclassroom, there were only 13 students, they were all girls and they all had the samelevel. It was a very interesting and, most importantly, favourable atmosphere to teachEnglish. Most of the girls were really keen on working and had a very positive attitudetowards the lesson and the teacher. In this report I am going to make an overallanalysis of the different options available and the decisions that the teacher made.In this observation task several aspects of classroom management are considered andanalysed in terms of the decisions that the teacher took and the other available optionsthat, for some reason, were not chosen.Liceo Cultural Británico Teacher’s Training College. Methods II. ClassroomObservation Reports 2009.
1
 
Classroom Observation: Report 5 Teacher Observed: OObserver: Alejandra de AntoniDate: September, 3
rd
2009
Students’ Participation in the Lesson
Situation: it was a post-listening activity in which students had to talk about whatmakes a good holiday.Action: the teacher decided to conduct the activity herself. She asked the students thedifferent questions provided by the activity and students had to answer them to her. Itwas a teacher-student interaction.Other Options: the teacher could have asked them to ask and answer the questions inpairs to share previous experiences and opinions and to give all of them the possibilityof talking. Because of her decision to have a teacher-student interaction students werenot keen on listening to each other’s stories because they all wanted to share theirexperiences and they ended up talking to their nearest partners in pairs or very smallgroups without listening to the student that was talking to the whole class (the teacherasked a question and then chose one of the students at random to answer it for thewhole class to listen). It would have been great to make good use of the students’eagerness to speak and share their experiences. If they had been put in pairs to do theactivity on their own it would have been more realistic (you talk with your friends aboutyour holidays’ experiences in real life) and, at the same time, all of the students wouldhave been both speaking and listening to someone else instead of being forced toremain silent while listening to one of the students. I really believe that, especially withthis group in which all the students had more or less the same level and were perfectlyable to talk about their experiences in English, it is always better and more realistic tofoster student-student interactions rather than student-teacher ones. If what theteacher wanted was to make sure that they use English all the time or that they makeuse of some specific language form the only thing she had to do was going around theLiceo Cultural Británico Teacher’s Training College. Methods II. ClassroomObservation Reports 2009.
2
 
Classroom Observation: Report 5 Teacher Observed: OObserver: Alejandra de AntoniDate: September, 3
rd
2009different pairs of students monitoring them. Since there were only 13 students,monitoring them effectively was definitely not an impossible task.
Grouping of Students; Arrangement of Seating
Situation: when the teacher entered the classroom, students had already arrived andsat down in three parallel lines facing the front.Action: the teacher started the lesson and made no changes of the seatingarrangement.Other Options: since it was a small group, the teacher could have asked them to sit in asemi-circle facing the front so as to allow constant eye-contact not only between theteacher and the students but also among the students themselves. I think that,whenever possible, it is more relaxing and not so classroom-like to let the students sitin a semi-circle, especially when it is such a small class. It is true, however, that for thestudents to sit in such a way they had to move their desks and chairs and it wouldprobably have been really disruptive. What could be done to avoid this disruption is toask the students to prepare the seating arrangement every class before the teacherenters the classroom (if they have time to do so, of course, for example during thebreak). This, of course, has to be a stated agreement between the students and theteacher. Having such a seating arrangement is not a must but is desirable in thisparticular context because the conditions are perfect (a small number of students,there is a break before starting the lesson and this classroom is only used for Englishlessons, which means that such a seating arrangement may as well be used by otherstudents).
Setting up Activities; Instructions
Situation: the teacher presents a speaking activity.Action: the speaking activity was a post-listening one (which is done to “personalise”the topic of the listening activity). In a post-listening activity, students are generallyasked to talk about the topic discussed by means of taking it to their own lives. In thiscase the topic was holidays. Even though it is a moment in which students aresupposedly talking meaningfully and without actually thinking about “learning English,”the teacher started out the activity by saying “this is similar to the part 3 of the FCEoral paper.” If the teacher’s reason for saying so was to let the students know that theywere going to do the activity to get an idea of what the part 3 of the oral paper lookslike, such an objective was not fulfilled. Instead of dividing the students in pairs (toactually resemble the exam) the teacher decided to have a teacher-student interaction.Instead of asking them to carry out the activity in pairs, the teacher started to ask thequestions herself to the whole class and students were told to raise their hands andwait for the teacher to let them speak.Other Options: the teacher could have asked the students to carry out the activityfollowing its original purpose: to have a post-listening activity for the students to talkabout the topic at a personal level. Students could have worked in pairs or small groupssharing personal experiences about their holidays while the teacher went group bygroup monitoring and helping them with any difficulty that might have aroused duringthe activity. They could even have been told to find out and decide on which the mostamazing and funny stories were and to share them, later on, with the rest of the class.If the teacher did want to let the students know how the oral paper goes, it would havebeen necessary for her to group them in pairs (because the paper is done in pairs) andto let them speak to each other and not only to her (in the exam students talk both totheir partner and to the examiner).
Board; Classroom Equipment; Visual Aids
Situation: one of the students made a pronunciation mistake (she pronounced “sink”instead of “think”)Action: the student said: “it was amazing to sink…” and the teacher said immediatelyafter her “it was amazing to…” (Giving it a rising tone showing the student that shewas interested, for some reason, in the final word of the student’s utterance) and thestudent said again “sink” and finally the teacher said “it was amazing to think.” Bydoing so, the teacher provided the correction herself instead of helping the studentbecome aware of her mispronunciation of the verb “think.”Other Options: it would have probably been more helpful for the student if the teacherhad used a visual aid. When the student made the mistake, I would have written on theboard what she actually pronounced (“it was amazing to sink”) and asked her to tellme if that was what she wanted to say and, if not, to tell me what she actually wantedto say. I would have done it in this way both to help her see and correct her mistakeinstead of my doing it for her and to raise students’ awareness of the importancepronunciation has in English and how it can change the meaning of what we are tryingto say if used wrongly.
Dealing with Unexpected Problems
Liceo Cultural Británico Teacher’s Training College. Methods II. ClassroomObservation Reports 2009.
3

Activity (10)

You've already reviewed this. Edit your review.
1 hundred reads
1 thousand reads
oxford33 liked this
Walid_Sassi_Tun liked this
miko5164 liked this
María de Antoni liked this
María de Antoni liked this
zami737 liked this
chj6439 liked this

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->