BRIERCREST LING 320 TESOL Practicum II Teaching Observation Practicum Sponsor Teacher [[Shovination:Universy of Repna-Eit | ass pe Reading [ Praticum teacher Andrew chambers ‘Observer Steve (ale Gta [Numberofleamersin class: 19 —==~=~=s(observed) | Level of learners: Intermediate 030 Date and time of classi March 4, 2014, 12302320 ~~ | Duration of observation: 50 Minutes aq ‘Sample performance indicators = Comments ‘Planned alesson appropriate | Yes: jae for learner needs, interests ‘and language proficiency ‘= Makes clear the purpose of the | ai we beginning af the lesson heel rudents 2 alm(s) af his leston from the cutter [scl elmprarnydel seman ol micas Uriel en ‘= Datines relationship to earler lesson(s}and/orcuricslam™ | Yog_ andrew startad his lesson by going over the vorabulary that he presented in hie =sequences-contentiogcaly | tesson ‘Paces lesson appropriately _| Yes-anelldealgned lesson with clear tages and alms (all connected to each othe] ‘Rolstesthelexcontofutura | NA ore Sample performance indicators fe Comments 7 Demonstrates stg Definitely vex Rasigieal managements skis-askastudent bo warkin pairs checks brevence in the classroom ‘students participation ate. he also monitor's students progress by observing students ‘and helping them with the task (Le. when some students to not participate as expected he goes over those students and helps learners) * Projects voloe effectively and Uses intonation o vary ‘Yes: he uses his vaice effectively elther to get attention of to give instructions ‘emphasis + Expains ideas and gives Overall yes but thera were times that some students were not listening to his rections with elarty Instructions: he should make sure that all students are listening to him «= Maintains eye contact with leamers ves = Uses non-verbal cues to ‘enhance communication Yes (Body tanguage, fatial expressions, etc) + Defines unfamiliar terms, | ” concepts and principles ‘Yes: gives explanations or answers students’ questions | + Presents exampies to carfy | learning points Yes (Le. Elling answers, providing an answer key summarizing key learning pelnts) | Uses classroom space to [Andrew has great energy In the class he never stays at onelocation, maves around a lat SA ie eee: he also maves his students around by asking them to sit with a different pair or ina sroup Uses props/media effectively | ay (©2012 Bercrest Collage. Observation sheet creatod by Dawid CatterckBRIERCREST LING 320 TESOL Practicum oe ‘+ User Rumor to @ngSBRTERTOEr | Andrew always has a smiling face- glves positive energy to his dass by using humour and | Interest Jokes and class, he also gles the same opportunity ta his students that they too make | Jokes and tesse their teacher from time to time Somple performance indicators c ~“Comments E z *Creates an atmosphere ‘Yas: Staring from the Beginning ofthe lesson learners can easily sue the starting BOInt comichen tn earning and then the end of the leon -with some clear alms to be aehleved at the end of each task ee eee ‘Yes makes Jokes, uses his voles effectively. and presents 9 game siming at earning ‘hroughout the lesson with fun "Uses variety of teaching modes | vos. tne teason 1s not only a materll driven lesson there I variety-(gamn reading, et.) + Encourages and manages ‘Yes: stil has to get more student paripation when students do not know the Ieamertaener and, | meaning af deception has task other learners to lve the defnion- At Tater stages ofthe lesson he asks studertsto workin pair nd do jig-saw reading (which requies3 lt of student partcipaton) + Respondsto cues of confusion, | NA-Since hs lessom was highly interesting, Andrew” did not have to deal with such boredom, and interest issues | -Srepsistcnyenwest© | a, ecaae don; Le scm | ‘= Deals effectively with behavior | requiring discipline Yes- Le. asks students to listen to hisor be quiet when they make too much nolse- | EE Sood Job ‘Sample performance indicators Comments ‘= Presents content of clear vaiue | Partially yes- For example when he successfully introduced the first reading tesk he tothe leamers could have told them how that activity would help them In the long run; Le. now you wil | practice same skimming..this will help you - | Veet: great explanations. responses ‘Chose content that would challenge the learners Demonstrates a cammand of the subject matter + Demonstrates 2 strang | First reading task was not an easy task both for the Instructor and the students, | especially for the students twas challenging task in which students had to transfer information and help each other- language awareness: ‘Yes- Can be seen from his explanations and detailed answer when students feel confused = ee Sample performance indicators __ camments (©2012 Belercrest Colege. Observation shaat created by David CatterilSEE, SISK Beane rnatesici=-” | Definitely yer- ses game: vartety- (Le: cleemasions} riven + Chose materials apprapriate ‘Yes-Using a game right at the beginning of the lesson was In Indeed a quite appropriate at to needs/level of the learners this level. Doing a Jigsaw reading Was also @ good idea due to the some time concerns * Uses instructional materials which are error-free ae * Uses materials which are NA visually appealing ‘Uses matertals which are Yes: (i.e. )Games- interesting to the leamers | ther Comments (strengths, weaknesses. red flags, summative remarks, et} | Andrew has delivered another reading lesson as part of his practicum. He started hislesson by golng aver some vocabulary | that the students were exposed to previous day. While raviewing those words Andrew crested an atmosphere n which | students summarized the words and had was. The game was so effective that all students were enthusiastically took part in | the game. Later Andrew presented a fig saw reading the class which saved him a lot of time (Que to the length of the text). Some students warked hard and discussed some possible answers to the given questions, it was evident that there wasa lot ‘of student participation. in a way Andrew created autonomy in the class by palring students and asking them te ‘compare/share answers. In addition to his reading lesson Andrew alsa worked on students" pronundlation. Despite all hs strengths in his reading lesson today, Andrew should wark on giving/checking instructions more-(Le. at the end of the lesson instead of giving them the question first (the discussion question) he should first put studentsin pairs/groups and tell | them Just the answer the question on the board- and he should also work on his classroom management skills. For instance, | some of the students were not Istening to him when he was either giving instructions or eilsting answers. TTT can also be | Improved: he should avoid long private discussions with the students.