TESOL Certificate Programs

Observation Notebook

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Observation Report

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Forms for inclusion in the Observation Notebook must be typed

Name of Observer__Hyunjin Kim___

Date

Observation Environment

(include URL if the class

was online)

4/27/1 IEP
6

Observation # _10__

Class Skill/
Content

Class Level/
Number (Beg./
Int./Adv.)

Teacher

Business
Reading and
Culture

EIB - high
intermediate to
advance

Derek Houck

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Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
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OBJECTIVE OF THE LESSON:
SS WILL BE ABLE TO READ THE ARTICLE AND CATCH THE MAIN POINTS.
SS WILL PRACTICE DISCUSSION.

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Notes while observing:
!2:10

T started with announcements for tomorrow and test next week. Humor, SS seemed very energetic,
engaged.
T sat on a chair while talking
2:17
T asked if there any question from last class
T voice was very clear, speed was good too-waited until SS finish note taking
While T was talking, SS looked at T, very focused on what T saying
There were 15 SS, room was kind of small
T used some of gestures
T recommended SS to read some of articles related business
Do your best with it encouraging SS
2:23
opened book, checked HW - paired up SS
T walked around and checked each group if they have any question
While T was checking with each group, few SS seemed finished discussion and started chatting
about something else.
T asked if S is confused
2:34
T assigned numbers to SS to answer

Last Updated: 2/26/2015 3:30 PM

TESOL Certificate Programs

Observation Notebook
T put the article on the TV and made highlights using computer
T asked what is ethic, moral and brought SS to answer them in easier way
T asked if every SS understand what sue means
One S answered with very low voice and T asked to speak up-big project voice
T corrected/ clarified the word S said incorrectly
Apple bi u to broccoli-humor
T did not say no/wrong..rather asked another question to export the correct/closer answer
2:45
T typed on the computer- projected using TV screen
T gave an example of using same word in different meaning (She is very kind person who cares
for others.- Shes the kind of person who everyone loves to wrk with.)
T was smiling all the time
Few SS seemed lost their concentration
T showed some gestures while SS were talking, such as nodding, hand gestures
T waited until SS find the part they were looking for
T asked SS to look at him- captured all SS attention
T said SS names to tell their right
T add comments while SS talking, e.g. good word, yes
T yes/no question and waited until every SS answer something
2:58
T sum up the article taught
T gave outside example for the same case(article)
Thanked everybody, good work, have a great weekend, good luck on test

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Last Updated: 2/26/2015 3:30 PM

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-300 words)

I focused my observation on the classroom management. There were 15 students in the

class, and the classroom seemed bit small for that size of class. SS were sitting in a circle
shape, facing each others. The teacher paired up SS to do activities and while SS were
doing them, T walked around and checked each groups one by one. The class was very SS
centered; there were lots of discussion between SS and SS-T. Also, each SS had the
opportunity to share their answer for questions that they discussed with partners.

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What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss your future teaching environment and your students needs/
goals. Discuss specific ways in which you could adapt and apply the techniques and
methods you saw. (100-300 words)

Overall, the class was very energetic; SS seemed very engaged in the class. T brought lots
of humor and positive influence by smiling all the time. Also, T spoke in very projected
voice, and encouraged SS to do the same thing. When T needed to make correction to
what SS said, T did not just say the correct answer or said no/wrong, instead, T asked
another question to pull out the correct/ closer answer.
In my future teaching, I would like to make my class energetic and give positive
influence to SS, so I would like to practice that skill such as smiling, brining humor to
classroom. Also, I will apply this teachers technique for correcting mistake because I
believe that it is much better than just giving an answer yet SS still keep their confidence
to speak out their thoughts.

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Last Updated: 2/26/2015 3:30 PM

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