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TESOL Certificate Programs

Observation Notebook

Observation Report

Name of Observer: Jiweon Lee

No.

Date

3

5/10
2016

Observation
Environment (include
URL if the class was
online)

Face to face
(classroom)

Observation # _03__

Class
Skill/Content

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

Teacher

Listening &
Speaking

400
high intermediate

Karen
Lindwall

OBJECTIVE OF THE LESSON:
1. STUDENTS WILL BE ABLE TO SAY ABOUT THE TOPIC: CHANGE.

When I entered the classroom, the T pointed out which seat is available to me. All
seats in the classroom, small pieces of paper written in names of states of U.S.A. were
attached on the seats.

Before all of the Ss came in to the classroom, the T explained me

what they would study and which parts of textbook would be used today.
The T started with giving a question to the Ss: "what did I say a conversation was
like?" The Ss answered the question: "The tennis." The T agreed with the reply, writing [ A:
Talk.

B: Respond ] on the whiteboard. The T gave an example conversation. The T used her

body language exaggeratedly when she said these interjection: [ Really? Cool! /Great! ] On
the other hand, she used her body language with emotional expressions, when she said these:
[I'm so sorry / That's a bummer] Also, she wrote this on the whiteboard: [ Response + @ ]
She said to the Ss that today's topic was about things that changed after coming to Riverside.
She explained the activity which they would work on: The Ss talk with their partner; the
responses should have more than two sentences in the conversation. The T made pairs,

TESOL Certificate Programs
Observation Notebook
designating partners. During the activity, the T went around to each pair of the Ss. She gave
feedback and encouraged them. She said to me that she had nice Ss and the only thing they
needed was better listening skills.

After three minutes, she turned the role between them.

Then, the T gave three minutes again. When she wanted to stop the students, she used a metal
bell. The bell made the Ss stop and pay attention to the T. After the conversation, she asked
to the Ss to open the textbook and do a survey whether they like the change that they talked
or not. She gave one minute to do it. During the conversation, she gave a paper to the Ss.
Next, the T and the Ss read some vocabulary related to the change on the textbook
together. The T pronounced the list of the words, and the Ss read their meanings. If the Ss'
pronunciation was wrong, she spoke it again. Also, she used the whiteboard to give more
explanations to the Ss. Before she moved to the speaking section, she reviewed what they
studied.
The first step of the speaking phase is reading a part of the textbook. When a student
couldn't find the part, she pointed out what part they would study today. During the reading,
she gave a vocabulary handout to them. The T talked to them, they would listen to a
monologue one time, and they should take notes it. The T asked to them to close the textbook.
The T clicked a file on the computer, and the Ss took notes. After listening, the T asked the
Ss that what the main idea is. The Ss replied it. After, they read the vocabulary part on the
textbook and talked about the meanings of them. They did the activity again, and the T asked
more about details. The T cut the speaking.
Before the class finished, she reviewed what they learned in the speaking and the
listening section. Also, she encouraged the class that they will be better in the next time. She
mentioned the first day, and said that their speaking and listening skills were improved. She
noted about the homework for that night, and the class was finished.

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). (100-200 words)
I learned a useful method for managing the class in this lesson. She used a metal bell
in the class to make the students stop working and concentrate on her. It was very useful,
because using it was beneficial for both the teacher and the students. For the teacher, she did
not need to spend her energy to make them be quiet. For the students, even if they talked
loudly, they could hear the sound of the bell. Also, I think this method would not give stress
to the students. Even if they talked so much, the teacher would not blame it to the students,
but just ring the bell.
What activities/techniques from this class do you want to remember for your own teaching
practice? Discuss specific ways in which you could apply the techniques and methods you
saw. Discuss your future teaching environment and your students’ needs and goals. (100200 words)
I would use the technique that I wrote above. However, I will add some rules about
the metal bell. Since I would teach Korean high school students, I do not think they would
accept it easily at their age. I would add rules using the points. For example, if the students
would not follow the bell, I would reduce their points. I would praise the one who has the
highest points at the end of the year. Also, I would add other methods to make them
concentrate on me, such as turning off the lights on the classroom. It would make the student
follow the rules. It might cause stress, however I think this is necessary for the classroom
environment.