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TESOL Certificate Programs

Observation Notebook

Observation Report

Name of Observer Jiweon Lee

No.

Date

Observation
Environment
(include URL if
the class was
online)

10

11/4
2016

Face to face
(classroom)

Observation # 10

Class Skill/Content

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

Teacher

Grammar Writing

100
beginner

Amal
Houck

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

THE STUDENTS WILL BE ABLE TO DISTINGUISH BETWEEN USING OF ‘THE’, ‘A (N)’.
THE STUDENTS WILL BE ABLE TO DISTINGUISH BETWEEN ‘AND’, ‘OR’, AND ‘BUT’.
10:00 a.m. -10:09 a.m.
The students started to read a passage and solve the e on the textbook. The teacher prepared
the class.
10:09 a.m. -10:13 a.m.
They started to match the answers of the exercises. The teacher asked the reason why the
students chose the answer. Also, she explained why they should write ‘and’ or ‘or’ at the blanks,
according to the meaning of the next clauses. For example, for the answer ‘but’ in between clause
with ‘busy’ and the other clause with ‘not busy’.
10: 13 a.m. -10:17 a.m.
She checked the students’ comprehension about vocabulary. First, she asked ‘do you know the
meaning of the word?’ Second, if some of the students didn’t seem to know what the meaning of the

TESOL Certificate Programs
Observation Notebook
word is, she gave explanation with simple vocabulary. For instance, she asked the students whether
they know the word ‘organize’, and then she explained that it is to make arrangements in order.
10: 17 a.m. -10: 25 a.m.
She made the students work on the exercises in the next page. First, she read and solve one
of the exercises as an examples. After giving direction, the teacher started to write down seven
sentences on the board.
10:25 a.m. -10:29 a.m.
They started to match the answers. The teacher asked the answers and meanings of some
words, such as ‘debit’. She compared the other word, ‘credit’ with the debit. Moreover, she gave a
short explanation about the meanings of the two words. She said the spellings of the two word as well.
In addition, she explained about American culture. She talked that all of the American use the peanut
butter and jelly together, and they ate them in their childhood as a snack.
10:29 a.m. -10: 36 a.m.
The teacher started to give explanation about what she wrote beforehand. First, she gave the
answer of the first blank, and asked them to the reason why she didn’t use ‘the’ at the blank. The
students tried to correct, but no one could answer about it. The teacher explained with using markers
in the whiteboard as examples. They went through about ‘a (n)’ and ‘the’ using several types of nouns.
10:36 a.m. -10:44 a.m.
The students worked on the rest of the questions on the white board.
10:44 a.m. -10:50 a.m.
They matched the answers. The teacher said they will take a test on the next week.

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 about how to teach the students who are in the very basic level. The teacher used
simple vocabulary in the class. In addition, she checked the meanings of the words constantly and
gave explanations about the meanings. Even though they were in the grammar and writing class, they
had week vocabulary. The teacher looked like to understand what the students needed in the
classroom. Also, she considered the cultural background of the students. She explained about the
characteristics of the American culture as well. Her teaching management was also good. She saved
the time, by giving the students exercises while she wrote the questions on the whiteboard.
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. (100-200 words)
I would remember her constant checking about the vocabulary and the grammar on the
textbook. When I teach the students in the ESL Student Teaching class, I remembered that the
instructor of the class noted that I should check the students’ understanding in entire classes. I learned
how to do it for 100 levels. I should ask the students first, and then give explanation second. I will use
this method in my future class for the students who are at a beginning level of English. I will focus on
the vocabulary every class using handouts in my class to make the students memorize them. In Korea,
because the students will take a lot of tests about vocabulary, so I want to make sure about
memorizing vocabulary well.