Engl. 6996, Sec.

001#
25 November 2016
Observation of Fernando Correas Intermediate English I Class
For my observation of a Third Semester Graduate Teaching Assistant, I chose Fernando
E. E. Correa, a.k.a. Fen. I chose to observe him because he is also teaching Intermediate
English, and I knew I would learn a lot from his methods. The classroom where the observation
took place was Chardon (CH) 319, a nice and cozy classroom. This particular observation
occurred on October 28, 2016, at 11:30 PM. His class was pretty full, with a total of twenty
students, the day after a major jangueo1 in Mayagez.
Fernandos class on October 28, discussed an article from the news site Latino Rebels,
titled Why Puerto Ricos Black Olympic Athletes Need to Speak Out Against Islands Racism.
Fernando introduced the topic by mentioning some examples of racism in Puerto Rican culture.
He mentioned how we call curly hair, pelo malo2 and how we use the term negrito as a term of
endearment. Fernando described how our culture has mythologized these racial aspects, and how
we have hard wired racism subtly into our culture. According to domain A2, Fernandos
instructional goals for this class were appropriate for their level. As a matter of fact, I believe
teaching students about institutional racism is a perfect subject for students of all levels. It is both
critical and attention grabbing. Fernando discussed the article by projecting it into the
classrooms screen, which proves he knows how to use electronics, domain B1. Fernando also
used the projector to play a video of Jaime Espinal discussing institutional racism. While
watching and reading the article, one of Fernandos students asked De adonde salieron esos

1
2

A Puerto Rican term used to describe events, where people drink and socialize.
Pelo malo means bad hair in English.

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datos?3 Fernandos students are critical thinkers. He answered this question by stating that these
are historical facts, so numbers are not needed.
Fernandos teaching style is authoritative because he has a serious demeanor, yet his
students still participate willingly and emphatically. Fernando hilariously said, Recuerden las
cosas que le dijeron papi y mami4, dont talk when others are speaking, be respectful.
Fernandos students laugh at his jokes and have a good time in class. In my opinion, this is
Fernandos strongest quality as a teacher. His ability to impose order effortlessly, while
paradoxically fostering a warm and welcoming classroom environment. This is a quality of his I
greatly respect, admire and wish I could possess myself, someday.
Pertaining to domain A3, Fernando has a loud voice and his diction makes his words easy
to understand. Besides this, Fernando does a great job of managing typical classroom procedures.
When students are silent and do not want to volunteer, Fernando calls on them to read. When
students read in a barely audible voice, Fernando tells them to raise their voices using subtle
hand gestures. He asks students, Who would like to keep reading? and whenever they
mispronounce a word, Fernando repeats it. In other words, Fernando is great at managing typical
classroom procedures.
Referring to domain C2, Fernando asks to see if students clearly understand the material.
He does this frequently, which proves he constantly analyzes his own effectiveness in
promoting learning and development (REFERENCE DOCUMENT FOR GTA
OBSERVATIONS). After discussing the article, Fernando divided his students into two groups.
Fernando organized the debate by having two students which represented each group play Rock,
Paper, Scissors, the winner would get to choose whether their group would argue in favor or
against having athletes discuss institutional racism. I liked this idea, because it lightens the mood

3
4

Spanish. Translate to: Where did that data come from?

Spanish. Translates to: Remember the things mommy and daddy said.

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and helps students have fun, which pertains to domain A3. Fernando also played music during
the group discussion session to lighten their moods.
While assigned to their groups, students were all comfortable enough to share stories of
how they had personally suffered from racism in Puerto Rico. One of the students even talked
about how parents reject their sons girlfriends because of their social standing and color of skin.
I heard many students talking about how athletes should help concientizar5 the public on these
racial issues. One of the most amazing moments during the observation, was witnessing how
Fernando was able to listen to both groups discuss their strategies, while paying attention
elsewhere. While discussing their tactics for the debate, a student shouted Fen! and like
lighting, Fernando responded racism in the island!
To contribute to the positive energy in the classroom, Fen puts music on during his
students brainstorming sessions. During the debate students were so comfortable that they
pretended they were in a Street Fighter video game, and pulled some kung fu and martial arts
stances, evidence of domain A3.
While debating, one of Fernandos students asked, En Ingls o Espaol? and Fernando
answered, Preferably in English, but you can use Spanish. He is implementing translanguaging
in the classroom, which refers to domain B1, using and applying language acquisition strategies.
Fernandos students are incredibly intelligent and I believe the activity encouraged them to be
activists. His students created fantastic arguments, they were well-trained and used various
rhetorical strategies, they also recognized each others logical fallacies. As far as the debate
progressed, Fernando allowed himself to judge the results, yet I believe he should have picked a
population of students to judge the debate. In my opinion, the students who argued against had
more powerful arguments and dominated the debate. Yet Fernando chose the students who

5

To make conscious. To enlighten.

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argued in favor of having athletes discuss institutional racism, because I believe he already
identified with this perspective beforehand.
At the end of class, Fernando announced their homework assignment loudly, Si no hay
dudas ni hay preguntas6 have a good weekend. Fernando had already written down the
homework assignment clearly on the whiteboard behind him. Here he is managing typical
classroom procedures, while effectively communicating important information to his students,
domains B2 and B3.
To finish, pertaining to domain D1, Fernando does dress professionally for his classes.
He does maintain professional relationships with his colleagues, D2, especially with his
coworkers at the English Writing Center. In terms of professional development, Fernando is a
multi-talented individual. Fernando writes and publishes books of poetry. He directs and writes
his own short films. He is also a photographer. Fernando has collaborated with the Popular
Culture Students Association (PCSA), HerCampus and the organization Siempre Vivas.
What can I learn from Fernando? I learned to give my students more time to prepare their
debates. To structure debates with leaders to represent groups. That debates can be created with
many different topics, which one would not think are necessarily debatable. I also learned how to
be strict, while fostering a positive environment.
Works Cited
Pratt, Ellen, et. al. INGL 6996: University Teaching Development First Semester 20162017. pp. 1-28.

Spanish. If there are no doubts or questions

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REFERENCE DOCUMENT FOR GTA OBSERVATIONS

Department of English - UPRM

Name: Fernando E. E. Correa

Class: INGL 3103

Observer: Alan Valle Monagas

Date: October 10, 2016

Time Class Started: 11:30

Time Class Ended: 12:20

Sec. 053
Room: CH-319

Number of students enrolled: 23

Number of students absent: 3

Number of students attending: 20

Number of students late or left early:

Directions: Respond to each of the following statements with one of the following:
Y= Observed Behavior, N= Not Observed Behavior, NA= Not Applicable.
Add comments to clarify, expand, or explain.
Statements
Organization

Y, N, or
NA

Comments

3. Stated the purpose and objectives of

the class session.
4. Presented a brief preliminary overview
of the content.
5. Made explicit the relationship
between today's and the previous
class session.
6. Defined new terms, concepts and
principles.
7. Summarized main points.

8. Identified what s/he considered

important.
9. Utilized a variety of instructional
strategies during the class session.
Content and Clarity

1. Took class attendance.

2. Was well prepared for the class.

10. Arranged and discussed the content in

a systematic and organized fashion.

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11. Asked questions periodically.

12. Presented clear and simple examples

to clarify very abstract and difficult
ideas.
13. Used alternate explanations when
necessary.
14. Explicitly stated the relationships
among various ideas.
15. Periodically summarized the most
important ideas.
16. Slowed the word flow when ideas
were complex and difficult.
17. Related the day's material to
upcoming sessions.
Media Usage

18. Writing on board/overhead/slides was

legible.
19. Information presented on
board/overhead/slides was organized
and easy to follow.
20. The AV-materials used added to the
students' comprehension of the
concept(s) being taught.
21. The AV-materials were handled
competently (e.g., the instructor did
not walk in front of the image for
overhead or slide projector; the
instructor spoke to the class, not the
screen or board; etc.).
Questions
22. Asked questions to see what the
students knew about the topic.
23. Addressed questions to individual
students as well as the group at large.
24. Used questions to gain students'
attention.
25. Paused after all questions to allow
students time to think of an answer.
26. Asked probing questions if a student's
answer was incomplete or superficial.
27. Repeated answers when necessary so
the entire class could hear.
28. Received student questions politely
and enthusiastically.
Interaction
29. Addressed students by name.

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30. Praised students for good ideas.

31. Established and maintained extensive

eye contact with the class.
32. Listened carefully to student
comments and questions.
33. Provided appropriate feedback.

34. Noted and responded to signs of

puzzlement, boredom, curiosity, etc.
35. Encouraged student questions,
comments, and discussion.
36. Tolerant of other viewpoints.

37. Displayed interest and concern for

his/her quality of teaching.
38. Talked with students after class.

49. Displayed respect for the students.

50. Was friendly with students, and easy

to talk to.
51. Used humor at appropriate times.

52. Students were free to interrupt at any

time.
53. Provided a warm classroom
environment.
54. Displayed confidence in self and what
s/he was doing.

Delivery and Style

39. Voice could be easily heard.
40. Voice was raised or lowered for variety
and emphasis.
41. Speech was neither too formal nor too
casual.
42. Rate of speech was neither too fast
nor too slow.
43. Varied the pace of the class to keep
students alert.
44. Spoke at a rate which allowed
students time to take notes.
45. Spoke in English with the students.
Rapport, and Enthusiasm
46. Spoke expressively or emphatically.
47. Used appropriate body movement,
gestures, and facial expressions.
48. Extemporaneous delivery of material.

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Additional Comments:
Wu-Tang is forever!








* Adapted by Dr. Gayle Griggs from material in Improving Your Lectures from the University of Illinois
at Urbana-Champaign; and from Teachers and Students, Center of Teaching Effectiveness at the
University of Texas at Austin.