¢ SIDE —TESOL Certificate Programs ucRIVERSID ur [ Werre THe, s Observation Notebook EXTENSION Observation Notebook Observation Report Form Name of Observer_Andrew Cheong Observation # Date] Gbseraion Class ‘Skill/Content [bevel Teacher OSG a a Reading | Intermediate | Hank Mantell Writing | Writing 621 pis Uncle the URL if the class was online ECTIVES ACCORDING TO THE OBSERVATION GUIDELIN ‘(OBSERVE THE TEACHER'S TEACHING METHOD \NALYZE THE ENVIRONMENT THAT TEACHER CREATES IN THE CLASS JOBSERVE THE INTERACTION BETWEEN THE TEACHER AND STUDENTS “po ‘Notes while observing: gh a Teacher states the “te at the sar of clap/states plans and priorities and wat ivis x expected e Bane Teacher asks comprehensive weer to the class SN ‘Teacher have the students correct each other when a student answers incorrectly” ° oo Teacher gives limited assistance so the students can correct their own mistakes icher teaches the class in a controlled quiet environment, 5 oe firs half ofthe class was teacher-centered teaching. ONC. 40S Fic tine Cunaeh sis ® The chairs and desks are on wheels and there’s space in the room to move around ane Odouty? Teacher gives out worksheets and puts examples on the board = WRF Wat For the second half of the class, it was the whole class participation. It Was controlled but the teacher allowed the students shout out the answers Teacher demonstrates the example on the board Teacher slowly gives information as the class proceeds along the example Teacher offers outside resources such as guidebooks and where to find them Teacher employs partner work for classwork/homework corrections Teacher doesn’t give out answers but rather offers to teach the students how to get the | answers goer Soceriale™ Nie & on Teacher gives out handout guides ech qc : Teacher speaks witha clear voice and demonaretes with smallsa but eeoems body language Last Updated: 10/11/2016 2:29 PM. =“TESOL Certificate Programs RIVERSIDE Observation Notebook EXTENSION eacher goes around helping students with questions Students seem to be ai itive with whole class participation but are passive otherwise Teacher provides abu * ™ indant examples on the board What did you tearn about teaching or learning from this lesson as it relates to the theory you have studied in your TESOL classes? Include at least one reference (with an in-text citation) to support your response. (250-500 words) In this ‘observation, | mainly focused on how the teacher's teaching method, the environment he creates, and the interactions that occur between students, I did get atimpse “(eons plan looked like. I observed an intermediate readingAvriting class for about an i he students w were a few from Middle Eastern countries. ere mainly from China and Japan but the ‘Throughout his lesson, the teacher emy iployed the use of teacherventered teaching and studentventered teaching. He focused, |, however, more so on teacher centered teaching ‘than student centered teaching, The questions that he asks were always comprehensive uestions as opposed to just simply asking if the students understood. Although he was used more teacher centered teaching, he and students were active in that he Participation among the students. He used the board for a lot of the examp]éS) . their previous homework and asked the students to make corrections, That W. ok rr able jo get the students to speak and ask questions in English, simulating real-world -Gor r Qections. Asking the students questions would prompt the students to “produce language (Kaewchawee, 2013, p. 60). sncON performing communicative activities in various situations” During the second half of the class, the teacher encouraged the students to work in pairs ,, 10 correct their homework, thereby employing student centered teaching. As the students ‘worked in pairs, the class became a little more active and lively. The teacher would stand pa ; “ by and offer assistance every now and then, but he would never tell the students the \: Oe answer, instead offering to help them figure out how to get the answers. The students obo ‘seemed more comfortable discussing their problems with each other rather than asking questions with the class listening, ok Cy, _ Kaewchawee, P. (2013). The Effectiveness of Multimedia-based Instruction in ¢ wv ~ Developing Sixth Grade Students’ English Ability. Retrieved from Institutional go Repository. (http://ir.swu.ac.th/xmlui/handle/123456789/4 1 14), Last Updated: 10/11/2016 2:29 PMTESOL Certificate Programs Rubric for Written Assignments V2 stentnane:_ nied Cheong a Assignment: — Dos. Deput uCRIVERSIDE EXTENSION Instructor Names__ Sara B. Trem 0 — No relevant evidence 1 = Ersreds Expeciations— Content ‘The assignment was not submitted, or the submitted assignment was not relevant to the task at hand, examples/details, may be ‘obscure or missing. When required, outside evidence ‘may be missing or may fail integrated, When req outside evidence may ial oF may n support claims, 3= Mees Bapecatons ‘Ideas are developed, and examples! details are id | clear, and enga supports claims. paper to support claims organized or formatted in an appropriate or effective way given the task at hand. requirements for APA format, and may not meet basic requirements for word count, spacing, ete. The organization effective for the task, The organization is effective, | The organization is highly the task. The effective for the task. fully and clear and tions and connectors are used er follows Usage & Mechanics The assignment was not submitted, or the submitted assignment was not relevant to the task at hand. Linguistic features of the ing (syntax, usage, form, tone/register, and/or interfere not professional or academic. etc.) are somewhat effect ‘The errors may be professional or academic. c features of the inguistic Features ofthe writing 8 (syntax, usage, word | (ayntax, usage, word form, tone’ register, toneltegister, spelling, 3, punctuation, } capitalization, punctuation, ete.) sic.) are effective. There are highly effective. There are no may be afew errors, but they. apparent erors, The wri very professional and academic, éu RIVERSIDE TESOL Certificate Programs icy Rubric for Written Assignments V2 EXTENSION — : ; sha rept. dh Ande, po hae few sing ports to Ws Opcen tg i cic veohecpon wal agate, Wakes an inypelant cr 7 T ered ancl S- Cenkeree teaclweg duc ad cacy tate exctahans in KPA (cht get bar i si i Ge I" aS, [fowever, foo ; fo dels wl Your os Hand book) and 1 fake More dletaled and organic ates, (again, sce We godelnes). roo Sfack] Grading Seale: 12.0~11.0 points = A 10.5 —9.5 points = B 9-8 points =C 15 -é5yomsep Below 6= F LetterGrade;__