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TESOL Certificate Programs

Observation Notebook

TESOL Certificate Programs Observation Notebook

Observation Report Form Name of Observer Hsin-Yu (Teresa) Hsu

Observation # 01

Date

Observation

Class

Skill/Content

Level

Teacher

Environment*

6

th Oct,

Room 438 UCR

122

Listening &

100

Lloyd Balme

2016

Extension

Speaking

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

BY THE END OF THE LESSON, STUDENTS WILL BE ABLE TO

  • 1. COMPLETE THE REVIEW WORKSHEET FOR THE COMING UP SPEAKING QUIZ

  • 2. REFLECT ON PERSONAL INFORMATION TO INTRODUCE THEMSELVES

  • 3. INTERACT WITH PEERS FOR INTERVIEWING PERSONAL INFORMATION

  • 4. DELIVER THE CORRECT ADDRESS OF THEIR APARTMENT/HOUSE

  • 5. PARTICIPATE ACTIVELY IN THE MINGLE

Notes while observing

The environment

The instructor

The students

  • - instructor has

  • - announced to the class that this was a review lesson for

  • - one of the students never tried to do

arranged the seats with flags of

tomorrow’s quiz

homework because he

different countries

  • - there were pauses in between each instruction

had no ideas with the instruction on the

  • - cell phones

  • - weekly agenda

  • - (worksheet 1) the first few

worksheet

should be put in

instructions were given into

  • - (following above) he

the bags hanging

steps “First, you should…

didn’t ask for teacher’s

on the wall

Then you should…”

help, just gave up

were written on the whiteboard

  • - couples of minutes were given to complete the rest of worksheet

  • - (worksheet 1)some student could give personal information

Last Updated: 6/14/2017 1:44 AM

TESOL Certificate Programs

Observation Notebook

TESOL Certificate Programs Observation Notebook The environment The instructor The students - whistled a lot during
 

The environment

The instructor

The students

 
 
  • - whistled a lot during the activity

as examples immediately

  • - wandered around to check

  • - many students suffered

students’ work

from giving address

  • - warned the students if they cannot say their address

(they thought the building name was the

correctly in tomorrow’s

address)

quiz, they will receive a

  • - some students had no

zero

ideas with the name of

  • - provided more reminders

countries around the

for tomorrow’s quiz

world

  • - (worksheet 2) modeled with me for example of personal information on the worksheet

  • - (worksheet 2) there was a shy Arabic woman who only worked on the

  • - encouraged shy student to

worksheet with me

interact with other students

  • - some students were

  • - controlled discipline by looking at lazy students who only asked one peer for their personal and wandered for the rest of time

still asking their neighbor for the activity even the teacher has told them to stop

  • - alarmed the class by playing

Chinese opera songs

  • - told students the content covered in the mingle was what will be doing in tomorrow quiz

  • - briefly instructed

Last Updated: 6/14/2017 1:44 AM

TESOL Certificate Programs

Observation Notebook

TESOL Certificate Programs Observation Notebook What did you learn about teaching or learning from this lesson

What did you learn 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)

I believe that eliciting plays very important roles in language teaching, especially for

beginners. “This (eliciting) strategy helps a teacher to bring forward students’ idea and

extend and sustain discussion which Fisher (2005) considers to be an important function

of a teacher.” (Thomson, 2012) Since this lesson was a reviewing lesson for what was a

reviewing lesson, eliciting could be a very effective way for instructor to assess students’

outcome for what they learned this week. Some of the students in this class were able to

ask the correct questions and provide the correct answer about personal information as far

as the instructor leaded them to scan through the first worksheet in this class.

Tr.: Three ways to say “hello”.

S1: Good morning!

S2: Hi, how are you?

S3: Hello, how’s your day?

Tr.: How can you ask someone about his/her address?

S4: Where do you live? What is your address?

S5: Can you give me your address?

Tr.: How do you answer your address?

S2: The Palms.

Tr.: That’s not an address; The Palms is your building name.

The instructor found that only a few students could answer their address correctly, so he

explained again what is address and how can students get their information for their

Last Updated: 6/14/2017 1:44 AM

TESOL Certificate Programs

Observation Notebook

TESOL Certificate Programs Observation Notebook addresses. In my opinion, this was a very efficient way to

addresses. In my opinion, this was a very efficient way to check whether students did

learned how to provide personal information and greeting through eliciting. I also found

that eliciting in this lesson actually helped to improve the fluency of this lesson that

“…may help a learner’s language development as it could provide a more realistic

model of how an authentic conversation occurs. (Wells, 1986)

Reference

Thomson, N(2012). Eliciting.

Language Teaching Strategies and Techniques Used to

Support Students Learning in a Language other than Their Mother Tongue, P.9

Last Updated: 6/14/2017 1:44 AM