Teaching Practice Task 3: Peer Observation

Program link: This task is associated to the guidelines of the course EPC 3403
Practicum 3a (Course
Learning Outcome positive environment, 4 considering individual differences and 5
timing)

Objective: You will identify good teaching and learning strategies. You will note
teaching strategies that your peer used that you consider very useful and you would
want to use. This strategy can deal with the use of materials and technology, the
review of prior learning, the motivation of the children, the presentation of the
materials, the appropriateness of the practice activities, classroom management
strategies, timing strategies, reviewing the lesson, general assessment of the learning.
You should observe for 20 minutes.

Subject and level: English grade 1 Date: October 31, 2017

Length of observation: one period 45 minutes Number of students: 20
Your Name: Alyaa Naser Peers Name: Walaa

Teaching characteristic Comments

1. Organization She prepared the materials on the tables. The materials

Appropriate organization of content. Planning the use of
resources and materials.
are piece of papers include statement about what they
liked in the book they read. She prepared the question
cards on the teacher's desk to use them to discuss about
the information of the baby turtle book.

I noticed that she taught the lesson's opening, core and

closing and she assessed the students to check for their
learning. She introduced the lesson and provided the
activities and did an assessment of the lesson

2. Presentation She introduced the lesson using T-chart graphic organizer

Clear introduction, continuity with other sessions and
students knowledge. Clarity of aims and objectives.
Clarity of presentation and organization. Appropriate pace
and timing. Attempts to respond to student needs.
Attitude to students (manner, style). Summary and
reference to future work.
to represent the difference between the mother and the
baby turtle. She described what the difference between
them by showing pictures and real mother turtle. She
spent about 5 minutes during the opening, 30 minutes
during the core and about 5 minutes to do the assessment
and end the lesson.

She asked questions about the turtle book to discuss

about the turtle cycle with the students. That's to let
participate and share what they know about the turtle
with their classmates.

She used classroom management strategies to make the

students focus with her while she read the book e.g. she
used the clapping strategy to make the students focused.
3. Teaching approach and aids
Choice of teaching/learning approach and its relevance to
learner group. Methods used to check/evaluate learning.
Choice and use of teaching activities. Effective use of
question and answer. Encouragement of student
interaction.
4. Student response
Level of participation. Level of attention and interest.
General class atmosphere.
5. General observations
She introduced the book by asking the students about the
cover page like concept of print questions. For example,
she asked about the picture they see and where is the title
and from where can we start reading it?
She chooses very appropriate teaching\ learning approach
that's fit with the learner's level in each group. She
checked the student's work and reinforces them positively
by giving them stickers. That's to engage them to learn
how to make a sentence which related with the book.
Also, she encouraged the students to answer various
questions about the book using box that has folded papers
with questions. She discussed about their answers and
gave them positive feedback about their ideas. If they
didn't understand some words, she translated in Arabic to
engage them.
They participated to put their pictures in the appropriate
column in T-chart diagram that fit with the mother and
baby turtle attributes.
They were so engaged and focused with her and they
show their interest about the baby and mother turtle.
The lesson was very interesting and the students were so
active to participate with my peer. She explained the
lesson using teaching methods that match with the
student's level of thinking.