Observation Task (JARDÍN CODESA)

Profesorado Superior de Lenguas Vivas – Salta
Práctica Docente III: Práctica y Residencia en el Nivel Inicial y Primario

MICAELA TUÑÓN 3° “B”
OBSERVATION TASK
Class Profile
1. School: Colegio N° 8018 CODESA
2. Teacher: Prof. Raúl Quipildor
3. Class: 5 “B”
4. Number of children: 15
Girls:7 Boys:8
5. Age of children: 4/5
6. When did they start learning English?
They started last year in pre-kindergarten
7. Level: beginner
8. Number of English lessons per week: 2 lessons (of 40min each)
9. Number of teachers they have had so far: 1 (the actual teacher)
10. Coursebook: “Cookie and friends” Vanessa Reilly. Oxford
11. Usual seating arrangement: sit round in tables (3 tables, 5 students per
table)
OBSERVATION TASK
1st Week: The teacher action zone
April 16th, 2019

The teacher action zone
In this lesson the T succeeded in involving all the students, especially at the
beginning when they worked with a review of colors and numbers. The teacher’s action
zone was literally everywhere because even though he started the class at the front
of the classroom he was constantly moving and gave everyone an opportunity to
participate, even to the shiest ones.
Sometimes he asked the questions to the whole class in general and everybody
answered like a perfect choir. Yet, he also worked individually with Ss who
volunteered for different activities, such us a great magic trick with crayons, which
served as a tool for reviewing colors
Finally, I think the way in which the seating was arranged (round in tables) was
perfect for kids. Though sometimes it facilitated misbehaving, they are used to work
like this and it is a great way to develop social competences.
Giving instructions
During this lesson they worked with just one activity, at the beginning they played a
bit for reviewing vocabulary but there where no instructions.
OBSERVATION TASK
In today’s activity they had to paint a picture in the book. The T signaled the start of
the activity by asking for silence and showing the page of the book they were about
to work with. He used the target language in a very simple way, with short sentences,
logic and clarity, making eye-contact with the Ss and miming the necessary words so
they could understand. He did a good work because everybody understood and he
didn’t need to repeat the instructions. By the end of the class all Ss had finished so
the T could signal the end of the activity.
In my opinion the three elements which made it successful were the use of simple
language, short sentences and especially the mimes and gestures. But he should have
checked for understanding and maybe with a better tone of voice, it was a bit low.
Blackboard
The English teacher didn’t use the blackboard for his class but this is what was
already written on it.
April 17th,2019
The teacher action zone
OBSERVATION TASK
In this class the T again succeed in involving all the students because he knows how to
call their attention and also encourages everyone to participate. The questions were
asked for the whole group in general and they answered in group too. This time there
was not opportunity for volunteers because there weren’t individual questions.
I still think that the seating is the accurate for this group, it facilitates the group
dynamic.
Giving instructions
Today they worked with the book again, they had to draw and paint balloons. The T
signaled the start of the activity, he used the target language for explaining what to
do, with simple language and short sentences or just words like draw and paint. He
used a lot of mimes and body language, also he made eye-contact and has a good voice
tone. He didn’t need to explain the activity in a different way because when checking
for understanding everybody said they understood.
In my opinion, the elements that made it more successful were the mimes and body
language, they may not understand the words but with mimes they can get the
message. I would say that what made it less successful was that he couldn’t signal the
end of the activity because many Ss didn’t finish the activity.
Blackboard
OBSERVATION TASK
 Personal conclusions
The teacher action zone:
After these observations I learned a lot about the importance of involving all the
students and encouraging them to participate as much as possible. From now on I will
try to implement some strategies that the T used such us moving through the
classroom all the time and try to give the opportunity to participate to everybody.
Even though if their contributions have nothing to do with the English class, because
in this way we build up their confidence.
Giving instructions:
Personally, the most important factors are that Ss are paying attention to you in that
moment so signaling the start of the activity is very important. Also generating an
accurate atmosphere for explaining what the activity is about and that everybody can
hear. Thus, using a good tone of voice and making eye-contact with Ss is crucial.
After this week of observation, I will have into consideration for my practice period
with kindergarten level the use of simple language, as much transparent words as
possible, and also this idea of demonstration rather than explanation. It works very
well with kids; they don’t need to understand every single word the T is saying but
they copy what he demonstrated.
OBSERVATION TASK
2nd week: Classroom Dynamics
April 23rd, 2019

Classroom dynamics 1
Student: Fátima (5 years old)
After Activity in progress What is the student saying/doing? Is Comments and

he/she involved in the task? questions to discuss
with your mentor
5 mins Game (with a colored Participates in the game answering to
die) the question “What color is it?”
Explanation of the Chatting with friends while the T is
activity explaining the activity
Helps the T to deliver the material
needed for the act. (pencils)
10 mins Coloring a picture in Starts working but while chatting with Should we stop
the book friends the noise if it is in
Sings “happy birthday” with other Ss English?
in English (without reason)
15 mins Coloring a picture in Stops working, now she is just chatting
the book with her classmates and keeps singing
another song
Stands up to sharpen her pencil
20 mins Coloring a picture in Comes back to her sit but keeps
the book chatting
25 mins Coloring a picture in Comes back to work but can’t stop
the book chatting
30 mins Coloring a picture in Keeps coloring the book now whistling
the book
35 mins Coloring a picture in Keeps coloring the book in silence
the book
40 mins Coloring a picture in Finishes just in time
the book
OBSERVATION TASK
If I had to established a percentage of classroom time in which Fatima spent

concentrating in her work, I would say 20%. She is a very good student and knows a
lot of English, she enjoys using the language but she doesn’t like painting. From my
point of view the coloring activity is okay but not for the 40 minutes of class, not all
students enjoy painting, some of them prefer another kind of activities.
100%
Concentration (percent)
75%
50%
25%
5 10 15 20 25 30 35 40
Time (minutes)
At the beginning of the class Fátima was very concentrated in the lesson, she
participated in the game and offered as a volunteer for helping the T with the
material. Then, as the minutes passed, she started losing concentration, she
preferred to chat with her friends or sing with the rest of the class, near half of the
class she was not working at all. Almost by the end of the class, during the last 10
minutes, she came back to work because she knew she had to finish and got to finish
with the task just in time.
Giving Instructions
As always, the teacher signaled the start of the activity and the end of it because
everyone finished. This time they had to color (again) but they had to follow the
pattern which was given by the book. The T used English for giving instructions, with
logic and clarity. He also used short sentences and body language to explain plus the
book as visual aid.
OBSERVATION TASK
For me what made it more successful this time were use of body language and the
book as visual aid so they could understand the pattern of colors they had to follow.
I think maybe demonstrating the first part, coloring with them the first two pictures
could have made it even more successful but it looked as everybody understood what
to do.
Blackboard
already written on it
April 24th, 2019

Student: Luca (5 years old)
After Activity in progress What is the student saying/doing? Is Comments and

he/she involved in the task? questions to discuss
with your mentor
5 mins Explanation of the Listen to the T
activity
10 mins Working with a song Looking for the colors he needs
from the book Asks the T if what he’s doing it’s okay
15 mins Coloring in the book Works in the task
20 mins Coloring in the book Works in the task
OBSERVATION TASK
25 mins Waiting for the T to Whistling the new song

check his work He is done and wants the T to check
his work
Waits for the T in his sit
30 mins Coloring in the book Starts working in the new activity
35 mins Coloring in the book Keeps working with the new activity
40 mins Coloring in the book He finishes with this task too He is kind of the
“perfect” student
This student was concentrated an 80% of classroom time in his work, and he not only
managed to finish with the task of the day but also finished an extra task that the T
assigned to him. He is very quiet and prefers to work on his own, I think that is why
he don’t accept distractions while working on a task.
100%
75%
Concentration (percent)
50%
25%
5 10 15 20 25 30 35 40 45
Time (minutes)
Luca is one of those Ss who likes start and finish with an activity as quickly as
possible. From beginning to end he was considerably concentrated in the lesson.
Sometimes he was a bit less engaged with the activity because a classmate asked
something and he answered but he seemed very enthusiastic and he wanted to finish.
Then, he kept working in other activity, also was noticeable that he really enjoyed
painting and he did it as neat as possible.
Giving instructions
OBSERVATION TASK
Again, today they had just one activity from the book which consisted of painting
balloons according to a song. The T signaled the start of the activity, he used the
book as a visual aid and gave the instructions in the target language using simple
language, short sentences and demonstrating how to do it. This time he checked for
understanding and had a positive answer.
In my opinion the elements which made this moment successful were the
demonstration rather than explanation, using mimes and gestures and also the
checking for understanding. The only thing that made the activity less successful was
not signaling the end of it, this happened because many Ss couldn’t finish the task.
Blackboard
Classroom dynamics
These observations let me realize that not all the students work and learn in the
same way, they are all different. As a T I should do my best in order to be dynamic
and have short and different activities so as to maintain the attention of the Ss.
Giving instructions
After the observations of this week I will add the importance of giving instructions in
the target language, children need all as much input as possible and they won’t have it
OBSERVATION TASK
anywhere else. Thus, I will try to incorporate this into my own teaching, sometimes it
may be difficult but is an incredible input and if we include the accurate mimes and
body language Ss will get the message.
OBSERVATION TASK
Week 3: Wait-time and Pacing
May 7th, 2019

Wait-time
Teacher’s question Length of wait Student’s response

time
What number is this? 1” One/ two/ three/four/five/ six
(right answer)
What color is this? 1” Pink/ red/ green/ blue/ light
blue/purple (right answer)
Do you like puzzles? 2” Sii!
The average wait-time was 1 second. What really surprised me was students’
quickness to answer the T’s questions. It was noticeable that they had acquired the
vocabulary successfully.
Pacing
This lesson started with a reviewing of colors and numbers, in my opinion it finished
too early because all students were paying attention and they were eager to
participate.
However, after this they worked with a puzzle from the book which really called their
attention, they where all working in a very enthusiastic way because they had to cut
and paste. I think they really enjoy doing something different from painting, that’s
why they were so engaged with the task.
Though, not everybody finished and the activity lasted for a long time, they didn’t
become bored, they really enjoyed it.
Giving instructions
In this class the T, as always, signaled the beginning of the task, which consisted of
solving a puzzle. He used the book as a visual aid for indicating which pieces they had
to cut and then paste. He explained the activity using English, short sentences, a good
voice tone, eye-contact and the most important element, which actually made it
successful, the mimes and body language.
This time I think this step couldn’t have been more successful, they all understood
what they had to do and started working right away.
OBSERVATION TASK
Blackboard
May 8th, 2019

Wait-time
Teacher’s question Length of wait Student’s response

time
What number is this? 1” One/ two/ three/four/five/ six
(right answer)
What color is this? 1” Pink/ red/ green/ blue/ light
blue/purple (right answer)
Do you like stories? 1” Sii!
Who is here? 1” Lulu/ Cookie/ Denzel
Again, the average wait-time was 1 second and it keeps calling my attention student’s
quickness to answer the questions.
Pacing
Today they had a time for story telling which we all enjoyed. The story was told in
English from beginning to end but in the middle the T asked some questions in Spanish
so as to make sure that they were understanding the story. As pacing is concerned, I
think this activity finished just at the right time, before the student’s attention
begins to fade.
OBSERVATION TASK
After the story, they worked with the book. The task consisted of drawing something
that has to do with the story they have listened. During this activity Ss relaxed a bit
and spent the rest of the class drawing and coloring. Some of them could finish and
were playing but some others couldn’t finish it.
Giving instructions
As usual, the T gave the instructions using the target language, using body language
and using the book as a visual aid for explaining in which page they had to draw. It
was necessary to repeat the instructions because some of them didn’t understand the
activity but he did in Spanish. There was signaling for the end of the activity but
some of them couldn’t finish and the T told them they will complete the activity next
class.
Blackboard
Wait- time and Pacing
After this week of observation, I conclude that wait-time and pacing are very
important factors to take into consideration. The wait-time was okay, the kids
answered in a very quickly way. They worked fast, I think the T devotes too
much time for painting, they could do many other activities, have a more
dynamic lesson. I don´t think wait-time interferes with the dynamic, the T
must give Ss enough time for answering on their own but that doesn’t mean not
changing activities.
OBSERVATION TASK
As far as pacing is considered it was okay, as I explained before, the kids

worked fast, they have a lot of energy and are eager to work, sometimes I
feel they get bored when painting and want to another kind of activity.
Personally, I don’t think a rapid pace means a good lesson, it depend on the
rhythm of the students, there may be groups which work faster than others.
Sometimes when trying to have a rapid pace and do many activities teachers
may reduce the wait-rime after questions, not letting Ss to think and answer
on their own, affecting their learning process.
To sum up, I am of the opinion of trying to follow a rapid pace so as to have
opportunity for developing many activities but also have into consideration Ss’
rhythm. Try not to pressure them too much.
Giving instructions
After this week I can say that I learned a lot about how to deliver
instructions, it might look easy but is a crucial point in the class and we have to
do it as perfect as possible. I will think carefully about how to do it and look
for transparent words and simple language so as not to confuse them, which
can easily happen, and ALWAYS use mimes and gestures, they are very
intelligent so they will understand.
Week 4: The use of the mother tongue

May 14th, 2019
The use of the mother tongue
Teacher’s mother tongue Students’ utterances in the mother

utterances tongue
No empiecen todavía Profe
Cada juguete tiene un color Qué hay que hacer profe?
Donde tengamos 1 pintamos con Así esta bien profe?
yellow
Presto atención Profe no hay purple
Cómo vamos a pintar entonces? Puedo sacar punta?
Giving instructions
Today this point of the lesson wasn’t as successful as other times, the teacher
was late today so in the hurry for explaining the activity he did it in Spanish.
They worked with and extra copy, not with the book. The task was a bit
OBSERVATION TASK
difficult to understand for the kids, many of them were confused and asked
the T individually. In this class the instructions were confusing and this
happened essentially because the T explained just once using a very long
sentence and no demonstration. The worst part was that even though he
explained it in the mother tongue, Ss didn’t get what they had to do.
Blackboard
May 15th, 2019

The use of the mother tongue
Teacher’s mother tongue Students’ utterances in the mother

utterances tongue
Escuchen chicos, presten atención Profe
aquí
Cada uno a su lugar Este va con este color?
Pinten el caminito también Así esta bien profe?
Profe puedo sacar punta?
Giving instructions
Today they worked with the book doing a matching activity and the colored it.
This time the instructions were in the target language but he used very long
sentences and difficult words so children were confused and they inferred
they had to match but they didn’t understand that each picture has a specific
color and they just used the colors they wanted to use. Many students asked
OBSERVATION TASK
the T individually what they had to do and some others did what they
understood even though it was wrong.
Blackboard
The use of the mother tongue and giving instructions
From the very beginning I was surprised about the amount of English used in
the lesson, I thought that maybe because they were too little the T will give
instructions in Spanish but he tried not to use the mother tongue. Especially
this week, there were times in which Spanish was necessary because children
didn’t understand and they started to get frustrated. I think that’s the only
moment in which the use of the mother tongue is justified, if the T had tried
in different ways to explain the task and they still don’t understand and loose
motivation, is preferable to use the mother tongue and make the instructions
clear.
As I already said this week was necessary for the T to use Spanish to save
time and make the instructions clear, but I think that if he had had enough
time, he could have tried different ways to explain the task. From this
experience I learned that using short sentences is crucial, especially at
kindergarten. They don’t understand very long utterances not even in the
mother tongue, I will try to use just single words an always bear in mind the
importance of body language.

Observation Task (JARDÍN CODESA)

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Profesorado Superior de Lenguas Vivas – Salta

Práctica Docente III: Práctica y Residencia en el Nivel Inicial y Primario

2. Teacher: Prof. Raúl Quipildor

5. Age of children: 4/5

6. When did they start learning English?

They started last year in pre-kindergarten

8. Number of English lessons per week: 2 lessons (of 40min each)

9. Number of teachers they have had so far: 1 (the actual teacher)

10. Coursebook: “Cookie and friends” Vanessa Reilly. Oxford

1st Week: The teacher action zone

April 16th, 2019

2nd week: Classroom Dynamics

April 23rd, 2019

Student: Fátima (5 years old)

After Activity in progress What is the student saying/doing? Is Comments and

If I had to established a percentage of classroom time in which Fatima spent

April 24th, 2019

Student: Luca (5 years old)

After Activity in progress What is the student saying/doing? Is Comments and

25 mins Waiting for the T to Whistling the new song

Week 3: Wait-time and Pacing

May 7th, 2019

Teacher’s question Length of wait Student’s response

May 8th, 2019

Teacher’s question Length of wait Student’s response

As far as pacing is considered it was okay, as I explained before, the kids

Week 4: The use of the mother tongue

Teacher’s mother tongue Students’ utterances in the mother

May 15th, 2019

Teacher’s mother tongue Students’ utterances in the mother

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