Name : Tahseen Islam Shomi

ID: 21177003

Class Observation Report 2

Basic Information of the Class:

I had observed ENG 102 under Raisul Karim Chowdhury on 12 April,2022 at 9.30 am to
10.50 am. The total number of students in the class was 40, however only 09 students
participated in that particular class. Most of them were male students, and the students
participated actively. The level of the student proficiency was pre- intermediate and
intermediate

Summary of the Class:

The teacher started the class with a greeting to the students. The T asked the students about
the progress of their report writing and told them to submit their paper at the beginning of the.
Students presented their paper as well, though it was a draft of the final paper. Sir wanted so
that he could know where his students needed improvement. After that, T instructed the
students to sit group-wise and rearranged their chairs in circle positions to see each other to
discuss the paper. The T drew a diagram on the whiteboard, and it would help the students
comprehend what they would be going to do. Some of the students were absent-minded. The T
called them by their name to draw their attention. Many students did not understand because
either they had missed the previous class or were inattentive in the class. For these reasons, Sir
provided lectures in the last class and again showed the data log. After opening the data log, T
discussed each point, such as methodology, background, et cetera.
Furthermore, the T instructed the students to write down important points so that they might not
forget in the future. After completing each point, Sir asked the students, " Do you get my point?
"After that, sir told some casual talk, which helped the students be easy and focus on their
work. Then, sir provided some information about how to choose the topics. Then sir showed
topics on the slides and told the groups to pick up the topics within three minutes. After each
group chose their topic, the T told them to find probable causes and solutions. Sir also told them
to use modal verbs, and the T also wrote down some modal verbs such as
May/Might/Possibly/Perhaps. After that, the T gave 10 minutes to the students to write down the
hypothesis. During these ten minutes, sir went to each group, asked them if they had any
questions, and sir provided an answer to who asked him. In this way, sir monitored all the
groups and fed them feedback. The T tried to communicate with everyone. From time to time,
the t told all the groups to talk in English; after That, sir checked the Hypothesis of each group
and provided feedback.
The teacher used the whiteboard and bux(audio-visual, online materials from BUX). He was
using the whiteboard to draw the diagram. During the lectures, he asked questions to the
students, and students tried their best to give answers. Due to his friendly behavior, students
also asked relevant questions to the teacher. The class environment was pleasant and
enjoyable. The teacher did a great job of engaging all the students in a friendly way. It was also
noticeable that he helped students generate ideas who were absent-minded. The teacher
Even, students were also allowed to use their cell phones to research the topic. On top of that,
throughout the class, sometimes the teacher claps to draw the students' attention.
Through this class, students will improve their writing skills and speaking skills.

Learning points:
Throughout the class, I have observed some learning points, and they are discussed below:
1. CLT: Through learner interaction, communicative language teaching (CLT) strives to achieve
communicative rather than linguistic competence. In this class, the teacher constantly interacts
with the students in the English language rather than checking their linguistic competence.
2. TBLT: TBLT is an acronym for Task-Based Language Teaching. It's a theoretical and
practical framework for teaching second or foreign languages. It has gotten a lot of attention
from researchers and teachers during the last few decades. The approach of Task-Based
Language Teaching is predominantly student-centered. It is based on the Communicative
Approach, but it has evolved into its own set of ideas. For example: the group work in the class.
Through this group work, students will develop their English writing skills and speaking skills.
3. Input Hypothesis: Second language learners, according to the input hypothesis, require
comprehensible input, represented by i+1, to progress from their current level of acquisition; I
represented students' current level of acquisition, i+1 is represented their progress. The input
hypothesis comprises a structure "a little beyond" the language learner's current understanding.
Understanding being defined as the understanding of meaning rather than the understanding of
form. For example: During the group work, the teacher told them to discuss in English. This
discussion helped them to understand other ideas, and also, they can talk in English; as a
result, they may use new vocabulary or new grammar rules. Sometimes it can also be seen
that students know the vocabulary or new structure but could not get a chance to use it; in this
way, they can use it. In other ways, one student might learn a new word or sentence structure
from their groupmate, which increases their level, which is i+1.
4. Classroom Management: The authoritative classroom management style balances teacher
authority and student participation. Students are encouraged to participate and collaborate in
this type of classroom while also adhering to the regulations. The structure is present, but it
does not trump student autonomy. The teacher values student comments and input on how they
feel about their learning environment, as well as suggestions on how to improve it.

5. PPP: (Practice, presentation, and production) this method is also being applied in the
classroom although Practice and output. For example: through group work, Students were
being practiced and produced how to write the Hypothesis.

6. Students Management: The teacher managed the classroom strategically and tactfully. The
teacher was jolly-minded. As a result, some irrelevant conversations happened between
teacher and Students, it also helped all the students laugh, and at the same time, it removed the
boredom from the classroom.
5. Inductive method: In the previous class, the T told the students what they would do in this
class. The inductive method is before the beginning, and the T tells the students what they will
teach in the class.
6. Managing group work: HOW to manage group work, how to provide feedback to each group
member.

My reflection to the class:

It was an interactive class. The teacher helped all the students to understand the topics. It is
crucial to do some fun activities related to the topic to keep the student's attention, and a
teacher should be friendly and authoritative at the same time to conduct the class effectively.

References:

1.The Communicative Language Approach in ESL Education. (2021, 4 august). University of

Louisiana Monroe Online. Geraadpleegd op 1 april 2022, van
https://online.ulm.edu/articles/education/communicative-language-approach-in-esl.aspx

2.Chiaro, C. (2021, 14 mei). Exploring Classroom Management Styles. TeachHUB. 1 april 2022,
https://www.teachhub.com/classroom-management/2021/05/exploring-classroom-management-
styles/

3.Gollin, J. (1998). Deductive vs. inductive language learning. ELT Journal, 52(1), 88–89.
https://doi.org/10.1093/elt/52.1.88

4.E.Schütz, R. (2019, October). Stephen Krashen’s Theory of Second Language Acquisition.

Google. https://www.sk.com.br/sk-krash-english.html