Observation Analysis

Such a rewarding experience, to watch two experienced teachers in the ASU

classes. I would like to share my own points of view according to what we’ve
studied through the last 3 courses. Talking about similarities, both teachers started
their lesson with warm-up activity to help students remember what they know then
direct their attention at an appropriate target except that Karen did it to help
students stimulate the recall of prior knowledge then build on it. They also
presented their objectives to the students by writing them down on the board to
give the students a sense of control when they achieve these objectives.
Furthermore, they used teacher talk and kept things conversational in the
presentation stage through talking to students and getting students themselves to
talk clearly, carefully and with attention to details.

Turning to differences, Nancy wasted time asking students about their names and
organizing the seating in the classroom while Karen knew their names very well
the matter that helped her communicate well with students. On the other hand,
Nancy had an independent practice that allows students to think on their feet as
well as use the information they’ve already learned while Karen depended on
guided practices as the activities were structured to break down more difficult
tasks. Karen preferred the guided practices to ask a variety of students to contribute
through questions and answers or even by beginning a sentence and prompting
students to finish it. On the other hand, Nancy preferred independent practice
through allowing students to practice their language production while she walks
around checking on students to ensure that they understand the directions.

For the approaches used, Nancy used the audio-lingual approach. As she used
“Dialogues and memorization” technique to introduce grammar to get the students
speaking the language initially. The matter that helps students feel a sense of
accomplishment when they’re able to interact with other students using a dialogue
they’ve created on their own. On the other side, Karen used the Reading approach.
As she used “Guided Reading”. The matter that helps her show the students how to
break down passages into bite-size comprehensible chunks. She didn’t focus only
on reading but for academic contexts.
At the end of my analysis, I would announce preferring Nancy’s approach and
techniques as it helps the students acquire language faster and practice language
more in daily life situations.