Methodology for TESOL

Peer Observation Worksheet

Background Information Date: 31/5/2023

Course Name: Unit 7. VN and Level: Pre- Number of students: 32

international organizations intermediate

Description of Students: Grade 10 students, students are of mixed abilties and characteristics. Some
are eager to study while others are not engage in studying and almost never volunteer to answer.

Objectives:
1. Language knowledge & skills
Discuss and express opinions about a project and a programme that can be benefit their local area.
2. Competences
Be collaborative and supportive in pair work and team work
Develop communication skills and creativity
Develop presentation skills
3. Qualities
Understand more about programmes supported by international orgarnizations for community.

Skills focus / Grammar structure(s) / Vocabulary: Speaking

1 © 2021 by University of Maryland, Baltimore County. Peer Observation Sheet for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding
provided by the U.S. government and administered by FHI 360. This work is licensed under the
Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
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 Lesson

Time Procedure Notes

10 mins Too many teams  difficult to count points (only 5
Warm – up: 2 teams, T shows 5 logos of organizations logos but 5-6 teams)
(5s)  1 mem each group raises hands Punishment: not suitable for high school Ss
Losing team  Tiktok dance

7h48
Presentation

2
7h50-
Practice 1.Call 1-2 students to match and explain  not engage
1. Matching (questions& answers) all classes
2.Ss work in pairs and T calls 1 pairs to the board
2. Practise in pairs_ a type of information gap: 1 has ->Suggestions: Make the answers more open. The
the information about 1 Programme and have to ask objective is for Ss to be able to ask questions and
questions about the name, the focus, activities of answer correspondingly. Therefore, Ss can use the
his/ her partner’s programme. Students need each information from the reading text to practise ask-give
other’s information to complete the table. answers. To make it more intersting, we can organize it
in fluency cirle/ chain. After that, Ss come to the board
with the hints, and Ss have to make full questions and
find suitable in4 to answer.

3. Practise discussing the benefits of the programme in Divide Ss into A or B (in odd lines -> A; even lines 
group B). After that, ask Ss to raise hands to ensure that they
T gives expressions: I think…. Is important know they are Ss A or B.
Not teach some academic vocab such as “rehabitilation,
because…
medical support, …”
This project helps local people … The time is not enough for Ss to remember all the
expressions
In our group, … The in4 in the table is not easy for students to see
4. Wrap up &Hw  Printed handout
Ss have to practise immediately without practising with
teachers (I do- we you- you do)

Evaluation/Assessment

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 Reflection

Did the teacher use Communicative Language Teaching? What actions or activities did you
observe to support your answer?
The teacher dis use CLT in her teaching because I observe that she focuses on both developing
fluency and accuracy with a view to develop student’s ability to use English to communicate.
However, the way the activities are organized are not interesting enough to encourage the
majority of students to engage in.

How much were the students involved in and engaged with the lesson?
Despite the teacher’s careful preparation in terms of worksheet, videos and Powerpoint slides,
only students who are aware of their study involved in the lesson. Others, almost half of the
class, in discussion time or pair work, they gossip a lot instead of doing teacher’s tasks.

What did you notice about teacher talk time vs. student talk time?
Teacher talks a lot instead of providing student’s opportunity to raise their voice. Apart from
instructing and giving feedback, teacher is the only person who corrects the mistakes of students
and give correct answers for the tasks and explain. There are some who don’t even speak a single
word in English in class.

What was the warm up of the lesson?

The idea of the warmup is nice since it is successful in terms of activating students’ background
knowledge about International organization. However, the way the teacher divides the teams and
collects points, as well as punish students are not appropriate. If I were the teachers, I would
divide only 2 large teams to encourage teamwork and easier to count points. And for the losing
team, I would ask them to do something for fun, like standing in different poses in group.

How was the

Was there annew material presented?
evaluation?
Yes, but the teacher is the only person who evaluate, she doesn’t allow students to give
opinions and evaluate.

From thisthe
How did lesson, I have
learners understood
practice more
the new clearly about the need to prepare for the lessons, not
material?
only how the teacher will talk to students, the materials, but also the standby activities with
careful consideration about learner’s characteristics.

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Peer Observation Report
This lesson was taught by a newbie teacher so she was still stuck in the way to
make her classroom more learner-centered and engaging.
In terms of classroom environment, light and temperature was ensured, but the
seating was not arranged appropriately. Students seated in a table of 4 but the 2
first tables had only 2-3 students. It could be better if the teachers arrange the seats
of the students, maybe based on the characteristics and language abilities of the
students so they can all support each other.
With regard to student participation, motivation and interest, the majority of the
class are not engage at all, in fact they just come to class as a duty, not because
they love studying English with the teacher. Personally, I think that if the teachers
assign the roles to all the students to make sure that they must engage in, the
classroom participation might be improved greatly. For example, in pairs practise,
if the teacher only gives time for students to practise and call 1-2 pairs to the board
and only teacher gives feedback. Others below will hold the belief that teacher
won’t call me, or it’s not my job so I’m not going to listen. My suggestion would
be dividing the entire odd columns (column 1& 3) to be the conversation starters,
and enture even columns (2&4) be responder. Or else, teacher can ask all class
members to count numbers from 1 to the end. This makes sure that all the class
know their roles, and in feedback time, teacher can call randomly 2 numbers to
speak, and other 2 numbers have to listen and compare. This also apply to group
work, in which high level students often do most of the work. Teacher can assign
the roles: note-taker, reporter, time monitor, language monitor, or when teacher
calls a group, all members can answer instead of only 1-2 students. Furthermore,
the motivation and interest of students might be boosted even more if the teacher
amends the way the activity is organize and integrate more cooperative learning
structures. For example, when students read information from the text about
different programs for the disabled, teacher can organize using Jigsaw, in which
each member in group of 4 read information about 1 program, and form a new
group comprising 4 new members to share what they learn about the programs. Or
when they practise ask and give answers, they can stand in Fluency circles, in
which the 1st circle ask questions, and 2nd circle answers. These will definitely
make sure that all members can involve.

Regarding teacher talking time, only in doing the tasks can students use the
language. From directions to feedback, teacher was the person talk the most in
class. When instruct students, that is good since students understand what they
have to do, and also by using (CCQs) Concept checking questions, teacher makes
sure that all members know exactly what to do. The language used is basic enough
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for students to understand, but it would be better if teacher can make it become
clearer by use command verbs such as: Work in pairs, First, take the paper…. If I
were the teacher in this class, I would ask students to observe, listen and take notes
to give feedback to their friends, and I also remind them about the attitude when
giving feedbacks which should be sincere with the hope to contribute rather that
criticize. I think that I can also take advantage of some online platforms to aid,
such as Padlet, Mural, Mentimeter, in which students can give comments (both
with names or anonymous) and give grades, or vote, ….
What I appreciate most about the lesson is the sequence of the lesson. As speaking
is the production skills, and we need input to be able to speak. And in this lesson,
the teacher has made used of the reading text to give students general background
knowledge first. Then students are guided to discover the language might be used
to make questions about the focus, the activities of a program, and how to give
answers. Before students start sharing their opinions, they got to learn about the
structures to express opinions and choose a suitable program so teacher can
scaffold the students. One thing I would add is I will demonstrate with the students
first before letting them work in group. It bases on the Gradual Release Model: I
do- We do together- You do together- You do it alone and Scaffolding.
The teacher also makes good use of transitions between activities, as she use the
learnt language to lead in the controlled practice tasks. It could be even better if
teacher lets students know why certain tasks are important so students can be
aware of that and focus on studying.
One thing I will try to use in my classroom is the Tiktok dance in which the teacher
uses for the losing team. It would bring more fun to class, and bring students closer
when they dance together. However, I would call a large group consists of at least
10 students so they can feel more comfortable. Thanks to the experience of
observing a class of a novice teacher, I can see more challenges of a class, and the
difference between lesson plan and real classroom experience, so I can work out
solutions and have opportunity to reflect on what I’ve learnt in this module.