OLABISI ONABANJO UNIVERSITY

AGO-IWOYE OGUN STATE.

NAME: AMUBIKAUN AYOMIDE ABIODUN

MATRIC NUMBER: EDU/19/20/0397

DEPARTMENT: ASSED (ENGLISH

EDUCATION)

COURSE TITLE: POST TEACHING PRACTICE

EDUCATION

COURSE CODE: EDU 406

SUPERVISOR: PROF. JIBOWO

SCHOOL VISITED: THE INTERNATIONAL

SCHOOL OLABISI ONABANJO UNIVERSITY
 A. INTRODUCTION
My name is AMUBIKAUN AYOMIDE ABIODUN with Matric Number: EDU/19/20/0397. I
am a 400 level student at the Faculty of Education, Department of Arts and Social Sciences
Education. I carried out my observation at The International School Olabisi Onabanjo
University, Ago-Iwoye, where I thoroughly assessed two Teachers in persons of: Mrs.
Oluwadamilola Otuewu and Mr Tairu Abiodun.O. Both of them are English Language Teachers
but of different aspects.
I happened to be a Student-Teacher under the tutelage of Mrs. Oluwadamilola Otuewu who was
my Cooperating Teacher. She is always prepared for the class that she is to take and she teaches
extemporaneously. Her lesson notes are written not only on her lesson note but also on her head.
She appreciates corrections and goodness when done to her.

SCHOOL VISITED: THE INTERNATIONAL SCHOOL OLABISI ONABANJO

UNIVERSITY
Classroom Observation is the assessment method that provides the most direct data about the
instructor's act of teaching. This observation will include demography of the school and classes,
classroom teaching, use of instructional materials, students’ activities, teacher's personality and
classroom management.
On Thursday, 16th November, 2023, I visited The International School Olabisi Onabanjo
University. I seek permission from the school principal and the head of department of the school.
I was introduced to the teachers whom I observed, I introduced myself to the teachers and both
teachers granted me the permission to observe their class.

B. LESSON OBSERVATION:
(1) TEACHER’S NAME: MRS. OLUWADAMILOLA OTUEWU
SUBJECT TAKEN: ENGLISH STUDIES
TOPIC TAUGHT: STRUCTURE: MAKING A REQUESTS.
CLASS TAUGHT: JSS 2
TIME ENTERED CLASS: 8:10am
TIME LEFT CLASS: 8:40am
The class contained 26 students; 15 girls and 11 male students. English language is the
predominant mode for communication.

CLASSROOM MANAGEMENT
The class started with greetings from the students as the teacher enters the classroom; the teacher
responded, wrote the subject and date on the chalkboard. Before the new lesson (topic), the
teachers revise the previous lesson, asks students questions and they responded well to show that
the objective of the lesson has been achieved.
This gave the pupils some consistency. It enhanced much understanding and ensured a flow of
knowledge from one topic to another. Also, the teacher outlined the basic objectives of the
lesson. This helped them to understand the goals of the lesson right from the beginning, it also
ensured that they remained focused to the objectives of the lesson.
Using logical presentation (language clarity and correctness of expression), the teacher
introduced the new topic by writing on chalkboard and explaining from the concepts to other part
of the lesson. This is to achieve or accomplish the lesson objectives.

TEACHING METHODS AND APPROACH:

Mrs. Otuewu implemented a variety of teaching techniques to convey the concepts of making
requests:
 Role playing and Scenarios: The Teacher utilized role-playing activities where students
engaged in simulated scenarios, encouraging practical application of request-making
structures.
 Interactive Discussion: The Teacher encouraged students to express themselves by
initiating discussions on real-life situation, which foster an open environment for sharing
of opinions and ideas.

INSTRUCTIONAL MATERIALS
Instructional materials have been observed as a powerful strategy to bring about effective
teaching and learning. The importance of quality and adequate instructional materials in teaching
and learning can occur through their effective utilization during classroom teaching. Instructional
materials here include all the tools that the teachers use to make the learning more interesting and
memorable.

CHALLENGES:
Lack the availability of instructional materials: This is due to poor structure and finance of
educational sectors. Most available teaching aids are not properly use and it has little relevance
to the lesson. Also, the accessibility of materials to students is on a very low level, as majority of
the students has no access to the teaching aid.

CLASSROOM MANAGEMENT AND STUDENTS ACTIVITIES

The Student-Teacher observed a school of different classes, which has high level of class control
and disciplines. The Teacher was able to control the class before and after the lesson. This aid
the understanding of the students on the subject matters as they all listens while teaching.
Students were actively involved before and after the lesson. The teacher tried as much as
possible to engage the students by asking various questions relating to the objectives of the
lesson. The teacher also makes used of praises and rewards to encourage to students to perform
better. The class ended well, as the teachers allowed the students to ask various questions and
also gave assignment to engage the students after school.

AREAS OF IMPROVEMENT
1. The School Management should help by providing appropriate teaching aids that would
enhance the teaching process. Educational budget at all levels of government should be
increased so as to encourage the teachers to performer well and also create a suitable
learning environment for the learners and teachers.
2. The teacher needs to improve in the areas of the usage of instructional material or
teaching aid, this will help the students to gain more knowledge about the topic been
taught and also create a long lasting memory of the topic.
3. The teacher should work on the area of engaging the students in the teaching and learning
process (learning activities). This will help the students to be more active in class and
also create a level of effective assessment for the teacher.
CONCLUSION:
Mrs. Oluwadamilola Otuewu conducted an peffective lesson on making requests in JSS2
class structure. The use of diverse teaching methodologies, coupled with the teacher’s
engagement and expertise contributed to the students’ comprehension and active
participation.
 A. INTRODUCTION

My name is AMUBIKAUN AYOMIDE ABIODUN with Matric Number: EDU/19/20/0397. I

am a 400 level student at the Faculty of Education, Department of Arts and Social Sciences
Education. I carried out my observation at The International School Olabisi Onabanjo
University, Ago-Iwoye, where I thoroughly assessed two Teachers in persons of: Mrs.
Oluwadamilola Otuewu and Mr Tairu Abiodun.O. Both of them are English Language Teachers
but of different aspects.

The Observed lesson on vowel and consonant sounds in SS1 class was conducted by Mr. Tairu
Abiodun. The class focused on the segmentals of phonetics, aiming to familiarize students with
distinguishing and articulating vowel and consonant sounds.

SCHOOL VISITED: THE INTERNATIONAL SCHOOL OLABISI ONABANJO

UNIVERSITY

Classroom Observation is the assessment method that provides the most direct data about the
instructor's act of teaching. This observation will include demography of the school and classes,
classroom teaching, use of instructional materials, students’ activities, teacher's personality and
classroom management.

On Thursday, 16th November, 2023, I visited The International School Olabisi Onabanjo
University. I seek permission from the school principal and the head of department of the school.
I was introduced to the teachers whom I observed, I introduced myself to the teachers and both
teachers granted me the permission to observe their class.

B. LESSON OBSERVATION:

TEACHER’S NAME: MR. TAIRU ABIODUN.O.

SUBJECT TAKEN: ENGLISH LANGUAGE

TOPIC TAUGHT: VOWEL AND CONSONANT SOUNDS: SEGMENTALS

CLASS TAUGHT: SSS 1

TIME ENTERED CLASS: 10:45am

TIME LEFT CLASS: 10:15am

CLASSROOM MANAGEMENT

The class started with greetings from the students as the teacher enters the classroom; the teacher
responded, wrote the subject and date on the chalkboard. Before the new lesson (topic), the
teachers revise the previous lesson, asks students questions and they responded well to show that
the objective of the lesson has been achieved.

This gave the pupils some consistency. It enhanced much understanding and ensured a flow of
knowledge from one topic to another. Also, the teacher outlined the basic objectives of the
lesson. This helped them to understand the goals of the lesson right from the beginning, it also
ensured that they remained focused to the objectives of the lesson.

TEACHING METHODS AND APPROACH:

Mr. Tairu employed a multifaceted approach to engage students in understanding vowel and
consonant sounds. Utilizing a blend Auditory, Visual and kinesthetic methods, the teacher
incorporated.

 Auditory Tools: Use of audio clips, pronunciation exercises and group recitation to
emphasize the sounds’ nuances.
 Visual Aids: Visual Charts, diagrams, and videos are used to illustrate mouth position for
sound production, enhancing comprehension.
 Kinesthetic Learning Encouragement of students to practice mouth positions and sound
articulation, which promote hands-on learning.

TEACHER’S ENGAGEMENT AND INTERACTION:

Throughout the lesson, Mr. Tairu maintained a high level of engagement with the students. The
teacher encouraged participation of all the students, eliciting their responses and fostering a
supportive environment for students to express themselves.

STUDENTS’ INVOLVEMENT AND PARTICIPATION

Students appeared attentive and eager to participate in the activities. The majority of them
engaged actively in pronunciation exercises and demonstrated enthusiasm in practicing the
vowel and consonants sounds. Peer interactions during group exercises were observed as well,
which indicate learning among the students.

CHALLENGES:

1. Some students may find it challenging to accurately produce certain sounds due to the
differences in their native languages or their dialects.
2. Engaging the Students throughout the lesson might be challenging as well; particularly
when dealing with abstract concepts like phonetics. Some students might struggle to stay
focused during theoretical explanation.
3. Catering of various students’ preference in the classroom can be demanding. Some
Students might grasp auditory cues better, while others might benefit more from visual
aids. This is due to the fact that every student has a unique learning style.

AREAS OF IMPROVEMENT:

1. Individualized feedbacks: The Teacher should try to provide personalized feedback to

each student on their pronunciation and identifying specific areas for improvement could
enhance their learning outcomes.
2. Interactive Practice: The Teacher should increase interactive exercises where students
engage in producing sounds and receiving immediate feedbacks could reinforce their
understanding.
3. Real-Life Application: The Teacher should try to connect the lesoon on vowel and
consonant sounds to real life examples or scenarios which could help students relate more
easily to the subject matter.

CONCLUSION:

Mr. Tairu conducted an effective lesson on vowel and consonant sounds, employing
diverse teaching strategies to cater to different learning styles. The high level of
engagement and the teacher’s adeptness in the subject matter significantly contributed to
the students’ understanding and participation.