Observation Prac Student Sample

OBSERVATION PRACTICUM ASSESSMENT
✍ Student to complete this section

Name: Telephone:
Steven Seagull +840901830215
Email address Postal address

steven.seagull@gmail.com 1300 Quang Trung Street, Go Vap District (Ward 14) Ho
Chi Minh City, Vietnam
Course type: In-class or workshop Webinar / distance learning Other – describe:
Course location: AVSE centre Ho Chi Minh City, Vietnam
Course date: 9 Jul - 4 Aug
Trainer name: Michael Walsh
Last submission: Check this box if you believe this is your final submission for this assessment task
Checklist: I have completed and signed this cover page I have answered all questions
Candidate declaration
I declare that I have been advised of the assessment requirements, have been made aware of my rights and
responsibilities as an assessment candidate, and choose to be assessed at this time. This work is my own and
contains no material written by another person except where due reference is made. I am aware that a false
declaration may lead to the withdrawal of a qualification or statement of attainment.
I acknowledge that all extrinsic evidence provided (such as third party reports, previously developed work, etc.) in
support of my assessment submission may be verified by AVSE for authenticity prior to a final result being recorded.
By submitting any such extrinsic evidence I authorise you to contact the relevant organisations and individuals for
the purpose of authenticating this extrinsic evidence.
Signature: Steven Seagull Date: 28/07/2022
OFFICE USE ONLY

Submission Enrolled / paid date Date received Date student provided Last workbook? Admin initials
no feedback
ASSESSMENT TASK RESULTS RECORD OF ASSESSMENT OUTCOME

Task 1. Record of observation S NS Competent Not Competent
a. At least 6 hours of teaching has been observed
Assessor Declaration: I declare that I have conducted a fair
by the TESOL student
and valid assessment and have provided feedback to the
b. Every observed lesson is verified with the
candidate.
teacher’s signature
Task 2. Observation journal S NS Assessor Name:
c. Contains relevant notes about structure,
Assessor Signature:
methodologies, activities, classroom
management and other observed aspects of
Date:
each lesson.
d. Demonstrates analysis of each teacher’s style
against teaching style models
e. Identifies a range of favourable practices to be
adopted in the student’s own teaching style.
TESOL-OP-ASS February 2022 Version 2 - 10773NAT – Certificate IV in TESOL Page 1 of 8 Australian Vocational Skills and
Education – RTO No: 45373
Notes:
Copyright © 2022 AVSE-TESOL DOCUMENT NO. TESOL-OP-ASS

www.avse.edu.au,
RTO: 45373 VERSION 2
RELEASE DATE February 2022
DOCUMENT TYPE Assessment
EXTERNAL REF. Nil
DISCLAIMER
Any material or information presented in this publication is distributed by AVSE as an information source
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limitation, liability in negligence) for all expenses, losses, damages and costs you might incur as a result of
the information being inaccurate or incomplete in any way and for any reason.
TESOL-OP-ASS Observation Practicum
What you need to do:

Observe a minimum of 6 hours of teaching by experienced ESL teachers. During each observation class,
complete an entry in the Observation Journal.
What you need to submit:

Submit the following items as evidence you have completed the task(s):
1. Record of Observation
2. Observation Journal
Useful resources for this task:
You may find the following useful when completing this task:
Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model,
Facilitator, and Delegator. College Teaching, 42(4), 142–149. doi: 10.1080/87567555.1994.9926845
Accessible at: http://www.montana.edu/gradschool/documents/A-Matter-of-STyle-Grashab.pdf
Assessment Criteria:
Your assessor will be looking for the following things when they mark your work. Use this list as a self
assessment tool. If you are unable to tick every box, you may receive an assessment of ‘Not Yet
Competent’. You will have an opportunity to resubmit your work, but resubmission may attract a fee.
Criterion
🗹
a. At least 6 hours of teaching has been observed by the TESOL student

□
b. Every observed lesson is verified with the teacher’s signature

□
a. Contains relevant notes about structure, methodologies, activities, classroom management

□
and other observed aspects of each lesson.
b. Demonstrates analysis of each teacher’s style against teaching style models

□
c. Identifies a range of favourable practices to be adopted in the student’s own teaching style.
□
How this task relates to your course:

This task contributes to the following units/modules within your course:
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TESOL-OP-ASS February 2022 Version 2- 10773NAT – Certificate IV in TESOL Page 4 of 8 Australian Vocational Skills and
Grasha’s Five Teaching Styles
Description Advantage Disadvantage
Expert Possesses knowledge and expertise that The information, If overused, the display
students need. Strives to maintain status knowledge, and of knowledge can be
as an expert among students by skills such intimidating to
displaying detailed knowledge and individuals inexperienced students.
by challenging students to enhance possess. May not always show the
their competence. Concerned with underlying thought
transmitting information and ensuring processes that produced
that students are well prepared. answers.
Formal Possesses status among students The focus on clear A strong investment in
authority because of knowledge and role as a expectations and this style can lead to
faculty member. Concerned with acceptable ways of rigid,
providing positive and negative doing things. standardized ways of
feedback, managing students and
establishing learning goals, expectations, their concerns.
and rules of conduct for students.
Concerned with the "correct,
acceptable, and standard” ways to do
things.
Personal Believes in "teaching by personal The "hands on" Some teachers may believe
model example" and establishes a prototype for nature of the their approach is "the best
how to think and behave. Oversees, approach. An way", leading some
guides, and directs by showing how to do emphasis on direct students
things, and encouraging students to
observe and then to emulate the observation and to feel inadequate if
instructor's approach. following a role model. they cannot live up to
such
expectations and standards.
Facilitator Emphasizes the personal nature of The personal Style is often time consuming
teacher-student interactions. Guides flexibility, the focus and can be ineffective when
students by asking questions, exploring on students' needs a more direct approach is
options, suggesting alternatives, and and goals, and the needed. Can make students
encouraging them to develop criteria to willingness to uncomfortable if it is not
make informed choices. Overall goal is to explore options and used in a positive and
develop in students the capacity for alternative courses of affirming manner.
independent action and responsibility. action to achieve
Works with students on projects in a them.
consultative fashion and provides much
support and encouragement.
Delegator Concerned with developing students' Contributes to May misread students'

capacity to function autonomously. students perceiving readiness for independent
Students work independently on projects themselves as work. Some students may
or as part of autonomous teams. The independent become anxious when
teacher is available at the request of learners. given autonomy.
students as a resource person.
Observation Journal Template
Name: Steven Seagull
Observation Number: 1 Lesson Date: 11/07/2022
Level: KET 1bg4 Age: 14-15
Notes:
Record your observations of the lesson including: Structure, methodologies, activities, classroom
management, and other aspects of your observation experience.
Structure: Ss seating in horseshoe formation, 5 students in class, enough space, problems with
the projector.
Methodologies: Teacher used PPP process with lots of time for students to speak and less time for
the teacher. Teacher also used Audio-lingualism for drilling of vocab words.
Activities:
Introduction: T asks the names ages and hobbies of each and every S next T asks the foreign T
(observer) to do the same.
Warm up: T arranges the group into 2 teams and asks to write 3 facts that Ss think the foreign T
doesn´t know about Viet Nam, and the same for the foreign T he should write 3 facts about his home
country. Then by turns they read the facts and share the differences between one country and the
other.
Vocab activity: Ss seating around the laptop, T shows the PPT with 8 different countries and gives
some facts about the countries, drilling and making sure the pronunciation is correct.
Concept Check: T arranges the group in 2 teams, T writes on the board the name of the 8 countries
and then asks the facts about each country in a game way,
Students book: “famous people” T elicit answers from Ss, where the “famous people” are from and
what are their professions, then T draws a brain map on the board and ask Ss to come up with ideas
of what are the characteristics of “famous people”
No grammar because the time ran out.
Classroom management: Good management, a pair of kids didn’t stop playing during all the lesson but
T had all Ss involved, and everyone was on task for almost all the duration of the lesson (a single S only
when asked but every time), it felt rather comfortable for Ss and enjoyable.
Teaching Style:
Which teaching Expert Formal Authority Personal Model Facilitator Delegator
style(s) did the
teacher employ?
What are the +Kids are interested on the content, T kept the Ss engaged.
advantages/
+The lesson is conducted completely in English so students should use
disadvantages of this
the vocabs and knowledge they have already.
style(s)?
-Not motivated Ss would just engage when asked.
Evaluation:
What three aspects of 1.Eliciting, getting Ss to respond
the teacher’s
style/approach would 2.Comfortable atmosphere (freely)
you most like to adopt.
3.Board diagrams and the use of English ONLY
Level: EC3dd3 Age: 3-6
Notes:
Structure: Ss seating in horseshoe formation, 10 students in class, enough space, names written on
the walls or floor. Teacher also used audio-lingualism for vocab drilling.
the teacher. Teacher also used audio-lingualism for vocab drilling.
Activities:
Introduction: T asks and writes the names of each and every S next to them on the wall or on the floor
Warm up: T draws a circle on the centre of the class with a marker, plays a song and kids run or
dance around it, when the music stops kids must jump inside the circle.
Vocab activity: First T shows a video from the Students book where they see and listen the new
vocabulary (sea, shell, beach, spade, bucket, crab, umbrella and sandcastle), then she draws the
vocab words on the board and on the ground to do the drilling. There was also a lot of counting
from 1 until 7
Grammar: How many are there? There are # crayons. This was presented on an oral way and kids
would count the number of crayons that were disposed, T would ask kids to answer with full
sentences.
Students then were asked to draw a sandcastle and to colour it, once everyone had drawn it, Ss sat on
the floor and counted the total number of sandcastles.
Classroom management: Fairly good classroom management, very young students and first lesson
with the T so a bit messy but controlled and T had all Ss involved, and everyone was on task for almost
all the duration of the lesson.
Teaching Style:
style(s) did the
teacher employ?
What are the +Kids are interested on the content, T kept the Ss engaged.
advantages/
+Students have the opportunity to answer first and then teacher helps.
style(s)? -First lesson with the group, the age-gap was huge and maybe a
more authority approach would have helped.
Evaluation:
What three aspects of 1.Use of the room as a platform, drawing on walls and floor
the teacher’s
style/approach would 2.Teacher attitude towards students (always ready and near the Ss)
3.The use of videos to engage students
Level: FLY1br3 Age: 10-12
Notes:
Structure: Ss seating in horseshoe formation, 9 students in class, enough space. Projector functional.
the teacher. Teacher also used audio lingualism for vocab drilling.
Activities:
Warm up: BINGO! T gives a sheet of paper to every S and ask them to draw a chart of 4 by 4, then T
asks Ss to write random numbers from 1 up to 50 (in total 16 numbers), then with wordwall uses a
randomizer and plays BINGO! the first S to have 4 in a row wins.
Vocab activity: Vocabulary drilling through a PPT 8 different kinds of food, repetition 5 times all
together and then 3 times 2 or 3 of the students, after that a little concept check: throw the ball to the
moving face PPT activity, 2 teams lined up in front of the whiteboard.
Grammar: Countable and Uncountable, used the EEE system. Used substitution tables and pictures
for explanation and examples, and for exercise a table where kids were supposed to write the words
in the correct column
Concept Check: game complete using a/an, some or any
Classroom management: Great classroom management, T had all Ss involved, and everyone was on
task for almost all the duration of the lesson
Teaching Style:
style(s) did the
teacher employ?
What are the +PPP system clear and very well orientated.
advantages/
+Engaging lesson Ss have fun but most importantly they have a go with
their new vocabulary and grammar, in a real way.
style(s)?
-There was an extra teacher which disrupted a little the rhythm of
the lesson.
Evaluation:
What three aspects of 1.PPP from beginning to end
the teacher’s
style/approach would 2.Use of gifs to create games
3.The use of CALL software

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OBSERVATION PRACTICUM ASSESSMENT

✍ Student to complete this section

Email address Postal address

Course type: In-class or workshop Webinar / distance learning Other – describe:

Course location: AVSE centre Ho Chi Minh City, Vietnam

Course date: 9 Jul - 4 Aug

Trainer name: Michael Walsh

Signature: Steven Seagull Date: 28/07/2022

OFFICE USE ONLY

ASSESSMENT TASK RESULTS RECORD OF ASSESSMENT OUTCOME

Copyright © 2022 AVSE-TESOL DOCUMENT NO. TESOL-OP-ASS

RELEASE DATE February 2022

DOCUMENT TYPE Assessment

EXTERNAL REF. Nil

What you need to do:

What you need to submit:

Useful resources for this task:

a. At least 6 hours of teaching has been observed by the TESOL student

b. Every observed lesson is verified with the teacher’s signature

a. Contains relevant notes about structure, methodologies, activities, classroom management

b. Demonstrates analysis of each teacher’s style against teaching style models

How this task relates to your course:

Delegator Concerned with developing students' Contributes to May misread students'

Level: KET 1bg4 Age: 14-15

No grammar because the time ran out.

Observation Number: 2 Lesson Date: 13/07/2022

Level: EC3dd3 Age: 3-6

Observation Number: 3 Lesson Date: 17/07/2022

Level: FLY1br3 Age: 10-12

Concept Check: game complete using a/an, some or any

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