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Name: Wei-Ling Liu

Part 1: General
1. What is the first thing (verbatim) you said to your students?
Lets review a little bit about what we talked about on Monday.
2. How did you introduce the lesson objectives?
Objective of activity 1 Giving Directions Fill out expressions for giving directions in context:
On Monday we handed out homework. The homework of filling in the blanks. I want you to take it out
and also take your map out. Now I want you to discuss your answers with each other before we go
through it, okay? Discuss the answers you filled in the blanks with your group members.
Objective of activity 2 Giving DirectionsWrite directions in response to prompts
(The co-teacher is handing out worksheets.)
On the paper you will see two prompts. What youre going to do is to:
shown on the slide
- Read the two prompts and make a plan on your map.
- Write down clear directions for each prompt.
- Remember to include transition words and expressions related to directions.
Now take out your map and make some plan. Write your directions on the paper.
3. How did you connect the lesson (or parts of the lesson) to previous lessons or students previous
experience or comments in the class?
On Monday (11/10), students learned about some expressions for giving directions. The students were
also told on Monday that they would write directions on Wednesday. In order to familiarize the students
with the expressions, I gave them model directions with some expressions in the blanks. Their
homework was to fill out the blanks using the expressions that make sense. I started this Wednesday
class with a review and moved on to go over the homework. After the homework review, we handed out
writing prompts for them to write directions. After they finished writing the two prompts, they had to
read their partners wiring and give feedback to each other. After students incorporated the feedback
from their peers, I collected their writing, gave written feedback, and handed back their writing in the
next class.
4. Did you notice any patterns in your tendency to call on some students more than others? If so,
what were those patterns? What might the explanation be for those patterns?
When I called on students, I would try to call on different persons each time. In this lesson, I called on
four different people. I didnt have any pattern for calling on students, but I would usually start from
calling on students who were quieter in class. Because I thought they probably knew the answer, they
were just not used to volunteering to say their answers.
5. Were there any surprises or unexpected events during the lesson? If so, what were they? How did
you handle them?

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As usual, my co-teacher and I arranged the seating, dividing nine people in two groups at the beginning
of the class (four in Group 1 and five in Group 2). When the class started, Group 1 had two people, and
Group 2 had four people. Nine minutes later, two people came. One belonged to Group 1 and the other
belonged to Group 2 according to our initial arrangement. I stuck to the initial arrangement, sending one
to each group because I thought the final person of Group 1 would eventually come since she had never
been absent before. The result was that Group 1 had three people and Group 2 had five people. However,
after four minutes, I realized it was not quite right with this arrangement. Therefore, I said sorry to the
fifth student on Group 2 and asked him move to Group 1.
6. What is one compliment you would give yourself about your teaching, based on this recording?
I looked enthusiastic when I taught this lesson. One reason is that I like to teach. The other reason is that
I designed these series of lessons without relying on the textbook. I was implementing my own ideas, so
I was very excited about that.
7. What changes would you make to this lesson if you were to teach it again?
In this lesson, I used my finger to point the directions on the projected map. It had two main drawbacks.
The first one was that I was not tall enough to point to the farthest place on the map. Second, I would
block some part of the map when I used my finger to point directions. Therefore, if I were to teach the
lesson again, I would use a laser pointer when I show the directions on the screen.
I noticed two mistakes on my slides before I watched the teaching video. One was go North, the n
should be in lower case. The other is one of my instructions for activity 2 Remember to include
transition words and expressions related to directions. I missed the s on expressions. I corrected them
in subsequent classes.

8. Did you see anything on the tape that you were unaware of during the lesson? (e.g., Were you
paying more attention to some students than others? Was a student trying to get your attention
and you didnt notice? Anything else?)
I touched my hair a few times, which showed my uneasiness.

Part 2: Teacher-initiated questions

1. As you watch the video of yourself teaching, write out all of the questions that you ask your
students. Categorize them into the following groups:
a. Yes/No questions
1. Does everyone have a map?
2. Are you done? (students nodded) so I wont give you any more minutes (LAUGH). Lets move
on.
3. Do you see that on question 2?
4. Masa, can you read question number 1?
5. And the second one, Yoel, can you read it?
6. Anna, do you wanna try?
b. Rhetorical questions (questions that cannot be answered)

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7. For question 1, you need to write the directions from where? (The teacher answered her own
question) From the gym to the hospital.
c. Questions that elicit one- or two-word answers.
(At the beginning of the class..)
8. Can you remember any expressions related to directions?
9. If you wanna give another person directions, what kinds of words and phrases might you use?
10. So what I am asking is do you remember the expressions we use to talk about directions?
11. Maki, can you remember anything?
d. Questions that stimulate student thinking or ask for student opinions
12. Any questions? You must have had a lot of questions.
13. Any other answers?
14. Do you have any other answers on number three?
15. Do you have any other answers for number four?
16. Number six is on. Do you have any other answers?
17. Any questions on numbers 6 to 8?
18. Any questions from numbers 11 to 13?
19. Do you have different answers on numbers 11 to 13?
20. Do you have any questions on number 13?
21. Do you have any questions on number 17?
22. Any questions?
23. The first one. Can anybody share their answer? Who wants to share, read your answer?
24. The second prompt. Who wants to volunteer?
2. Do you notice yourself using any IRF (Initiation, Response, Feedback) sequences? What type of
activity were you doing?
I used IRF sequences especially when I went over the homework. The following excerpt illustrates a
typical IRF sequence during homework review.
T: Do you have any other answers on number three?
S1: Next.
T: Yes, you can say Next, turn right onto Central Avenue.
S2: After that.
T: Yes, After that, turn right onto Central Avenue. Very good.
3. What patterns do you notice in your questioning habits? (What kinds of questions do you tend to
use most often?)
I asked more questions that stimulated student thinking. More specifically, in this lesson, I asked
students to think about their own answers to the homework.
4. How do your students respond to the different kinds of questions you ask?
If it was a request in the form of a yes-no question, students would do what I asked for. If it was
question that stimulated student thinking, sometimes I would get responses and sometimes I didnt. If it
was a question that elicited one or two word answers, I would normally get a response unless my
question was unclear to them.

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5. Are there any times on the video when you are able to encourage student participation without
asking questions?
When I went over the homework, one or two students would ask questions or make comments
spontaneously.
6. Based on this observation, what changes, if any, would you like to make in your questioning
habits? Why?
I should have asked more questions to refresh their memory of the previous class. As evident in
questions 8-10 that I asked, the students didnt understand what I was asking on question 8 until I tried
to paraphrase the question. Finally, one student answered me after I asked question 10. I think thats
because when the class just started, they hadnt been in the right mode yet. Also, my first question was
not specific enough. After I asked more specific questions, they knew what I was expecting.