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TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer FIFI


Date

Observation Environment

05.05

face to face

(include URL if the class


was online)

Observation # 09
Class
Skill/Content
reading &
writing

Class
Teacher
Level/Number
(Beg./Int./Adv.)
400
Arlene

Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
OBJECTIVE OF THE LESSON:
STUDENTS WILL BE ABLE TO LOCATE SPECIFIC INFORMATION BY SCANNING.
Notes while observing:

Last Updated: 8/6/2015 4:44 a8/p8

1. T asks Ss to switch their seats, because T wants Ss speaking English.


2. T walks around to checks Ss homework first.
3. T asks Ss to make book "dirty" with last night homework, and asks them to work
together to make their book "dirty". ("dirty" means making notes on the book)
4. T checks their homework answer in class and analyses each one with Ss.
5. T reviews how to find context clues with class.
6. T works on textbook with Ss in main idea section.(Textbook article: Having a Second
Life)
7. T analyses each paragraph main ideas with class.
8. T asks Ss to work together. T says"What were the clues that you used to support your
idea in each paragraph? Talk with your partner and find those clues underline them."
9. T reviews the class purpose, which was think and share. Then T asks all Ss to stand up
to discuss with their partner"what was the article about?".
10. T asks Ss to write a short paragraph "Would you join a website like Second Life?
Why or why not?" T says "This is informal writing, don't worry about your spelling and
grammar."(Independent work)

What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
In this observation, I focused on the lesson, and specifically, the teaching approach. This
is a reading and writing class for intermediate students. The Ss were mostly from middleeastern countries, three from Japan, and four from China. I wanted to see how the teacher
helps Ss master the vocabulary input and how to make a connection to writing. She based

on the reading topic to ask students to think by themselves. Then she asked students to
write down their thought. For example, the topic of the article was Living in Virtual
World. After vocabulary input, and read through the article, she asked students Would
you like to living in virtual world? Then she asked students to discuss about 5 minutes.
After that she asked students to write an paragraph to illustrate their position.

T wanted to see Ss thinking process on their homework, so T wanted to see the context
clues in Ss work. T asked Ss to sit with Ss different cultures, which could help Ss to
improve their English. T used PPT to show what she is going to do next or now, which is
very clear to show the class process. T encourages Ss to speak their answer, gave them
support, such as"Great!/ I see your point, good!" T asked Ss to write a short paragraph to
illustrate their ideas by understanding the article that Ss have read before. I think this is
very effective way to check Ss comprehension. She didn't use PPP model. However, I
prefer her style than PPP model.

What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
After I attended her class, I really want to use dirty work in my future classes. Thus, I
can see what my students thought while they read the article. So it is easier to find which
part Ss dont understand while they are reading.
The second thing I want to adopt is stand up share your thought with other classmates.
In this way, Ss have to do it without looking the article. Also, in this step Ss memorize

some information that appears in the article, and they shared them with other students. In
other words, they reinforced those information that can help they to do exercises after
they finish reading.