TASK 2: CLASSROOM OBSERVATION

The first lesson that I had learnt from this observation is lesson planning is really
essential in producing smooth teaching and learning session. A lesson plan is a teacher's
detailed description of the course of instruction for one class developed by a teacher to
guide class instruction. From the observation in the classroom, I could see that the teacher
trainee could deliver the teaching session smoothly from part to another part in the lesson
plan. Lesson planning really helps the teacher to visualize and therefore, prepare for every
step of the teaching process in advance. I had learnt that a complete lesson plan can
contribute to a successful teaching and learning process. During the observation, activity for
each stage was planned and delivered nicely. The flow of the lesson did not become messy
at all and the pupils could enjoy the activities so much. When the pupils got engaged in the
activities, it developed self confidence in the teacher. It inspired the teacher to improve the
further lessons. Other than advantages of lesson planning, I also learnt the limitations of it.
Sometimes simple matters become complicated. In some situations, the restricted time for a
stage in a lesson plan can be dragged as unexpected things happen. As it happens, the
teaching process becomes more difficult. Besides, more time is required to plan a lesson.
Lesson plan needed to be prepared before the real teaching session which most likely to be
on the previous night. There is also lack of flexibility in lesson planning as teacher becomes
too dependent on the lesson plan.
The second lesson that I had learnt from this observation is teacher needs to have a
loud voice projection when delivering the teaching and learning session. Voice projection is
the strength of speaking whereby the voice is used loudly and clearly. It is a technique
employed to command respect and attention, as when a teacher talks to a class, or simply to
be heard clearly by the pupils. From the observation, I could say that the teacher trainee did
not use his maximum voice projection. As a result, in certain times his pupils could not hear
clearly his commands and instructions. The pupils were sometimes become confused too.
This issue needs to be settled immediately. According to Kooijman, et al, (2006), teachers
who experience voice problems during their training also report more voice problems during
their career. I had learnt that body posture is really vital in producing loud and clear voice.
Our voice is made of air, and it needs a wide-open path from our lungs, past our vocal cords
and out our mouth to be heard clearly. Our voice will be strangled when we are not standing
tall with our head up. Thus, we need to stand tall with good posture to breathe more
effectively as well as pushes our voice out into the classroom.

There are some new experiences that I have gained throughout this course. Firstly, I
have gained the fact that the real teaching seems to be more challenging compared to what
I have learnt in classroom theoretically. In Managing the Primary ESL Classroom subject, we
learnt so much about approaches and theories. Every aspect of the approaches and
theories seemed to be quite easy to be understood and to be implemented, however in real
classroom everything is different. There are various unexpected situations might occur
during the teaching and learning session. Challenges can come often and teacher needs to
find the proper way to face them. Among the many challenges teachers face, often the most
difficult is how to engage students who seem unreachable, who resist learning activities, or
who disrupt them for others. This is also one of the challenges that skilled teachers have
some control over. Throughout this course, I've found that one of the best approaches to
engaging challenging students is to develop their intrinsic motivation. The root of intrinsic is
the Latin intrinsecus, a combination of two words meaning within and alongside. It's likely
that the pupils are intrinsically motivatedjust motivated to follow their own interests, not to
do what we want them to do. Teachers' challenge is to work alongside the pupils, to know
their interests and goals, and to develop trusting relationships that help pupils connect their
learning to their goals in a way that motivates from within.
The other experience that I have gained is I realised that authoritative beats
authoritarian. Theoretically, authoritarian is a very suitable approach because teacher has
the total power over the classroom. Being authoritarian means wielding power unilaterally to
control someone, demanding obedience without giving any explanation for why one's orders
are important. Being authoritative, on the other hand, means demonstrating control, but
doing so relationally through listening and explaining. Studies of effective parenting have
found that children view parents who use an authoritative style as legitimate authority
figures; such children are less likely to engage in delinquent behaviour. The opposite is true
for children of authoritarian parents (University of New Hampshire, 2012). Flexibility is also
important in delivering the lesson. Being flexible might be the most important thing teachers
can "do" to help students who challenge usin fact all studentsto get past whatever
challenges of their own they confront. Three practices help me differentiate instruction and
classroom management in a way that helps everyone. I have learnt that teachers should
help the pupils get started. Psychologist Bluma Zeigarnik identified the Zeigarnik Effect:
Once people start doing something, they tend to want to finish it (Dean, 2011). If we get a
disengaged or anxious student started, that's half the battle. For a task that's likely to
challenge some students, present a variety of ways to get started: a menu of questions, the
option to create a visual representation of a concept, a chance to work with a partner.

Teacher needs to encourage students to launch themselves by just answering the first
question or the easiest one.
Based on the observation, there are a few positive changes that I would like to make
in managing the lesson. Firstly, I would speak only when students are quiet and ready. Being
a teacher, the temptation to talk is high because we have so many things to be taught to the
pupils. From the observation, the teacher trainee started the lesson even though the pupils
were still talking to each other and moving around without purposes. Some of them were
playing and teasing their friends. As a teacher, I should just wait and then wait some more
until all students were quiet. In some situations, teachers have to wait much longer than we
thought we could hold out for. Slowly but surely, the students would cue each other to be
quiet and our patience will be paid off. If the pupils are still making noises, it means that they
are still not ready for the teaching and learning session to take place. If they are not ready,
whatever we teach them it would be meaningless. The next positive change is I would use
hand signals and other non-verbal communication when teaching rather than just talking.
During the observation, the teacher trainee did not use the body language so much.
Sometimes, the pupils do not understand the meaning of spoken words by their teacher. The
modification that I could do is by holding one hand in the air, and making eye contact with
pupils which is a great way to quiet the class and get their attention on me. It takes a while
for pupils to get used to this as a routine, but it works wonderfully. For younger pupils, I can
use fun body languages such as clapping hands and the pupils will repeat after me. This is a
fun and active way to get their attention and all eyes on me.
Furthermore, the next change that I would to make is addressing behaviour issues
quickly and wisely. From the observation, I could detect some misbehaviour done by the
pupils such as sleeping, not doing task and disturbing friends while the teacher was
teaching. However, the teacher just denied them and continued teaching. The positive
change that I am going to make is by addressing an issue between me and my pupils or
between two pupils as quickly as possible. Small misbehaviour can so quickly grow from
molehills into mountains if not addressed immediately. When addressing misbehaviour, I
must not accuse the child of anything. In fact, I have to act as if I do care even if I have the
opposite feeling at that moment. The pupils will usually become disarmed because they
might be expecting us to be angry and confrontational. Besides, if pupils have conflicts with
each other, I could arrange them to meet with me during recess time, after or before school.
I would use neutral language as I act as a mediator, helping them resolve the problem
peacefully or at least reach an agreeable truce.