TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer__Weijun Shen___ Observation # __1___

Date Observation Class Skill/Content Level Teacher

Environment*

02/09 Face-to- Listening & Speaking 400 Level Candace A. Jorgensen

/2017 Face Speaking

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. SWBAT explain to handle something with 100% accuracy.

2. SWBAT make 3 questions about changes in ones life with 90% accuracy.

Notes while observing:

2:02 T writes to handle something on the board and waits Ss.

2:05 Ss start getting into the classroom. (They have a grammar test before that class.)
Ss say sorry to teacher.
T discusses with Ss about that test they just taken.
2: 06 T gives Ss papers.
T: OK, Good afternoon everyone.
(silence)
T: Are you too tired to even say Hello?
Ss: Yes.
T: Oh my goodness, I am going to tell Debbie to make her test shorter.
S: Yes, please.

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Observation Notebook
Ss laugh.
S says he is too tired to tell anything.
Ss laugh.
T: Do you remember this word (to handle something) or just forgot anything?
S says he doesnt understand English now. (Because he is too tired.)
Ss laugh.
T: Do you remember this word from your homework, for vocabulary?
2:09 T asks S1.
S1 doesnt know the answer.
T asks Ss refer to page 58 & 59 in their textbook.
2:10 T asks Ss the meaning of the verb handle
(No one answers.)
T asks S2 to answer.
S2 says he needs 1 more minute.
T: OK, no more than 30 seconds.
T groups Ss and asks Ss discuss with their partner.
T inform Ss that this verb is mentioned at their textbook and homework.
T asks Ss again.
Ss gives some answers.
T listens and writes some of them on the board. (control sth, deal with sth,
carry?, hold .)
T gives feedback while writing.
2:11 T asks Ss to get some talking a little bit.
T: Remember, on Tuesday, S, you said you have a lot stress.
S: Yes.
(T gives directions and writes on board.)
T asks Ss to discuss about the given question with given expressions.
Ss discuss with each other.

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Observation Notebook
2:13 T ask questions. Thank you everyone! So, did everyone talk? Ss: Yes.
T asks: Did everyone understand what your classmate said? Ss: Yes.
T: OK, thank you! Are you ready to tell me? Ss: Yes.
T: Great! T asks S what does his partner say.
S answers: He handle stress by sleeping very well.
2;14 Teacher asks S give details.
T: OK, for example, whats sleeping very well, how many hours? What time
does he go to bed? S discusses with his partner.
T asks Ss discuss with partners about the specific example, details and reasons.
Ss discuss with their partners.
T: OK, just add a little bit more. T asks what does her partner say.
S: He handles his stress by call his Daddy.
T asks S to repeat the sentence in a louder voice.
T asks S if she has any details or examples like how often, when
S: 3 times a week.
T asks another S.
S answers.
T asks another S.
S answers.
T asks another S.
S answers: He handles stress by doing something interesting.
Ss & T: For example?
S: En, play computer.
T asks other Ss one by one.
Ss give answers.
2:17 T asks Ss look at the homework handout.
T asks: How often did you try that? Was that word new to you?
Did you use this within your sentence?

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S asks: Which word?
T: Handle.
T repeats her question.
T: Was that word new to you? Ss: Yes/ no.
T: Did you use this within your sentence? Ss: No.
T: OK, but in our class we would words that are on the academic list to help you
become more familiar with them.
2:18 T asks Ss take out the paper she gives back to them: Yesterday, you made the
main idea sentences with your partners.
Ss: Yes.
T shows some main idea sentences on the screen and asks Ss discuss with partners
about which one is the best main ide sentence and how to change those not good
main idea sentences
Ss read and discuss.
2:19 T: OK, everybody, what about the first one? (T reads the sentence.)
T: Do you think thats a main idea? Ss: Yes.
T: Will you change it better? Ss: No.
T asks about the other sentences.
Ss answer.
T asks further questions and gives feedback.
2:21 T asks Ss open their books and see their notes to answer questions.
Ss open their books and see their notes to answer the questions.
T gives further details about her direction.
T: Use the note, not the chart! Gentlemen, not the chart.
T repeated where are the questions.
Ss: Ah (They find the questions.)
T tells Ss that its OK to discuss with the partner if they want.
Ss discuss with their partners.
T writes on board:

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P57-58

1 2 3 4 5

2:24 T asks Ss look at page 58 and read the directions.

Ss read the directions.
T asks Ss to do the exercise on page 58.
T: Use your notes, true or false.
2:27 T: Any word that you're not sure about? Any word that puzzles you?
S asks a question about a new word.
T explains the word to the whole class by using questions.
T says to S: Thank you for asking that.
T asks that if there are any questions about words.
(silent)
T asks Ss keep using their notes and she will play the CD one more time.
T asks Ss try to catch what they may miss yesterday while listening.
2: 30 T plays CD.
Ss listen.
T stops CD playing.
T asks Ss to check answers with partners.
Ss check answers with partners.
T asks every groups to write done the answer under a number.
Every group writes done the answer on board.
T checks answers as a whole class.
2:36 Teacher asked students take out their worksheets. (attached)
T writes events we changed on board.
T tells Ss that this is an interview topic.

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T asks Ss if they wrote 3 questions on the worksheet yesterday.
Ss: Yes.
T asks Ss share the questions they wrote yesterday.
T asks Ss to choose the best question from their own question lists.
Ss discuss.
(Some Ss write their questions.)
T interrupts Ss and asks the whole class to give some examples of major
important things about change they mentioned yesterday.
T collects answers from Ss one by one and writes some examples on board.

move to another country

getting married

new school

lose friend

having a baby

jobs

2:40 T asks Ss one by one about the best question they choose to tell.
Ss answer.

How did you feel about change after getting married?

Did you ever move to a new house?

What is the most important is change in your life?

Did you have any trying to touch you regret?

What was the effect when you change your job?

What do you think about entering a new school?

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T gives feedback while writing on board.
T analyzes these questions briefly as a whole class.
T tells Ss that they are going to use 3 these kind of questions to ask a native
English speaker.
S asks if they can asks 3 people.
T says no and clarify the assignment again.
T asks Ss to think twice about their questions.
T gives some examples of more specific questions.
T asks Ss to tell their partner what is the homework tomorrow.
Ss tell the homework to their partner.
T repeats the requirement.
2:44 T asks Ss: How many questions are you going to ask? Ss:3
T repeats the requirement briefly.
T asks 2 more comprehension questions. (When will you do the interview? &
Would it be OK to interview your Korean roommate?)
S says: I will interview you, sister.
Ss laugh.
T asks Ss if they have any question.
T: Alright, we will end there. I think you need a good rest.
Ss: Yes.
T discusses a little with Ss about how to handle their stress.
T says goodbye to Ss.

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What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)
This was a Listening & Speaking class for 400 level students. This time, I focused on the
classroom environment while observing. Students were late for the class because they
had a grammar test before that. Most of the students were tired and not so motivated at
the beginning of the class. The teacher adjusted the lesson a little bit and used her humor
to create the right classroom environment.

Creating the right classroom environment was important for a language class. (Jack &
Thomas, 2013) The teacher respected her students and understood that they were tired
after the grammar test. She used her humor to create an informal class atmosphere.
Students seemed more relaxed and concentrated after several jokes. She was friendly and
approachable in the class, students felt free to express themselves.

The teacher used pair work and group work to encourage discussions in the class. Pair
work was a key means of promoting both linguistic and communicative competence.
Group work could increase students motivation by providing a risk-free environment.
(Jack & Thomas, 2013) The teacher adjusted the lesson to manage the use of class time.
An appropriate pace of lesson could help students practicing in the right mood. (Jack &
Thomas, 2013)

I learned that a teacher needed to be prepared for any possible accidents for the class. If
students were late for some unavoidable reasons, it would be better to show our
understanding than criticizing. Second, wed better not prolong the lesson frequently
because it may interrupt other courses of the students. Third, Teachers should be able to
adapt the lesson according to current situations. True and relevant jokes could warm up
the class in a good way.

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Reference
Jack C. Richards & Thomas S.C Farrell (2013). Practice Teaching: A Reflective
Approach, (10)Classroom Discourse and Communication

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Observation Notebook

Last Updated: 2/24/2017 2:44 AM