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Observation Notebook
Skill/
Date Observation Class Level Teacher
Content
Environment
UCR Karen
Listening Listening &
02/01/2017 Extension 400 Lindwell
& Speaking Speaking
Room 441
12:55-13:00
1. Teacher drew a chart about the job that each students take part in for the discussion
yesterday.
Leader Participant
2. Teacher re-arranged the students that those were in the same group would no longer
3. Teacher guided students to elicit what were they discussing yesterday. She wrote
4. Teacher then drew another chart on the whiteboard as students elicit about the
characters that a group leader and participants should have during the discussion.
She asked the questions above to help students elicit languages used during the
discussion. She also reminded the students that those languages might be tested
Leader Participants
13:10-13:12
5. Teacher wrote down the topic for todays discussion. Then she gave direction about
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Observation Notebook
the discussion.
6. Teacher asked some comprehension questions regards to the instruction she just
gave.
- Can you talk about your cousins or other famous people? Answer: NO!
- Who is going to speak first? Is the leader going to start talking first? Answer: No,
the leaders share their answers last but he/she has to pick up the first person to speak.
(Additional note: each participant and the group leader will have one minute to talk
13:12-13:17
Then she asked each group to pic up a new leader and a new discussion topic.
She reminded the class that all the leaders have to practice asking questions for
13:22-13:32
8. The new discussion began, teacher wandered around and took turns joining each
groups discussion, and she sometimes guided the group leader to make clarifications.
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Observation Notebook
(Additional note: there was one group finished quickly and the teacher encouraged
9. Teacher went back to the front and asked all the leaders to sum-up their discussion.
13:32-13:42
10. Teacher told that the student sit on the leaders left side was now a new leader of
the discussion. The new leader should select a topic from the four that they hadnt
11. A new discussion began; teacher wandered around and joined the discussions
again. She found that there was one leader who didnt know how to ask for
clarification, she told the leader You can ask Excuse me, what do you mean by
12. There was another group found that the discussion topic Measure of Status
difficult and they asked the teacher to explain what are they going to share for this
topic.
13. The instructor told the class in a more serious tone that those four topics were
come from their textbook and she had assigned all the students to read what were
those topics talking about for homework yesterday. They should be familiar with
those topics.
13:42-13:45
14. Teacher asked who hadnt lead the discussion in each group, he/she would be the
new leader and picked a new topic for the new discussion.
15. To make sure every students understood the meaning of each topic, teacher asked
determination?
17. She seriously told students again that she realized some of the students didnt do
their homework so they failed to discuss fluently. If they didnt take the discussion
13:45-13:50
18. The last discussion began. All the groups only have five minutes this time.
19. As the teacher found out that one group had already finish their discussion, she
joined the group and talked about a new topic Dreams you gave up when you were
young.
13:50
20. Teacher assigned homework for today and told students to be prepared for the
Class dismissed
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Observation Notebook
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)
After the class is over, the teacher, Karen, told me there are several important
ideas to us as language teacher to keep in mind when we are arranging students into
group.
- Re-arrange groups often and make a balance of strong and low students
- Always take students strengths and weaknesses into concern when designing or
Those suggestions were really helpful for me since I always believe that
class. Besides, Karen told me that she did the re-arrangement for all tasks. Though
sometimes we cannot perfectly make the arrangements to reach those goals, students
still have opportunities to work with different classmates. I realized that this technique
could also benefit the teacher to create authentic communication in class. In real
life, we would often talk to different people on different topic. As language teacher,
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Observation Notebook
we should let our students to build up their communicative competence with real-life
The class I observed today was talking about language we need for maintaining
the language they need for group discussion and then use those languages for different
discussion topic. The class reminded me of the idea that Communicative Language
Teaching focuses on not only linguistic but also communicative competence. With
functional-based practices, it can reach the idea that knowing when and how to say
what to whom (Hymes 1971) Although theres a saying that CLT is fuzzy in
approach beyond the method (communicative approach) is still very practical for