TESOL Certificate Programs Observation Notebook Observation Report Form RIVERSIDE EXTENSION Name of Observer Nick Dotson Observation # 4 Date] Oeenaion | Class | Skil/Content | Level Teacher ‘2/16/2017 | Face-to- | Listening & | Food Trends | 100 Face | Speaking Lloyd Balme WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES: | STUDENTS WILL BE ABLE TO DEFINE THE WORDS TREND, ANATOMY AND NUTRITION. STUDENTS WILL ALSO BE ABLE TO IDENTIFY FOODS THAT ARE TRENDY IN ADDITON 10 FOODS THAT ARENT AND WILL BE ABLE TO DISCUSS AND EXPLAIN WHY EACH FOOD BELONGS TO EACH RESPECTIVE CATEGORY. Notes while observing: Presentation + Teacher starts by breaking down the title of the assigned reading piece, “Anatomy of a Nutrition Trend.” The teacher asks the students (o define and then discuss each word in the title in preparation for the activity to come (prediction). ‘+ Teacher tells students to close their books before the activity begins. * Class is arranged in a“ more relaxed, comfortable environment (desuggestopedia).. Practice shape because of classroom size constraints and to foster a Students are told to make a list of 3 foods that aren’t trendy and 3 foods that are trendy. ‘© Teacher walks around and observes students—checking their progress/answers. ‘+ Teacher calls on students to provide examples of each: 3 Trendy Foods 3.Non Trendy Foods = Fruits ore salt ° Tofu de White Flour + Vegetables «Fried Foods a «Soda © Tce Cream Last Updated: 6/2/2017 3:23 PM_ RIVERSIDE iON TESOL Certificate Programs Observation Notebook EXTENS ‘Teacher chooses a food that one student listed as trendy but was listed by another as untrendy: milk. Teacher has students discuss why they believe milk was once trendy and why it is generally regarded to be untrendy as of today’s day and age. Production # Students are assigned « homework assignment based on the content of today’s lesson. T ‘would like students to write a paragraph about one of the trendy foods and will share it with the class on the following day 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 class took a more teacher-centered approach. He was involved in every aspect of the lesson. [think what I took away from this lesson first and foremost is that you are going to have different responses from students depending on which part of the world they hail from, which proved appeared to be confusing to not only the other students, but the instructor as well This, of course, would only an issue if the class being taught were international in demographics. There ‘was a student from the Middle East, for example, who believed soda to be quite trendy while the other students saw it in the opposite light. Talso noticed that this class relied heavily on communicative language teaching, Interaction was heavy between the students and the teacher and amongst the students themselves. ‘This was evident in the fact that the students were asked to rely on their own knowledge of foods and opinions about what is and isn’t trendy. This is line with CLT in that students are learning to ‘communicate via English in a variety of social situations but also to use English in academic, classroom related tasks. This is also a clear example of the need to master the concepts of BICS and CALPS both within and outside of a classroom environment. Talso learned that it is ok as a teacher to challenge the knowledge of students in regards to the content being delivered. It is, however, best not to correct the students in an unpleasant ‘way so as to not discourage students ftom participating in future discussions. In other words, this should be done in a way that not only challenges the students assertion, but informs it " Belchamber, Rebecca. 2007, February. http//iteslj.org/Articles/Belchamber-CLT html, Last Updated: 6/2/2017 3:23 PM