OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 1

Observation context/setting

I had the privilege of observing a teacher at a high school in my county but is in its own

district. We shall call the teacher Mrs. Haywood. Mrs. Haywood teaches English to some of the

immigrant students in our district. These students often speak nonstandard English or have just

moved to the US and are learning English. It is not officially a TESOL class, but it is something

the district has implemented to help such students. The class that I observed took place on

Thursday, November 9, 2017, at 8:46 a.m. at the second period. High school courses there are

divided into seven periods, with the fifth period being the longest (one hour and 30 minutes)

because it is combined with lunch. All other periods last 52 minutes, as this one did. Students are

seated on each side of the classroom, facing each other, in rows of two and columns of four,

with one row of four straight down the middle, dividing the two sides. Her classroom walls are

covered in formulas like test taking strategies, the writing process, steps to becoming a good

reader, and a word wall, to name a few.

Observation Log

Students enter the class with an agenda already in mind, as she obviously gives them a

preview of the next lesson each day. She reminds students that bellringers, quick activities

related to the theme of the lesson to get students’ minds prepared to receive instruction, are due

upon entrance and that they should not be still working on them. She calls for her helper, who

already knows her role for the day, and the helper collects papers. She admonishes the helper to

keep moving when students continue to write, instead of turning in the bellringer when the helper

arrives at their desks. After bellringers are taken up and her assistant returns to her seat, Mrs.

Haywood calls on the class to stand. They begin to recite their class creed as one, which includes
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 2

student expectations and information about how students pledge to meet and soar past these

expectations. It even rhymes. They all sit as soon as the creed is recited, and she praises them for

a job well done.

Getting into the next part of class, Mrs. Haywood asks the class what they are doing

today. They respond that they will be taking a quiz. She asks them what the quiz is on, and they

respond that it is an analysis of ​The Lottery ​by Shirley Jackson. She then begins to review

various points that were evidently made throughout the lesson, asking the students

thought-provoking questions. She asks a student to give her a summary of the story, using the

word recapitulation. A student gives a quick synopsis of the story, and then she begins to talk

about themes. They talk for a moment about how to determine theme, and she reminds them that

one story can have several themes. The students offer some possible themes for the story, such as

“Tradition is a strongly entrenched thing”, and then she reminds students to raise their hands

when they wish to speak. She encourages students to remember previous discussions about the

questions she poses as review, and after seeing the same four hands over and over, she

reprimands students for more hands not being raised.

When students on one side answer questions, Mrs. Haywood does a

listening/comprehension check by going to the other side of the class to ask what the person said.

Students who have been paying attention correctly reiterate the statement initially made. Mrs.

Haywood then gives a reformulation of the statement to the entire class. She highlights the

importance of the setting of the story and talks about various symbols throughout it. She gives

students a chance to elaborate on these symbols, and she prompts them to cite evidence from the

text by asking questions like “How so?”. Talking more about textual connections, Mrs. Haywood
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 3

reminds the class that on the quiz, they are to explain using information directly from the story.

She reminds students who are still not contributing that they will not receive participation points

unless they add to the conversation. She talks about connections to other texts or real world

media, and asks the students if the story reminded them of another story or show. Then, she talks

about real world connections and asks them if they know of places in the world or in time where

events like stoning actually happen(ed). She then asks the students if they liked the story and

why.

For the last 38 minutes of class, the students take an analytical quiz on the story. Some of

them pose questions throughout this process. When they have forgotten vocabulary words, she

encourages them to use affixes and ask themselves how it affects the root. She also draws

attention to context, word contrasts, connotative, and denotative meaning. When certain students

don’t understand directions, she asks them to read them aloud and offer their interpretation. She

then tells them whether or not this interpretation is correct and further clarifies. She often

rewords instructions if multiple students ask about the same section. She encourages those who

seem to be loitering at taking the test to endure to the end and not give up. At the end of class,

the bell rings, but the students wait until she gives the word to be dismissed.

Reflection

I thoroughly enjoyed observing Mrs. Haywood’s class. It is evident that her classroom

has structure and order because of the procedures she has put in place. She is a mother figure to

the students, calling them by their nicknames, referring to one student as “Slim”. They have a

personable relationship with them, and even when she scolds them, they do not interpret this as a
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 4

lack of respect. Instead, they are moved to act to return to her good graces. Students walk into

her class knowing that there are expectations and everyone seems to try to abide by them.

The classroom creed sets the mood for the rest of the class. It reminds students of expectations

and boosts their self-esteem with “I will” statements. It also helps them with their English.

Examining stories like ​The Lottery e​ xposed the students to authentic sources​, w
​ hich help

learners to develop stylistic competence scaffolded in with their communicative competence. It

gives Ms. Haywood the chance to make use of instructional conversations. The discussion of

themes, symbols, and setting help the students to ascertain meaning and keep it at the forefront.

Using a story helps the students to learn language through a different medium. They concentrate

on historical and cultural phenomena, but they are developing language through use. They learn

to think like native speakers and to understand and make personal meaning of the literary devices

used in English literature when author intent cannot be emphatically assumed. She also makes

use of technology, as she mentioned showing the students a video of a stoning.

During the review, the students have the floor. She reformulates to call attention to form

and make comments more succinct and articulate, but she does not judge student comments as

incorrect; she only asks that they cite evidence from the text, an important test-taking skill, as she

realizes that these students are not exempt from state exams. She allows them to refer back to

the source on the quiz to reflect test day, when students will have the passages at their disposal. It

also helps that students can refer to the walls for help with finding support from the text and

remembering vocabulary.

Mrs. Haywood gauges student interest and opens the floor for natural conversation by

asking the students if they enjoyed the story. She realizes that student interest is an enzyme for
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 5

second language learning. It is a yes or no question, but this is where such answers naturally

occur.. This creates a comfortable atmosphere for students to talk to her and with each other.

Students who wish to contribute further about why they liked the story do so; those who don’t

are not pressured to. It opens the way for students who had ot previously contributed to talk

about why they weren’t interested in the story or what they still did not completely understand.

Observation context/setting

The second observation was at my old high school/workplace. I observed a French I class

taught by a teacher that we will call Ms. Bonner. Ms. Bonner is retired and teaches French I

part-time. She shares her classroom with the JMG teacher, but her side has a French and

American flag, the Eiffel tower as a sticker on her whiteboard, and posters with beginning

French expressions. The class takes place at the fourth period, beginning at 10:38 a.m. and

ending at 11:30 a.m on Thursday, November 9, 2017. The students were all at the high school

level, but at varying grades. They are all seated facing the teacher. The lesson is about family and

residence. Ms. Bonner has a very serious and stern voice that rarely changes.

Observation Log

Before entering the classroom, Ms. Bonner alerted me that this period in particular was a

classroom of “fools”. Students entered. Some asked to go to the restroom; others came in

discussing the recent progress report. Students exchanged information on grades. Some said that

the class was the only class that prevented them from making the honor roll. Ms. Bonner calls

the class to order and someone asks what they are doing today. Another student responds,

“Conversation.” Some students are eating in class when Ms. Bonner begins to call roll. She asks

several students to be quiet multiple times.

OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 6

After taking attendance, Ms. Bonner asks the students to open their books to the lesson.

She passes graded papers back out and tells them to get ready to go over translations. A couple

of students volunteer to read the translations; one eagerly asks over and over. Ms. Burns ignores

and calls on another student to read the translation of the text written on her paper. This

continues until the whole page is translated. The discussion takes place in English. She uses a

few French expressions and translates immediately after.

One student calls attention to the word ​apartment​ being underlined on her paper in

French and notes that according to the glossary, it is spelled correctly. Several other students join

the complaint. A student begins to complain about her progress report grade, lamenting that she

is trying. The classroom is in an uproar as more students echo the same sentiments. Ms. Bonner

tells them that if they continue to act this way they will receive similar grades next nine weeks

and that they are not trying hard enough. She says that she is done talking about it and redirects

attention to the lesson.

A student volunteers to go first. Ms. Bonner allows it, and the student goes to the front of

the the class with her partner. The topic of discussion is family and residential descriptions. The

students introduce themselves to each other in French and then begin. I can make out that they

are saying that they have large and small families. They attempt to discuss the colors of their

houses. They say a lot of phrases in English and ask often how they should say certain things.

After about ten minutes of struggling, she tells them to sit. The next students come up and the

interlocutors seem very confident and communicate quickly. Ms. Bonner stops them at a certain

point and corrects grammar. She tells them to sit down. Throughout conversations, she tells

students to watch their pronouns and reminds them to watch the verb when the subject changes.
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 7

Students ask for homework to bring up their grades after the conversations have ended. Ms.

Bonner tells them that they should study harder and they will not receive any homework until

they study more for talking about family and where they live. Some of the students begin to

move from one side of the room to the other, restless. When the bell rings, students get out of

their seats. She tells them to sit down, asks them to study, and then tells them they can leave.

Reflection

One of the foremost observations I made was Ms. Bonner’s perceptions of her students.

She warned me that they were a classroom full of “fools” when all I observed were students who

could be motivated given the chance and the right approaches. Some of them actually wanted to

learn French, but their efforts were unrewarded; only their mistakes were addressed. Her

negative perception of her students translated into her student-teacher relationships, and thus the

classroom aura was “her vs. them” and vice versa.

Procedures were lacking, and thus students moved about the room at will and ate and

drank during class. They entered and left the classroom in a rowdy manner, and had not been

taught turn-taking gambits to discuss problems or problem-solving strategies. Students have an

obvious lack of respect for her, even though she is an elderly teacher, because of her nonchalant

attitude that seems to be void of care for them. Eager students are only torn down when they

attempt to speak the language and don’t do so to a level of perfection. Even if meaning is

successfully conveyed, Ms. Bonner is a pedant.

I noted a lack of knowledge on the part of the teacher, as well. She pronounces French

words, cognates in particular, incorrectly, and transfers such knowledge to her students. She has

failed to help her students with the keys to success for presentational interpersonal
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 8

communication, which is why many of the students struggled when they were to communicate

before the class with an interlocutor. It was obvious that some students had taken the initiative to

study and teach themselves certain things, but such efforts were rarely acknowledged.

Contextualization was also lacking. There was a facade of a context because students

were told to speak to an interlocutor about specific topics. The situation, however, did not mirror

real life. Students were introducing themselves to each other and saying that their families was

big and that their house were blue. There was no real conversation flow or smooth transition

from one topic to another.

Ms. Bonner’s intentions are admirable; she wants students to communicate in the

language. However, she fails to provide motivation and moral support. Students do not have

comprehensible input, as her room is devoid of any technology. They never encounter any

authentic sources. English is the language of the classroom; French is rarely heard apart from

students reading from the book. They have no real end goal for learning French or purposes for

communication. She does not allow for natural errors and account for natural learning order; she

expects students to get it as soon as they read rules. She relies heavily on the textbook, and there

are no additional sources used.

I believe that Ms.Bonner’s instruction would improve if she would first work on her

relationship with her students. Students would benefit from writing assignments that go beyond

translation; they need to write compositions on topics related to the theme. They need to be

encouraged to give lively and engaging presentations and be taught about keys to

extemporaneous delivery. They need positive feedback and more engaging material.

Observation context/setting
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 9

The third observation I conducted was at Mississippi State University in a Spanish II

class with one of my former professors. The observation took place on Wednesday, November

15, 2017, at 10:00 a.m. in a 50 minute course. The students were seated in five columns and five

rows. All students had laptops, a huge difference from the handful that would bring them to class

when I attended. Walls were bare, as college instructors share classrooms with other professors.

There was a blank blackboard, and the room was a lot smaller than some of the others I had

visited. The lesson is on passive voice and topics that will be explored on the oral exam. The

professor and class speak in English for the majority of the class, other than for examples and

activities in the book.

Observation Log

Dr. Dawson begins by telling the class the agenda for the rest of the semester. She

reminds them that they have lab the following day, where they converse using what they have

learned. She then gives them pointers on ways to practice for the final exam, suggesting that they

practice the questions because initiating the conversation is often the hardest. She tells them that

they will review for the oral at the end of class and tells them the time and location. To end the

agenda, she tells him when to expect final grades. Inquiring if there are any additional question,

she allows time for response and then moves on.

She begins the lesson on expressions with ​se. ​She reminds them that they have seen it in

​ he also reminds them that when ​le​ and ​les​ are

reflexive verbs in the past, like ​levantarse. S

​ he then tells them that it is also used as an

together, the first object pronoun changes to ​se. S

impersonal pronoun when either you don’t know who is doing the action or the focus is not on
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 10

the agent. She explains that this is known as the passive voice, and that ​se ​always begins the

phrase.

Next, she moves on to whether the verb following ​se ​should be singular or plural. She

reminds them that it works similar to the verb ​gustar;​ the plurality of the verb depends on, not

the agent, but the object of the verb. She writes two examples on the board: ​Se vende leche aquí.

​ fter reading both aloud, she translates directly after each sentence, ​Milk
Se venden dulces aquí. A

is sold here. Sweets are sold here. ​She brings attention to the fact that ​milk i​ s singular, so the

verb is also. ​Sweets i​ s plural, so the verb is also. Comparing it to English, she says that we

similarly say “Milk” ​is​ and “sweets” ​are. (​ English is also a second language for her.) She tells

them that they would often encounter these constructions in advertisements. She points them to

examples in the book, explains them, and asks if they have any questions. The students are

instructed to complete an activity on ​se o​ n their own and are given a few minutes. The activity is

gone over orally and the class gives answers simultaneously, pointing out some forms where

adverbs follow the verb and make the verb singular.

Dr. Dawson then distributes a handout with a list of topics for the oral exam. She tells

them that to make it more realistic, some topics and tenses may be combined. Realizing that

direct and indirect object pronouns may still be too complex a notion for them to use naturally,

she tells them that they will not be used on the oral exam. She explains how topics can be mixed

up and asks if anyone has questions. To end class, she hands compositions back out and explains

what her marks mean. She also allows them to get into groups to practice for exams.

Reflection
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 11

Meaning is definitely paramount in Dr. Dawson’s class. Students have labs so that she

can create imaginative situations to contextualize language learning so that communication

mirrors conversations in which they could realistically engage. In their oral exams, they will only

be tested on those things that they have actually made meaning of; she takes into account the

natural learning order and realizes that they have not mastered the direct and indirect pronouns

she taught at this stage. The oral exam reflects real life in that tenses and aspect are transient

between topics.

While meaning is paramount, there is some attention to form. Students are allowed to

form pairs, as she knows that a conversation partner is a key teacher for conversations and

conversation gambits. She is not a stickler on form when meaning is preserved. She allows

students to struggle in conversations when she listens in, and only intercedes when she is asked

or when it is completely necessary. She takes mental notes as she moves from group to group

and offers helpful suggestions when the pair is finished talking.

I also noticed that she uses schema theory in teaching the language. She scaffolds and

relates this lesson to previous knowledge that the student should already possess. For example, in

the lesson on ​se​, she presents examples where the students have already seen it to show them that

it is not a totally unfamiliar concept. By doing this, she makes the students more comfortable

with new grammar usage and thus more receptive of the information with which she has to

preface the examples.

Students also get practice in writing. Compositions are done weekly on class-related

topics. She hands them back quickly, usually at the next class, and has a system of writing

conventions. Students are given time at the end of class to ask any additional questions and can
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 12

perfect these compositions and hand them back in for an updated grade. Even though this takes

additional work on Dr. Dawson’s part, she allows students to make corrections every week to

polish their writing skills in a second language.

Observation context/setting

The last observation was also done at Mississippi State University. A graduate student in

her last semester at MSU allowed me to sit in on her French I class. The class took place at 1:00

p.m. on Wednesday, November 15, 2017. The classroom closely resembled a high school

classroom; chairs were arranged in rows in front of a whiteboard, and the windows were opened

to allow sunlight into the room. Class lasted approximately 50 minutes.

Observation Log

All students show up to the class early, and Ms. Berry does a countdown from three

minutes in French. She conducts the class completely in French, an awesome feat, that not even

the professors with doctorates had done. Her students are very comfortable with her and interact

with her freely in the target language, not afraid to make mistakes. She asks about the date as it is

shown on some authentic realia, and they explain to her, in English, why it is in that format. The

lesson is on weather. They have already talked about weather expressions; she briefly reviews

these with them by asking them how to say various expressions.

After the review, she passes out pictures of different places in France. She tells the

students to form pairs and gives them directions in French. They are to tell what they would pack

to wear on vacation to these places. She redirects students who speak in English and reminds

them that they should only speak in French. Students negotiate meaning with their partners and
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 13

arrive at conclusions together. She tells them to get ready to present, and a student asks for a few

more minutes in French.

The students evidently understand that only one person per group needs to present. When

they are given an extra few minutes, Ms. Berry calls them by name to present. Each group

presents in complete sentences. They use vocabulary that they have learned to talk about the

clothing that they would pack and wear in accord with the weather. She gives them positive

feedback and helps when they misuse vocabulary words. She uses gestures and comprehension

checks often to accompany teaching in French. When students speak to her in English, she

answers only in French. She explains and asks questions only in French.

They discuss the thermometer next and she relates it to past activities that they have done

on time to explain the concept. Stressed pronouns come into question, and she explains that they

are used for emphasis. She also gives specific instances where they are used. Students ask about

the oral exam. She gives them a module to study by and tells them what verbs will be included.

She also clears up some misconceptions about the oral exam.

The last activity is speed dating. Students are paired off, and each pair receives a different

topic to discuss in French. She does not allow them to speak in English, even for clarification

purposes; she encourages students to negotiate meaning in their target language. When students

want to convey ideas and think the way they would in English, she helps them to rethink and

rephrase according to French grammar and culture. She helps with question reformulation and

additional vocabulary. She writes clarifications on the board so that more than the students who

ask such questions can benefit. She gives literal translations of phrases that have figurative

meanings so that they can use these as mnemonic devices to remember. I can tell that she has
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 14

taught them helpful expressions used for asking how to say certain expressions in French. She

ends class by telling students where they can find their time slots and partners for the oral exams.

Reflection

Ms. Berry has built rapport with her students, and they love and respect her. As a result,

they also are more receptive of her suggestions and corrections. Students interact with her freely,

asking questions and asking for elaboration on certain topics. This student-teacher relationship

has earned her a respect from her students that makes them endeavor to make her proud. They

even ask her to teach French II.

Ms. Berry speaks to her students only in French, a method now recognized to be effective

and encouraged in language acquisition pedagogy. As a result, her novice French students

understand more French when they hear it, a complex task for a beginner. They are moved to use

the language because this is the environment that she has created and the culture that is

considered acceptable in her classroom. This will better prepare them to understand native

French interlocutors later in life.

The lesson that she was teaching on weather had begun the previous day. She introduced

weather expressions, and they experimented with saying them and with climate versus weather.

The lesson also included how to read a thermometer and familiarizing students with places in

France other than Paris. Once students saw pictures of places in France, they were to observe the

current weather and pack accordingly.

Allowing students to work together and then present helps students with interpersonal

and presentational communication. They learn different accents and stress markers that will help

them to understand different interlocutors in real life. They learn skills for presenting in the
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 15

secular world of business and strategies like confidence and circumlocution when they lack

certain vocabulary. Students learn social skills and gambits for possible future situations.

The speed dating activity really helped students to learn to think on their feet. They got a

chance to branch out, instead of getting used to only one partner. They would not only switch

partners but switch topics. They got comfortable with speaking about a variety of topics

extemporaneously. This reflects natural communication.

Interview of Ms. Berry

I interviewed Ms. Berry because I felt that I had the most in common with her. She

explained to me that she was the only one of her colleagues that had 18 graduate level hours in

French and thus was offered the teaching position. She has a Bachelor’s degree in French and

education. This December, she will graduate with her Master’s in education at Mississippi State

University. She has studied abroad in Quebec, Canada, and this was her first encounter with

using the language in a communicative function.

She noted that the did not get much comprehensible input at the academic level, which

would have helped her tremendously in Quebec. She vowed from that point that she would make

sure her students were ready to actually use the language to communicate rather than just leave

college with a metalinguistic awareness. Ms. Berry said that she wishes her professors had

spoken in the target language more so that she could have developed an “ear” for native

speakers. She admits that classroom education in a second language only gets one so far, and that

her best experiences came from traveling abroad.

Ms. Berry said that this was her first time teaching a college class, but she had taught

French labs before. She described the experience as enjoyable and memorable. She seems to
OBSERVATIONAL JOURNAL/LOG RAVEN REDMOND-JOHNSON 16

love her students, and her students really love her. They respect her wishes and opinions and

definitely consider her a master in French. She wants to teach French II next year after she

graduates.