Universidad Catlica de la Ssma Concepcin

Facultad de Educacin.
English Teaching Programme
Teaching Experience I

OBSERVATION TASK 1:
The Learner:
a) Observe an English lesson.
b) Draw a diagram with the seating arrangement in the classroom
e.g.
Boy
Girl
B
G

G
B
G
B

B
G
B
G

G
B
G
B

Whiteboard

c) Make sure you are seated in a position where you are able to observe when and
how the teacher attends to individuals by names, surnames , gestures, facing
them or not, eye contact, or others.
d) For part of the lesson keep a record of every time the teacher interacts with the
students. Mark the appropriate box (with a dot or X) each time the teacher
attends to a particular student.
e) As the teachers use of names allows you to identify the learners, name each box
on your diagram.
f) Make notes of the actual attending strategy used by the teacher (e.g. Attending
strategies: name, nod, smile, eye contact, reprimanding look, touch or others)
g) Note on your diagram whether the students are male or female and any other
distinguishing
characteristics,
such
as
difference
in
age,
nationality.)
After the lesson:
a) Reflect on your findings.
b) Note the teachers position and movement.
- When and where does s/he sit?
- When and where does s/he stand?
- How near does s/he approach the learners at different parts of the lesson?
- When does s/he move around?
- Does s/he project to all the learners?
- Can s/he be heard and seen clearly by all the students?
- Does s/he make eye contact with individual learners?
c) What have you learned from this observation that you could apply to your own
teaching?
Adapted from Wajnryb, Ruth. Classroom observation Tasks, Cambridge Teacher
training and development,1992.

Tuesday, August 12, 2014

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin.
English Teaching Programme
Teaching Experience I

Students are always sitting in groups around the classroom. The teachers desk is in
front of the class.
Teacher attends to individuals by named them and also by her body language and
gestures.
Teacher monitors students work and she interacts with specific students and
sometimes she assigns them different roles, for example if someone has problems
telling the time, she asks her/him every class to tell it to the rest of the class.
Teacher teaches useful vocabulary while students are doing their activities.

After the lesson:

- When and where does s/he sit?
Teacher sits only when their students started doing the activities, then
she monitors them.
- When and where does s/he stand?
She stands while she was monitoring and also whiles she was explaining
the activities and teaching the content.
- How near does s/he approach the learners at different parts of the lesson?
During the process in which she presents the content she is far from their
students but when she monitors or if a student asks her a questions she is
very close.
- When does s/he move around?
She moves around while she is monitoring and also when she is
explaining.
- Does s/he project to all the learners?
Yes, she usually project to all the learners
- Can s/he be heard and seen clearly by all the students?
Yes, she can be heard and seen clearly by all the students.
- Does s/he make eye contact with individual learners?
Yes, she always makes eye contact with individual learners. As I
mentioned before she assigns them specific roles.

Tuesday, August 12, 2014