Observation statement

Xiao(Echo), Zhang
By observing ten different classes in UCR Extension, I have gained valuable
information on teaching methodologies as well as useful and effective skills,
materials, and activities. I regard this experience as one of the most important
treasure for my future teaching.
One of the many things that I observed in these classes is how to create a
student-centered classroom. The teacher is not the only speaker and resource of
information in the class. Students are given much more time to express their ideas
and opinions. They have a lot of opportunities to discuss in groups and exchange
their views. According to Leo (2007), students can get involved in the learning
process and become committed to improving their English in a student-centered
classroom. Meanwhile, different learning styles can be accommodated, and students
can help each other to develop their skills. Through these observed classes, I find
that student-centered classroom provides students not only more talking time, but
also a learning objective that they are interested in and will be useful in their daily
life. That`s the main point of student-centered teaching. The teacher designs lessons
based on students` interest and needs, so that they can truly benefit from the class.
The second teaching skills I learned from observed classes is creating a relaxed
environment for learners. In these ten classes I observed, few of them are high-stress.
Students perform actively and even the shy and quiet learners concentrated on the
teacher`s tasks. According to Kelso `s(1995) theory, learning is expedited in a
challenging and relaxed environment where students are safe to try, think, speculate,
and make mistakes. Besides, Helen, Rachel and Natalie(2002) mentioned that A
relaxed learning environment can provide effective retrieval cues, as well as improve
learning. In my opinion, relaxed environment also contains decorations in the
classroom. A completely bare white room easily makes students feel bored and
asleep. On the other hand, a completely white room reduces students` relaxation.
Furthermore, it takes the teacher a lot of time to balance the extent of relaxation.

Neither too loose, nor too strict. I have observed a beginner level IEP class, which
was not in my observation report. In that class, the teacher gave students too much
freedom. Most of the students in that class played with phones, talked with each
other, ate snacks, etc. Only few of them focused on the lesson. I guess they would be
affected by the other students and lower their learning efficiency. I asked the teacher
why she didn`t set some rules. She answered: I think they are in a relaxing learning
surroundings. It doesn`t matter if they didn`t learn something in my class, unless
they could get interested in English. I do not agree with this teacher. If there are no
apparent rules and procedures guide behavior, both students and the teacher suffer.
Students learn much less than they should, and the teacher struggle to teach.
(Robert, Jana& Debra, 2003)
The third teaching technique I obtained from these ten classes is error
correction. It is a common thing for students to make mistakes. So, how to correct
errors seems important for the teacher. Based on the theory of the
Grammar-Translation Method, the teacher is the authority in the classroom. It is very
important that students get the correct answer. Therefore, if students make errors or
do not know an answer, the teacher supplies them with the correct answer.
(Diane&Marti, 2011) If students learn speaking or listening skills, the teacher usually
tries to get students to self-correct, correct errors gently or ignores some errors if at
all possible, so that students are not interrupted by the teacher. Based on what I
learned from my instructors, there is one way to correct errors called recast. Recasts
can be used for teaching second languages. In this form the recast is usually more
than a simple repeating of the learner`s words. The teacher will correct the student`s
errors but also extend the learning by adding additional words or phrases.
(Wikipedia,2013) As far as I am concerned, recast is an effective way to correct errors.
I have used this way in my student teaching. Students could notice their errors and
would repeat after me.
In my future teaching, I would like to follow these experienced teachers. First, I
would like to serve all the students based on their needs, give them more talking
time, and put shy students and active students in the same group. However, some

things need to be noticed. 1) T controls students talking time. Otherwise, they might
discuss other things which are not related to the class when they finished talking
about the topic. 2) When doing activities in pairs, the direction should create gaps. In
other word, there should be different information in activities. Otherwise, there is no
need to work together. Third, I will create a easy and relaxed learning environment
for students, in order for students learn language at their best. Lastly, I would be
careful of errors that students make, and use recast effectively.
I feel honored that I had such a great opportunity to observe various
experienced teachers. I learned a number of teaching techniques, meanwhile, I was
inspired by these teachers. Thanks to the observation opportunity, I believe I can be
a great teacher in the future.

References
Diane, L.-F., & Marti, A. (2011). Techniques&Principles in Language Teaching. Oxford
University Press.
Kelso, J. A. (1995). Dynamic patterns:The self-organization of brain and behavior.
Cambridege,MA:MIT Press.
Leo, J. (2007). The Student-Centered Classrom. Cambridge University Press.
Recast(language teaching). (2013, February 24). Retrieved from Wikipedia:
http://en.wikipedia.org/wiki/Recast_(language_teaching)
Robert J. Marzano, J. S. (2003). Classroom Management That Works. Retrieved from
ASCD:
http://www.ascd.org/publications/books/103027/chapters/The-Critical-Role-of-Class
room-Management.aspx