TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer __Boyoung Kang____

Date

Observation
Environment (include

Observation # _2_

Class
Skill/Content

Class
Teacher
Level/Number
URL if the class was
(Beg./Int./Adv.)
online)
01/27/2015 IEP Room 139
Grammar
400 Level
Karen Gregg
(Intermediate)
Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
OBJECTIVE OF THE LESSON:
STUDENTS WILL BE ABLE TO DISTINGUISH BETWEEN SIMPLE PAST AND PAS
T PROGRESSIVE WITH SPECIFIC EXAMPLES.
Notes while observing:
Warm-up (3 min)
T checks attendance, and matches Ss in pairs randomly. T asks Ss about absent Ss.
Review (10 min)
T asks Ss turn the page that Ss learned last class, and checks the answers again by
pointing the right answers on the board. To help Ss' understanding, T gives example
sentences, which compares between simple past and past progressive. (e.g. I exercised at
8:00, I was exercising at 8:00). To make more example sentences, T asks Ss what they
did yesterday, and writes sentences on the board. During T's explanation, Ss asks
questions naturally that makes them confusing.
Homework checking + Practice (15 min)
T walks around the class, and checks if the homework is done or not. Then, T makes
every Ss participate by giving Ss opportunity to answer the questions. After each answer,
T lets Ss discuss with partner if it is right or not. T writes wrong answer intentionally, and
Ss response actively which part is wrong. Changing into correct answer, T give Ss
general rules based on examples. During checking the right answers in the homework
papers, T continues make example sentences to help Ss understand well. When T makes
examples, T requires Ss tell their ideas, opinion, and events that occurs in these days.
Also, T keeps asking why the answer is right or wrong, and Ss think for a while and give

Last Updated: 7/24/2015 12:37 AM

TESOL Certificate Programs

Observation Notebook
the answer to T. Sometimes T asks tricky questions. (e.g. "Should I put comma after
subordinate clause which follows by main clause?" In this case, some Ss say "no", but Ss
who know it is a kind of trick say "yes".)
Presentation (20 min)
T presents the main topic of the class, which is simple past versus past progressive. T
gives Ss definitions, and makes Ss apply them to the sentences on the handout with
partner. Then, T points one student, and get the students tell the answer. T adds more
explanation to Ss' answers. To give more examples, T shows physical movements, and
asks "What did I do?". Ss answers about it, and T writes the example sentence on the
board. T makes Ss discuss about the difference between simple past and past progressive,
specifically "What were you doing?" and "What did you do?". After the discussion, T
draws the timeline on the board to explain the difference.
Wrap-up (2 min)
T gives Ss homework to answer the questions in the handout, and notices the following
quiz test next week.

(continue on back)

Last Updated: 7/24/2015 12:37 AM

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
T is good at attracting Ss attention by eliciting examples from Ss. Asking their
own story, Ss feel interested in the class. Eliciting examples from Ss can result that Ss
pay attention on the events in their daily life and make stories that they want to talk in the
class. This is an extension of thinking beyond the classroom. Ss can think critically when
they observe and see something new outside the classroom. Also, when checking the
homework, T intentionally writes wrong answers on the board to make Ss think what is
wrong. Then, T infers general rules from that examples, which is called an Inductive
Approach in teaching language. T provides several chances for Ss to think deeply before
T gives correct answers. It is helpful for Ss to find the correct forms by themselves
because Ss can develop their own cognitive abilities. Moreover, T always asks questions
about Ss' daily life (e.g. What did you do yesterday?) to make sample sentences. It is a
Communicative approach. By adding Ss' own information, sentences are familiar and
more memorable to Ss. When T explains the difference in verb tenses, T gives the
general rule right away, and it is followed by specific examples, which is called a
Deductive approach in teaching English, which is good way to reduce the time spent on
learning processes and can make clear definitions.
What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
One thing that I could feel strongly in this class was the T's physical movements.
When giving examples, T used body languages, and showed them in real actions. Those
kinds of physical movements were applied directly to the class. For example, T suddenly
turned off the light! T asked Ss what they felt when the light was turned off, and made
sentences with Ss' feelings. Also, T sometimes showed some exaggerated motions to help
Ss' understanding, for example, doing exercise in the class. (the example sentence was "I
was doing exercise.) I think such impromptu activities and examples can make the class
more fun because they are literally unpredictable. Later in my real teaching situation, I
should think of making brisk classes by showing passionate movements rather than
inactive lectures.

Last Updated: 7/24/2015 12:37 AM