TESOL Certificate Programs

Observation Notebook

Observation Report

Wenjia Ye

University of California Riverside Extension: <Foundations of TESOL>

November 16 2016

Last Updated: 3/22/2017 4:01 PM

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Observation Notebook

Observation Report Form

Name of Observer__Wenjia Ye (Susy)__ Observation # __2__

Date Observation Class Skill/Content Level Teacher

Environment*

11/16/2016 Face to 323 Listening lower Candace

face Speaking intermediate Jorgensen

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO COMPARE TWO THINGS BY USING COMPARATIVE ADJECTIVES

AND ADVERBS IN THEIR CONVERSATION.

STUDENTS WILL BE ABLE TO COMPARE AND CONTRAST BY THE SIMILARITIES AND

DIFFERENCES BY USING TARGET LANGUAGE SUCH AS BE SIMILAR TO, AND BE DIFFERENT

FROM.

Notes while observing

Warm up (10)

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Observation Notebook
12:55 pm: Teacher stood at the door of classroom, greeted to every student and asked

them to pick a number of their seats.

1:00 pm: Teacher showed her T-shirt and rewarded students who wear blue and yellow

because it was Wednesday, school day.

Presentation (15)

1:05 pm: Teacher asked students to compare their yesterdays lunch with todays with

their partner using words of page 64 in the textbook.

1:07 pm: Teacher clapped to stop students discussion, and ask one student to retell his

partners answer.

1:09 pm: Teacher asked students to review the rule of page 64 in the textbook.

1:11 pm: Teacher asked the student answer again by using the rule of page 64.

1:12 pm: Teacher emphasized the comparative adjectives in the students answers and

related it to the rule pf textbook.

1:13 pm: Teacher asked every student to repeat their partners answers, emphasized and

pointed out their error of the comparative adjectives and adverbs, and then asked them to

revise their responds.

1:20 pm: Teacher wrote some special comparative adjectives and adverbs on the

blackboard such as salty to saltier.

Practice (6)

1:22 pm: Teacher took a real bottle of water and a real can of soda out, and asked

students to compare them. Teacher then asked students to use the target language on the

handout to make sentences with their partner and write them down.

1:26 pm: Teacher asked students to give answers about the similar activity.

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Observation Notebook
1:27 pm: Teacher mentioned the opposite of similar: contrast. Students continued to talk

with their partner to finish the contrast activity.

1:28 pm: Teacher asked students to give answers about the contrast activity.

Presentation (8)

1:29 pm: Teacher talked about the requirements of students presentation on Friday, and

asked students to read these requirements on the handout.

1:31 pm: Teacher introduced the signal phrase in presentation, which introduces the

presentation, makes transitions, and concludes the presentation.

1:33 pm: Teacher gave students a modal of their Fridays presentation, and asked them to

look the book at the same time.

1:36 pm: Teacher asked students to discuss with their partner about how did she begin,

what she used for transition, and how did she end her presentation.

1:37 pm: Teacher analyzed her presentation with the class.

Wrap up (3)

1:42 pm: Teacher gave students homework for tomorrow: the outline for the presentation.

1:43 pm: Teacher gave students homework back.

1:45 pm: Teacher asked student some comprehension questions about the plan of

tomorrows class.

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)

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Observation Notebook
During my observation, I noticed that time management is important for a teacher,

especially when students are doing activities. In this class, the teacher clapped to make

students stop, which suggests that the teacher could master the time well. As a teacher, I

am supposed to be aware of the importance of managing my class time, which will make

my class more effective. Therefore, I should do my lesson plan well, and I need to

monitor my students performance during doing activities so that I can answer their

questions and give them some instruction immediately if they have any difficulties and

problems like the teacher did in this class.

The second point that I noticed in this class is that most of discussion students had

were pair work. Pair work provides opportunities for sustained interaction and has long

been advocated as a key means of promoting both linguistic and communicative.

(Richards, 2011) Through pair work, students can change different information and

opinions. Whats more, students might be inspired by others opinions through discussion.

Thus, pair work is beneficial for arranging the class.

Furthermore, the teacher stood at the door of classroom and greeted every

students entered the classroom, which probably motivate students and make them feel

respectful so that students are more willing to participate in the class and cooperate with

the teacher, which are beneficial to not only increasing the efficiency of the class, but

also making the students to focus on the class. Respecting students is also good for

creating a right classroom climate where students have a positive view of the teacher and

the class so that they have positive expectations for you and your class. (Richards, 2011)

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Observation Notebook
Reference

Richards, C. J., & Farrel, S. C. T. (2011). Practice Teaching (1st ed.). New York, USA:

Cambridge.

Last Updated: 3/22/2017 4:01 PM