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Corporacin Universitaria Minuto de Dios

Bachelor Program in English Language Teaching


THEORIES AND APPROACHES IN LANGUAGE TEACHING

Guidelines for lesson observation

The observation of classroom teachers is serious business: it should not be approached casually. Learning how to observe in a manner
acceptable takes time, careful reflection, personal tact, and creativity. An observer is a guest in the teacher's classroom, who is there
thanks to the goodwill of the cooperating teacher. A guest's purpose for visiting is not to judge or criticize the classroom teacher or to
offer suggestions, but simply to learn through observing.

Procedures:

You should arrive in the classroom a few minutes ahead of time. If something unexpected comes up and you are not able to
observe the class, you should notify your mentor as soon as possible. It is your responsibility to keep your mentor informed.

Once you have entered the classroom, you should be as unobtrusive as possible, sitting where directed by the teacher. It is
important to bear in mind that you are not a regular member of the class. You should take your written notes as unobtrusively as
possible and you should not initiate or pursue a conversation unnecessarily.

Any notes you take during a classroom visit should be made accessible to the teacher if he or she requests. Any direct references
to teachers, in either formal or informal situations, must be kept anonymous.

Source: Murphy, J.M.1991. An etiquette for the non-supervisory observation of L2 classrooms.


Paper presented at the 1st International Conference on Teacher Education, City Polytechnic of Hong Kong.
Corporacin Universitaria Minuto de Dios
Bachelor Program in English Language Teaching
THEORIES AND APPROACHES IN LANGUAGE TEACHING

Classroom Observation Task 3


Learning Styles and Strategies

School: Universal learning academics Course: Elementary B_____________ Observer: ___Angie Pita___Date and Time __23-05-17----6:00pm

Instructions

The following form includes 6 different sections encompassing all aspects of Strategy-based instruction. Observe the whole class and
complete the form below.

For each section explain carefully:

What you observed


Your own comments
Include actual examples from the lesson to support both your descriptions and comments.

Review Section Descriptions/Examples Observers Comments


1. STRATEGIES-BASED INSTRUCTIONS USED I think this part is important at the
BY THE TEACHER) moment to do a speaking practice, because
What strategies does the teacher use to? In this step the teacher explains a speaking activity that was related there are people who have any problems
Lower inhibitions? with pas simple. The activity was called A memorable night. The at the moment to communicate and say
Encourage risk taking? teacher gave the idea to the students and they felt very quiet, anything in English.
Build self-confidence? because the teacher is like a friend with the students. The teacher
Develop intrinsic motivation? built a self-confidence in the students, because sometimes they feel
Engage in cooperative learning? scared when they do speaking activities.
Use right-brain processes? It was the first part of the activity, creating a confidence together
Process error feedback?
Set personal goals?
Corporacin Universitaria Minuto de Dios
Bachelor Program in English Language Teaching
THEORIES AND APPROACHES IN LANGUAGE TEACHING

Review Section Descriptions/Examples Observers Comments


In this part, I noticed that some students
had problems with listening part and they
In this step the teacher gave a different idea to create a story, first were a lot confused, but then the teacher
the student had to write about them, write different dislikes and had to explain again and put the audio
likes, why do they study English? And other aspects about each one. more than 3 times, but at the end the
Each student wrote the ideas and them the teacher put an audio result was the expected.
2. LEARNING SYLES PROMOTED BY THE about different stories of a memorable moment. The students
TEACHER listened and then they completed a listening activity with the idea
(uses different activities to promote different of found the vocabulary that they didnt know
students learning styles)

I think this part was important to improve


the confidence at the moment to do the
In this step the teacher put different videos with different speaking part and for them were good
experiences. Then they had to answer questions about the video watched and listened another idea for
3. PROMINENT STUDENTS LEARNING SYLES and begun to create their story about a memorable night for them. their speaking and vocabulary.
OBSERVED
(visual, kinesthetic, auditory) Be specific, use
concrete examples

4. LEARNING STRATEGIES USED BY In this part there were students that didnt
STUDENTS speak with other and for them were
(Metacognitive, cognitive, social/affective) In this case the students in the class had many participation, they difficult continuo with the activity, but
Be specific, use concrete examples learnt new vocabulary and shared the ideas with other students. them the teacher gave them a self-
Each student created his/her story according the ideas that they confidence and motivation.
shared with their classmates, the video and listening that they
practiced before.
Corporacin Universitaria Minuto de Dios
Bachelor Program in English Language Teaching
THEORIES AND APPROACHES IN LANGUAGE TEACHING

Review Section Descriptions/Examples Observers Comments

In this part the teacher started a conversation about the activity The teacher made an speaking activity in
with his students with the purpose of increase their attention and the middle of the base activity in which
make a better speaking environment for them. Also, he made the every student had to speak with their
same activity to give them an example of what they have to do and partners and try to break the ice to make
5. RAPPORT give them a first sight of the kind of speaking that he expects them comfortable.
(holds interest of students; is respectful, fair, according to their English skills along the course.
and impartial; provides feedback, encourages
participation; interacts with students, shows
enthusiasm)

The students felt comfortable with every


activity, also they ask to the teacher if he
6. SENSITIVITY would made the same activities in other
The teacher showed a good attitude with his students, giving them time, because, they could express about
(exhibits sensitivity to students' personal culture,
advices about what they needed to fix but also encouraging them their likes and life styles without
gender differences and disabilities, responds
about their achievements. Also he showed them a friendly judgment.
appropriately in a non-threatening, pro-active
environment where they would made the exercises on a better way.
learning environment)

AFTER THE LESSON

If you were the teacher of the lesson observed, what would you change or improve to promote effective learning strategy instruction in
the classroom?
Corporacin Universitaria Minuto de Dios
Bachelor Program in English Language Teaching
THEORIES AND APPROACHES IN LANGUAGE TEACHING

I would change the fact that some of the students were nervous in some parts of the activity. But, about the activities and the process that the
teacher made to encourage the students I think that was great and I wouldnt change anything. I enjoyed the class, because the teacher used
different strategies to made a comfortable environment for the students.

TEACHER: ALEJANDRO SANDOVAL DAZA