Combined Observation

TESOL Certificate Programs
Observation Notebook
Observation Report Form
Name of Observer Vicanda Ma Observation # 4

Date Observation Class Skill/Content Level Teacher
Environment*
01/25 F2F ESL Listening & 400 Arlene Yalcin
/2018 Speaking
*Include the URL if the class was online
WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:
- STUDENTS WILL DEVELOP SKILLS IN SPEAKING WITH INTONATIONS AND DETECTING

INTONATION IN SPEECHES WITH 80% ACCURACY.
- STUDENTS WILL LEARN SELECTED VOCABULARY FROM THE TEXTBOOK AND USE THE
VOCABULARY TO DESCRIBE THEMSELVES IN 1 OR 2 SENTENCES. THEN, THEY WILL PAIR
UP AND TALK TO EACH OTHER BY USING THEIR OWN DESCRIPTION WITHOUT DROPPING
THE CONVERSATION WITHIN THE GIVEN TIME LIMIT WITH 80% CONVERSATIONAL
SPEAKING CONSISTENCY.
- STUDENTS WILL DEVELOP SKILLS IN ASKING AND RECEIVING CLARIFICATION IN
DIALOGUE THAT IS DIFFICULT TO COMPREHEND BY LISTENING TO THE RECORDINGS
AND PRACTICING THAT TYPE OF DIALOGUE WITH THEIR PAIR
Q: Skills for Success: Listening and Speaking 3
Notes while observing:
2:00pm - Teacher → enunciates, good speaking pace, descriptive for the level,
understandable:
- Begins with describing the last vocabulary assignment → percentage of the
assignment was low.
- Wants them to understand that first submission is the only submission, that will be
graded for that assignment
- She then moves on to the homework assignment. Pairs people according to who
has done the homework and who hasn’t done it. (let’s them practice speaking to
one another according to the questions).
- Rings bell to tell the class to stop talking and listens to the next instruction
- students actually listen and follow instructions
2:10pm - Students pair off and listen to one another according to the answers for the
homework questions
- students work in two.
Last Updated: 8/19/2016 2:38 PM

- Teacher wants the students to continue to speak to each other until time has run
out. “Playing tennis”
- “conversation means back and forth” → must keep the conversation
going by Q&A → or just add more information to the other person’s
topic.
- Some students are able to keep conversation but others have a hard time
continuing conversation
- possibly, they do not have enough information about themselves, on
written form, to give more information. (stops conversations)
- Possibly, personality type of certain students are not as talkative as others.
They could be more shy/embarrassed.
- Possibly does not have enough vocabulary to add to the conversation
with other student. → teacher tries to prepare this particular issue by
giving listening vocabulary tests/practices.
- Some students did do the homework assignments but they still can keep
up with making conversation with other students (even without
preparation). → these students can easily converse and have more
motivation to speak with whichever topic, but it more difficult to stop
their conversation.
2:20 - Teacher stops the homework assignment questions and ask the students to repeat
after her a series of helpful quotes, which helps someone try to understand the
conversation more.
- example: “Can you give me an example?”, “Can you gimme an example?”, “I
didn’t quite understand what you mean?”, “I didn’t quite get it.”
- Example of response: “What I’m trying to say..”, “Well, to give you an
example…”, “I mean…”
- Ask and receiving clarification
- Then T plays a listening comprehension. → Repeats 2x
- Students must fill in the blanks with the conversation that includes these
helpful quotes when trying to be specific and clear.
- 2nd repeat is to check answers as a whole class
2:30 - T continues with another exercise
- Partnering up
- Use quotes in the textbook in relation to the listening comprehension earlier
- 1 student says a quote another student responds with “what do you mean?/Can
you explain more?”
- then the first student that says the quote will try to re-explain in a different
way
2:33 - T stops the class to check the answers
- T calls on students to ask for clarification (checking answers)
2:35 - T talks about intonations
- Plays a dialogue for intonation
- Listening for style of speaking
- First: monotone/robotic → no intonation
- 2nd: change in voice, doesn’t stay at the level, rising and falling is
important → showing interest in ideas

2:37 - T plays another pronunciation in relation to the last exercise
- T ask students if there is a change in certain parts of the sentences
- Checking if the students can attune to the intonation which will help them
find the important parts of the sentences
2:40 - T plays another pronunciation exercise
- Checking to see if the whole class can attune to the differences between
speaker 1 or speaker 2’s intonation or no intonation
- Then everyone is paired up to practice intonation
- Then T asks certain people to practice intonation out loud
- Some students are embarrassed to speak out loud
2:45 - T next exercise multiple choice questions
- checking understanding of each quotes
- The students answer out loud which answer is correct.
- most students understand the quotes
2:48 - T/F questions
- there’s a T/F questions in according to the listening exercise
- she doesn’t play the whole listening exercise.
- She reads the monologue so that she has control of the questions.
she can stop the paragraph whenever she wants
2:50 - lets everyone out
- reminds everyone of the computer lab and vocabulary
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)

In this speaking and listening class, the teacher made sure that the student
understood her instructions through her pacing in speech. She slowed down when she
needed to slow down and sped up when she wanted to get her point across when it comes
to native speed. She also did some comprehension checks to make sure the students
understood the instructions for the activity by repeating the instructions slowly and letting
the students answer when she pauses while repeating. Although, her teaching style seems
conventional. She follows the teaching styles of the book and incorporates meaning-focus
input and output activities.
The teacher usually has everyone in pairs and wants to make sure they continue
speaking to each other while the timer is on. She wants the students to practice long
continuous conversations in English, and refers to the idea of tennis where the pairs must
continue to hit the ball to each other until time is up. In this class, meaning-output seemed
to outweigh the input. She had students speak to each other in conversational forms,
mainly using the last night homework to help the students with topic starters. Then she
had them practice asking and clarifying conversation practices. According to Nation and
Newton in Teaching ESL/EFL Listening and Speaking, “the meaning-focused output
strand involves learning through speaking and writing – using language productivity.”
Normally, activities in this strand include “talking in conversations, giving a speech or
lecture, writing a letter, writing a note to someone, keeping a diary, telling a story, and
telling someone how to do something.” Although, the teacher did have some meaning-
focused input activity by having the students listen to intonation of an audio recording.
Through this class, I learned how to be a conventional teacher when it comes to
speaking and listening. After observing this class, I was able to see that there are different

ways to move the class from one activity to another with help from the textbook. When I
was a student, I didn’t realize how much effort it is to have students converse with one
another in a time limit. I realized that some teachers just need to push the students to
continue to converse by putting them on the spot. Although, I think that the teacher can
be involved in the students’ conversation by going to the students and creating a
conversation with them, essentially helping them create topics without putting them on
the spot.
Nation, I.S.P & Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New York,
NY. Routledge.


Grade: 93/100

Environment*
1-18- Online ESL Reading & Beginner Chris Westergaard
2018 Speaking &
Listening &
Morning

https://www.youtube.com/watch?time_continue=15&v=2_38JfVFQoU

- STUDENTS WILL RECOGNIZE DIALOGUE WITH DAILY ROUTINES
- STUDENTS WILL DEVELOP QUESTIONING AND ANSWERING SKILLS WHEN ASKING ABOUT
SOMEONE’S DAILY ROUTINE, AND ANSWERING ABOUT THEIR DAILY ROUTINES
- STUDENTS WILL DEVELOP THEIR NOTE TAKING SKILLS AND MEMORIZATION SKILLS ABOUT
DAILY ROUTINES GOOD, BUT WHICH SKILLS? SPEAKING, WRITING? HOW MANY? WHAT
KIND (E.G. PREPOSITIONAL PHRASES LIKE “IN THE AFTERNOON”, OR “AT NIGHT”)?
Everyday Routines:
- Teacher starts with “In the morning” and repeats the phrase and allows
everyone to have a chance to repeat as well.
- Teacher does the same for “In the afternoon,” “In the evening,” “at night.”
- Then relates “In the morning” with “I wake up” and then verbs like “to eat
breakfast,” “to shower,” etc.
- He does the same for “In the afternoon” “In the evening” and “at night.”
- He always allows students to repeat phrase.
- Then he plays a matching game with the students. There are verbs and
transitional time phrases. The students will match the corresponding verb to
the time phrases. This is study 1
- Study 2 – Writing exercise. With the transitional time phrases, the students
must write corresponding verbs to match the time phrase, while the teacher
monitors the students and checks their answers. This way if they have any
questions, he can be there to answer them. This lesson seems to be a solid
example of integrated skills.
Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

- Sometimes when the students suggest a verb, he tries to find another similar
word so that the students can have variety in their vocabulary. Good. Also
consider how much of this is effective. Throwing too much at them at once
might not work, at least not in all contexts.
- After the study, he begins to teach the students the question to the time
phrases, like “What do you do in the morning?”
o He picks up the pace when speaking the question so that the students
can recognize the sound of the native English spoken speed. Cool note.
This method can be used across a term (semester, trimester, quarter) as
well. Start slow, but as the Ss get used to you, make it more natural.
o Then slows it down for the students to learn out to say it
- He allows the students to work in pairs and then he monitors peoples Q&A.
- Then he goes on to do the same thing with “What do you do in the
afternoon?”
o He asks everyone this question. And corrects immediately when
necessary
 Example: Girl said “In the afternoon, I got to shop”
 Teacher: “I got shopping”
 Girl: “In the afternoon, I got shopping.”
- Then he gets everyone in pairs and tells them they cannot use their notes.
They must make dialogue on their own while he monitors them and correct
them when he notices the mistake.
- He does the same example and practice with “in the evening” and “at night.”
Then allows them to practice without notes.
- In the end, he asked them to go around the class, and create a complete
dialogue without notes
o He shows example of how to start the dialogue with “Hi, how are you?
What do you do in your day?”
o The students will copy that beginning and then expand on their daily
routines.
Great job capturing a lot of the most important elements. You captured some really useful
techniques and some effective learner-centered teaching. Next time, see if you can
identify more of the parts that match with the UCR Lesson Plan parts (presentation,
practice, production). Also, take the next observation to note the timing of at least some
of those parts. The content of these observation notes, however, is strong.

In this short online class, most of the time the students were speaking listening.
According to I.S.P Nation and J. Newton, “it has been claimed that over 50 percent of the
time that students spend functioning in the foreign language will be devoted to listening.”
This teacher took into consideration that the students need to develop their listening skills
in order develop their English skills. He also took note that they must speak it out loud in
correlation to listening. When the students hear it out loud, they can listen to the way the
teacher speaks the phrase in comparison to the way they speak it. This skill helps them
practice the way they pronounce the target phrase. The teacher tried to tap into that
speaking and listening skill so that the students have a lot of practice in the class. He does
have them read and write the target phrases and words so that they can practice note-
taking. The students can also practice recognizing the words on paper and how it is
written while they speak to their partners. This practice also helps them check the words
if they stumble while talking to their peers. Good observation.
Although he has them take notes, the students are not allowed to look at them in
the later part of the session to practice their memorization skills. The first part of the
session is listening and repeating the target phrases. The second part of the session is
developing their own list of verbs in relations to the target phrases. The third part of the
session is creating dialogue, which practices speaking. The teacher mainly used
“meaning-focused input and output method” to teach his class. Meaning-focused input
focuses on listening and reading while meaning-focus output focuses on speaking and
writing. The first part of his session had to start with input because he had to make sure
the students understand and recognize the topic on “daily routines.” Eventually, he

wanted them to expand on the list of verbs to use with the target phrase and ease into the
meaning-focused output method by creating dialogue. Both the meaning-focused input
and output for this lesson helped the students eventually create dialogue, but it seemed
like the focus of the class was to listen and to speak. Yes. Again, this seems to be a really
effective integrated skills lesson. Especially at the lower levels, using writing and reading
to support LS can have benefits. Also, you have connected some really important
concepts from Nation and Newton. Add even more reflection next time. Did any of the
techniques resonate with you? Will you try them out in your teaching? Why/Why not?
Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. “Chapter
3 Listening.” New York, NY. Routledge.
It is awesome that you are going beyond our textbook! Paul Nation has done great work
in a lot of areas, but definitely keep him in mind if you are interested in fluency
development, especially in reading. Keep it up.



Environment
*
2/1/2018 F2F ESL Listening and 400 Judy Nguyen
Speaking
- STUDENTS WILL DISCUSS QUESTIONS FROM THE WHITEBOARD RELATED TO THE VIDEO ON
DANGEROUS SELFIES WITH 100% ACCURACY.
- STUDENTS WILL RELAY THEIR OWN EXPERIENCES WHEN DOING A DANGEROUS SELFIE TO
THE CLASS WITH 100% ACCURACY.
- STUDENTS WILL TAKE NOTES ON THE PRERECORDED LISTENING ACTIVITY TO ANSWER
SOME QUESTIONS FROM THE TEXTBOOK WITH 80% ACCURACY.
- STUDENTS WILL TALK TO THEIR PARTNERS AND HELP EACH OTHER FILL IN THE ANSWERS
TO THE PRERECORDED LISTENING WITH 80% ACCURACY.
13:00 – Introduces class to the observer (told them to ignore me → not sure if that makes
them think about me more)
- Teacher starts the class by randomly pairing students with possibly new partners
- Shows video of 25 most dangerous selfies
o Students will work in a pair to ask each other questions from the board
▪ 1. What did we just watch?
▪ 2. Do you take selfies?
● If so, have you taken a dangerous selfie?
▪ 3. Why do you think people from around the world would take a
dangerous selfie?
o Video does contain some slang, which is good for thes
- On the board:
o Feb 1, 2017
▪ Dangerous selfies
▪ Listening 1

▪ Vocabulary
- 13:10: Students talk with their partners in relation to the questions on the board.
- 13:15: Discuss as a group
o Teacher draws pictures of situation to help students understand
▪ One student took a selfie while falling into a waterfall
▪ Another skydived
o Teacher wrote some words on the board when students may not have
recognized the words
▪ GoPro
▪ Adrenaline
o T also wrote main idea for the 3rd question
▪ Famous
▪ New experience
▪ Popularity
▪ Adrenaline
- 13:20 – Listening 1
o Students must take notes on the listening
o Most students are paying attention.
▪ Some students are on their phone: probably texting or on the web.
● T keeps a sticky note and writes some information on it.
o Possibly who isn’t paying attention (reduction of
pts)
● About 3 Ss is really open about being on their phones.
o But 1 student is good at hiding it
▪ Note: I’m at a good placement where I could
view everyone
- 13:25 – Talk with partner and help each other fill in the answers
o Most students pay attention and took as much notes as they could
▪ Almost like a jigsaw activity
o Those who didn’t pay attention just copy off of others
o Those who didn’t understand some concepts of the listening  this is a
good opportunity to ask each other
▪ Ss are not as loud as in the last activity but it is required to do
activities from the book
- 13:30 – shows answers to students
o T is interactive with observer when needs to be
o She goes on a slight tangent for ss benefit when learning about American
culture
▪ What can $500,000 buy?
● Checks housing price in Riverside. (400,000 – 800,000)
● Checks housing price in Malibu. (1,000,000 – 5,000,000)
o Continues with answers
o Adds an answer that wasn’t in the book on the board
- 13:35 – Vocabulary
o Ss repeats after T
o Writes certain info on board

▪ P. 108
▪ Expose (v) / exposé (n)
● T explains the differences
▪ Income (month) / salary (year)
● Checks to see if ss remembers definitions
o Let’s students work on the vocabulary problem
▪ Could talk to each other if they wanted to.
● Only some talk.
● Eventually, it becomes really quiet.
● As activities continue, it gets quieter (more academic =
more silence)
- 13:40: T writes numbers 1 – 10 on the board
o Gives marker to groups to answer question on the board
▪ Gets the ss moving and active
▪ Other students can write in the answer to correct themselves
o Only number 6 is wrong
▪ T explains why the word is wrong (meaning is not correct but
grammatically it could work
- 13:45: listening activities
o With numbers and measuring units
▪ Write the numbers out in words
● $500,000 = five hundred thousand dollars
▪ Check with partners
▪ Check from the T.V. for the answers.

This class was taught differently from the last listening teacher that I had
observed for the last report. This teacher used a lot of the Communicative Language
Teaching (CLT) method as a way to help students understand formal English with the
prerecorded listening activity and understand informal English with the youtube video of
dangerous selfies. It’s interesting to compare the different teaching style of listening and
speaking classes because both class still had to use the textbook as a guide to teach the
students. The last teacher used the textbook as a guide about 90% of the time, but this
teacher used the textbook as a guide for about 50% -70% of the time. I thought that Ms.
Nguyen’s class was slightly more interesting because she was trying to keep the students’
interest up by relating to their generation through a youtube video of dangerous selfies.
According to the CLT,
To overcome the typical problem that students cannot transfer what they
learn in the classroom to the outside world, and to expose students to
natural language in a variety of situations, adherents of CLT advocate the
use of authentic language materials. (Larsen-Freeman and Anderson 2011,
p 126)
Ms. Nguyen really took the opportunity to expose the students to informal authentic
language by using the youtube video (authentic material). She also uses the textbook pre-
recorded dialogue to expose students to formal authentic language. Students can try to
hear the differences between informal and formal English, helping students become better

listeners when interacting with native English speakers. Some listening and speaking
class only exposes students to formal language. When students begin to speak with native
English speakers, it’s difficult for students to understand the informality speaking style.
In my view, exposing students to informal language helps students boost their confidence
when speaking to a native English speaker and they don’t feel completely left out of the
culture if they understand some of the informalities. It is possible that the students would
feel more confident in gaining native English speaking friends through the use of
informal speech.
Larsen-Freeman, D & Anderson, M. 2011. Techniques & Principles in Language

Teaching. “Communicative Language Teaching.” Oxford, NY. Oxford University Press.


TESOL Certificate Programs UC Riverside Extension
Rubric for Written Assignments V2
Student Name: Vicanda Ma Date: 2 /1 / 2018 Class: Listening & Speaking Methods
Assignment: Observation 2 Instructor Name: Matt Kutter
Item 0 – No relevant 1 – Unsatisfactory 2 – Needs Improvement 3 – Meets Expectations 4 – Exceeds Expectations

evidence
Content The assignment Ideas are not well developed or Ideas are somewhat developed, Ideas are developed, and Ideas are fully developed, and
was not submitted, may fail to demonstrate an and demonstrate some demonstrate an accurate demonstrate a significant and
or the submitted understanding of the task. Main understanding of the task. Main understanding of the task. accurate understanding of the
assignment was ideas, or examples/details, may be point(s) and examples/details Main point(s) and supporting task. Main point(s) and
not relevant to the obscure or missing. When may be included but not well examples/details are clear and examples/ details are
task at hand. required, outside evidence may be integrated. When required, easily identifiable. When identifiable, clear, and engaging
missing or may fail to support outside evidence may be required, relevant outside for the reader. When required,
claims. minimal or may not fully evidence is included. It compelling outside evidence is
support claims. supports claims. included; it is seamlessly
integrated into the paper to
support claims.
Organization The assignment The organization is not effective The organization is somewhat The organization is effective The organization is highly
& Format was not submitted, for the task, or there is a lack of effective for the task, although for the task. The effective for the task.
or the submitted organization. Errors with it may be loose or unclear. organization is clear and Organization skillfully and
assignment transitions and connectors There may be some errors with logical. Transitions and logically builds support for the
organized or interfere with comprehensibility. transitions and connectors. connectors are used thesis. Transitions and
formatted in an Paper may not meet basic Paper may not follow APA appropriately. Paper follows connectors are used
appropriate or requirements for APA format, and format entirely or may have APA format with few errors in appropriately and seamlessly.
effective way may not meet basic requirements errors in citation/style. Paper citation/style. Paper meets Paper follows APA format with
given the task at for title, word count, spacing, etc. may not meet all requirements most requirements for title, no errors in citation or style.
hand. for title, word count, spacing, word count, spacing, etc. Paper meets requirements for
etc. title, word count, spacing, etc.
Usage & The assignment was Linguistic features of the writing Linguistic features of the writing Linguistic features of the writing Linguistic features of the writing
Mechanics not submitted, or the (syntax, usage, word form, (syntax, usage, word form, (syntax, usage, word form, (syntax, usage, word form,
submitted tone/register, spelling, capitalization, tone/register, spelling, tone/register, spelling, tone/register, spelling,
assignment was not punctuation, etc.) are not effective. capitalization, punctuation, etc.) are capitalization, punctuation, etc.) capitalization, punctuation, etc.) are
relevant to the task Errors are very distracting and/or somewhat effective. The errors are effective. There may be a highly effective. There are no
at hand. interfere greatly with the may be distracting and/or interfere few errors, but they do not apparent errors. The writing is very
comprehensibility of the message. with the comprehensibility of the interfere with the professional and academic.
The writing is not professional or message. The writing may not be comprehensibility of the
academic. professional or academic. message. The writing is generally
professional & academic.
TESOL Certificate Programs UC Riverside Extension
Comments:
 Objectives were very detailed and fit the best practices for objectives. When you put in the accuracy, was this your estimate or did you
know that the teacher was expecting that?
 Your observation notes were objective and detailed. It was easy for me to follow what happened, and I liked that you noted details
such as how students who didn't understand compensated by copying – good eye for detail.
 Your reflection clearly shows that you are applying the theory that you used to the situations that you observe. You also moved your
reflection beyond the surface and pedagogical levels as you focused on how the teacher's choice in authentic materials could enable
students to communicate better in real situations than following a lesson plan focusing on more formal language that might be found
in the textbook. One thing that you might consider is how this would apply in a foreign language teaching situation, such as working
in Japan. Would that approach be beneficial for your students there, and if so, how much class time should you devote to it?
Grading Scale: 12.0 – 11.0 points = A 10.5 – 9.5 points = B 9 – 8 points = C 7.5 – 6.5 points = D
Below 6 = F
Raw Score: 12 /12 Letter Grade: A


Environment*
1-18- F2F ESL Reading & 400 Robb Hughes
2018 Writiing
- STUDENTS MUST PRACTICE PARAPHRASING CERTAIN TEXTS BY USING SYNONYMS OR

CHANGING PART OF SPEECH
- STUDENTS MUST BE ABLE TO CRITICALLY THINK ABOUT THE GIVEN TEXT AND WRITE
ABOUT THEIR OPINIONS TO PREPARE FOR THE FINAL WRITING ASSIGNMENT.
- STUDENTS WILL BE ABLE TO USE COMMON PHRASES, SPECIFICALLY “GET CAUGHT
UP/CATCH UP,” THROUGH TEACHER’S EXPLANATION OF THE PHRASE AND PRACTICE USING
THE PHRASE WITH A PARTNER.
Good.
10:00am – Review previous lesson. “Thinking outside the box.” → Work in pairs. The
teacher normally tries to pair the students so that they do not get paired with
someone who speaks their native tongue, enforcing them to speak English.
Afterwards, he still ask them to review the paragraph from the textbook and the
homework/classwork from previous lesson→ allows them to work in pairs.
10:10am – Teacher explains the idea of making inferences when reading texts. →
explains the idea of making an inferences with examples from his life = gives
information about California law for driving age is 16, then says his niece just got
her license. The students inferred that he will ask “how old is my niece?” So
10:15am – Students must answer the previous lesson’s classwork → Reading Paragraphs
and write main idea and topic sentences of each paragraphs. Most of the students
in the class is quiet so the teacher tries to pick people who are quietly speaking the
answer to make them speak louder. He sometimes slowly gives the answers away
and allows the students to catch up to the answer so that he can get them to talk.
10:20am – Teacher is talking about part of speech and allowing to change the part of
speech as a good paraphrasing technique. He continuously tries to encourage
students to speak loudly and confidently by telling them that there are no
repercussions in having the wrong answers. The students could be speaking less

than other days because of the TESOL observer (me) → variable to which could
change the mood of the class.
10:25am – Teacher uses his main idea for Paragraph 8 to give the students an example in
combining sentences and using synonyms to paraphrase the main idea of the
paragraph. Teacher uses Microsoft word to take notes (allows students to take
notes with him).
10:30am – allows students to work in pairs to check answers for the next part. After 1
min or 2, he doesn’t ask students the correct answers. Instead, he asked the
students why the other answers are potentially wrong.
10:35am – Teacher is trying to get the students to be careful and attentive readers because
he wants to prepare the students for college courses where professors will want
their students to be critical thinkers. (Instead of giving answers from the book and
going on with the lesson, he wants his students to succeed in his class and in their
future education).
10:40am – allows the students to check answers in pairs. Then goes over the answers
with them after half a min. If the student has the wrong answer, he tries to help
them figure out why it’s the wrong answer.
10:45am – Students learned a new phrase “catch up/caught up on.” Some students didn’t
understand the phrase. Some students thought it meant to catch an object while its
up in the air. The teacher clarified the meaning after a student explained the actual
meaning → teacher allows enough time for the students to answer the question
10:50am – continues with the textbook problems. This teacher has really good hearing (I
can barely hear the students speak the answers). While answering the T/F, the
teacher asked them to prove their answers by using the corresponding text.
10:55am – 10 min break
11:00am – Teacher points out the tips on the margin of the textbook. It’s good to let
students know that certain grammatical structures could be changing. But for tests
purposes, it’s best to follow the tips in writing from textbook.
11:05am – allows students to check answers with one another but they must be ready
explain their answers. After about half a min, he asked them to explain their
answers. He continuously ask the students to explain their answers in order for the
students to understand that there are always evidence to back up their claims.
Teacher knows that the class is quiet and shy, so he uses certain aspects to pick
students. For example, students smiled and he noticed them so he chose the
smiling students. Another example of when he chooses students is when the
students’ whispering the answers.
11:10am – Critical thinking problem. → allows students to speak with one another as he
monitors students. The students must treat this activity like a conversation,
helping students practice speaking English conversationally. Teacher looks at
each students’ writing assignment to see what they have written and the length of
the answer.
11:20am – Teacher brings up Tuesdays lesson about pros and cons in relation to their
critical thinking assignment about technology. Then he begins to talk about the
vocabulary skill on synonyms. He types on the computer “You must use
synonyms when you restate and paraphrase information.” Some students do not
write what he had typed and so he states that he types because it is important

information for the students so they should also write these information. Then he
speaks a little bit more on synonyms, like how synonyms are not exactly the same
meaning but have similar meanings. Teacher allows students to check answers
with one another then checks over the answers. → He has the students do the
work beforehand so that he takes up most of his time really helping the students
understand the content of the questions and answers.
11:25am – While checking over the answers, he also helps the students think of more
synonyms for certain words (more than the textbook gives).
11:30am – Teacher continues to the writing section of the textbook, explaining the ideas
of restating. Teacher gives example in how he restates/paraphrase certain parts of
the texts. (Students should know how to restate the texts in order to write a
summary of the texts, then give a personal response of the texts). Teacher reads
from the textbook about writing a summary and personal response and then
clarifies the ideas to help students understand the concepts. Teacher made sure
students understand the ideas of restating/paraphrasing in order to write their
summary.
11:35am – allows students to check answers with one another about the article “Cars That
Thinks.” Then, he goes over the answers. He explains that the first few sentences
are not the main ideas because they are either too general or they don’t mention
the main topic “cars.”
11:40am – goes back to the example summary paragraph about “Cars That Think” to
answer the following questions. Teacher tries to get students to speak answers so
that he knows the students are also trying to think about the answers instead of
just giving them the answer. He also pays attention to the possible synonyms the
example summary has written so that the students has good example synonyms
for their own writing.
11:45am – single student wakes up from a nap. Teacher whispers “good morning.
Welcome back to Riverside. I hope I didn’t wake you up.” Student says, “sorry.”
Teacher continues to look at the example summary and break it down so that
students can understand the concept of writing a summary.
11:48am – teacher stops the lesson. Near end of class. Gives students their next
assignments.
Textbook: Ward, Colin S. Q: Skills for Success Reading and Writing 3. “Unit 3: How has
technology affected our lives?” Oxford.
Excellent time stamping. I liked that you identified and labeled some pieces like Critical
thinking problem. This is a nice alternative to identifying and labeling based on PPP, but
then do this even more consistently.

For this reading and writing class, there was an importance of teaching students
paraphrasing techniques, using synonyms and changing parts of speech, to encourage
students to continue in their higher education and to discourage any practice of
plagiarism. While teaching these paraphrasing techniques, the teacher tries to encourage
students to speak in the class even if it is not a speaking and listening class. Speaking the
answers out loud helps the students recognize their own pronunciation in relations to how
the teacher may pronounce certain words. But unfortunately, this class happen* to be
very quiet when giving answers. The teacher tries to evaluate the classroom’s
participation style to give the best lecture that he could give them.
According to Jack Richard and Thomas Farrell in Practice Teaching a Reflective
Approach, “[any] language class will contain a mix of students with different dispositions
toward learning” (2011, p 123). This reading and writing class were task-oriented
students because they were able to complete different assigned task and they were able to
work with each other despite the teacher’s arrangement where each student cannot pair
up with someone with the same L1. Although, these students were quiet and shy when
the teacher asked for the answers out loud. Most of the students fear making mistakes so
they prefer not to be put on the spot. But the teacher continued to encourage the students
to speak out loud by explaining that mistakes are meant to be made so students can learn
from them. Another useful approach in this situation can be to identify a leader in the
class or someone who is at least a little more willing to participate. Then some effective
Ts are able to enlist that student to help motivate others.

This reading and writing class seemed very efficient in working in pairs and was
actively learning together. As a whole, the class becomes very quiet and shy but the
teacher was able to get the students to speak out loud by calling on individuals, slowly
saying certain answers so that the students follows out loud, and creating a more positive
and safe environment for the students to learn from their mistakes. By the end of the 2
hour class, the students spoke slightly more than in the beginning but still struggled to
speak the answers out loud with confidence. What a great opportunity to see a turn
around so quickly. Don’t be surprised if in your own classes you have to attempt to
inspire this turn around each class period with certain groups.
Richards, Jack C & Farrell, Thomas S.C. Practice Teaching: A Reflective Approach.
Cambridge, NY. Cambridge University Press. 2011.


Student Name: Vicanda Ma Date: 02/13 Instructor Name: Mike Hein Class: Foundations of TESOL Assignment: Observation 2
Item No relevant evidence Unsatisfactory Needs Improvement Meets Expectations Exceeds Expectations
(0 – 59%) (60% - 69 %) (70% - 79%) (80 – 89%) (90% - 100%)
Content & The assignment was not Ideas are not well developed Ideas are somewhat developed, and Ideas are developed, and Ideas are fully developed, and
Ideas submitted, or the or may fail to demonstrate an demonstrate some understanding of demonstrate an accurate demonstrate a significant and
submitted assignment understanding of the task. the task. Main point(s) and understanding of the task. Main accurate understanding of the task.
67/70 was not relevant to the Main ideas, or examples/details may be included but point(s) and supporting Main point(s) and examples/ details
task at hand. examples/details, may be not well integrated. examples/details are clear and easily are identifiable, clear, and engaging
obscure or missing. identifiable. for the reader.
Evidence & The assignment was not When required, outside When required, outside evidence may When required, relevant outside When required, compelling outside
APA Format submitted, or the evidence may be missing or be minimal or may not fully support evidence is included. It supports evidence is included; it is seamlessly
submitted assignment may fail to support claims. claims. Paper may not follow APA claims. Paper follows APA format integrated into the paper to support
lacked evidence from Paper may not meet basic format entirely or may have errors in with few errors in citation/style. claims. Paper follows APA format
10/ 10 outside sources and requirements for APA citation/style. with no errors in citation or style.
APA formatting. format.
Organization The assignment was not The organization is not The organization is somewhat The organization is effective for the The organization is highly effective
& Standards submitted, or the effective for the task, or effective for the task, although it may task. The organization is clear and for the task. Organization skillfully
submitted assignment there is a lack of be loose or unclear. There may be logical. Transitions and connectors and logically builds support for the
organized in an organization. Errors with some errors with transitions and are used appropriately. Paper meets thesis. Transitions and connectors
9/ 10 appropriate or effective transitions and connectors connectors. Paper may not meet all most requirements for title, word are used appropriately and
way given the task at interfere with requirements for title, word count, count, spacing, etc. seamlessly Paper meets
hand. comprehensibility. Paper spacing, etc. requirements for title, word count,
may not meet basic spacing, etc.
requirements for title, word
count, spacing, etc.
Usage & The assignment was not Linguistic features of the Linguistic features of the writing Linguistic features of the writing Linguistic features of the writing
Mechanics submitted, or the writing (syntax, usage, word (syntax, usage, word form, (syntax, usage, word form, (syntax, usage, word form,
submitted assignment form, tone/register, spelling, tone/register, spelling, capitalization, tone/register, spelling, tone/register, spelling,
was not relevant to the capitalization, punctuation, punctuation, etc.) are somewhat capitalization, punctuation, etc.) are capitalization, punctuation, etc.) are
9/ 10 task at hand. etc.) are not effective. Errors effective. The errors may be effective. There may be a few highly effective. There are no
are very distracting and/or distracting and/or interfere with the errors, but they do not interfere with apparent errors. The writing is very
interfere greatly with the comprehensibility of the message. the comprehensibility of the professional and academic.
comprehensibility of the The writing may not be professional message. The writing is generally
message. The writing is not or academic. professional/academic.
professional or academic.
Score: _____95_____/100 Letter Grade: ______A________
Comments: See comments on Observation Report

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TESOL Certificate Programs

Observation Report Form

Name of Observer Vicanda Ma Observation # 4

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

- STUDENTS WILL DEVELOP SKILLS IN SPEAKING WITH INTONATIONS AND DETECTING

Q: Skills for Success: Listening and Speaking 3

Notes while observing:

Last Updated: 8/19/2016 2:38 PM

Last Updated: 8/19/2016 2:38 PM

Last Updated: 8/19/2016 2:38 PM

input and output activities.

Newton in Teaching ESL/EFL Listening and Speaking, “the meaning-focused output

Normally, activities in this strand include “talking in conversations, giving a speech or

Through this class, I learned how to be a conventional teacher when it comes to

Last Updated: 8/19/2016 2:38 PM

be involved in the students’ conversation by going to the students and creating a

Last Updated: 8/19/2016 2:38 PM

Last Updated: 8/19/2016 2:38 PM

Name of Observer Vicanda Ma Observation # 1

Date Observation Class Skill/Content Level Teacher

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

Notes while observing:

Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

meaning-focused output method by creating dialogue. Both the meaning-focused input

Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

Last Updated: 3/23/2018 12:29 PM1/21/2018 6:45 PM

Observation Report Form

Name of Observer Vicanda Ma Observation # 3

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

Notes while observing:

Last Updated: 2/1/2018 1:02 PM

Last Updated: 2/1/2018 1:02 PM

Last Updated: 2/1/2018 1:02 PM

interest up by relating to their generation through a youtube video of dangerous selfies.

According to the CLT,

learn in the classroom to the outside world, and to expose students to

natural language in a variety of situations, adherents of CLT advocate the

use of authentic language materials. (Larsen-Freeman and Anderson 2011,

Last Updated: 2/1/2018 1:02 PM

Larsen-Freeman, D & Anderson, M. 2011. Techniques & Principles in Language

Last Updated: 2/1/2018 1:02 PM

Last Updated: 2/1/2018 1:02 PM

Assignment: Observation 2 Instructor Name: Matt Kutter

Item 0 – No relevant 1 – Unsatisfactory 2 – Needs Improvement 3 – Meets Expectations 4 – Exceeds Expectations

Raw Score: 12 /12 Letter Grade: A

Observation Report Form

Name of Observer Vicanda Ma Observation # 3

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

- STUDENTS MUST PRACTICE PARAPHRASING CERTAIN TEXTS BY USING SYNONYMS OR

Notes while observing:

Last Updated: 1/15/2018 10:05 PM

Last Updated: 1/15/2018 10:05 PM

Last Updated: 1/15/2018 10:05 PM

paraphrasing techniques, using synonyms and changing parts of speech, to encourage

students to continue in their higher education and to discourage any practice of

According to Jack Richard and Thomas Farrell in Practice Teaching a Reflective

Ts are able to enlist that student to help motivate others.

Score: ___95_/100 Letter Grade: A____