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Observation Notebook

Observation Report Form

Name of Observer: Geraldine Odiakosa Observation #: 2

Date Observation Environment* Class Skill/Content Level Teacher
10/13/18 https://www.youtube.com/ EBY Listening, Intermediate Jellyfishnchips
watch?v=sASIbUsn2-Y Talking Speaking, at EBY
Club Reading & Talking Club
Writing

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO COMPLETE LISTENING COMPREHENSION ABOUT TWITTER
WITHOUT MISTAKES.
STUDENTS WILL BE ABLE TO VERBALIZE MAKING A SUGGESTION USING THE TARGET PHRASE.
STUDENTS WILL BE ABLE TO VERBALIZE ACTIVITIES THEY LIKE TO DO USING “I’M NOT ONLY
GOING TO “A” BUT ALSO “B” WITHOUT MISTAKES.

Notes while observing:

Warm Up
T says so “How are you doing today?”
T points to say each S
Ss says “Good”.
T points to Ss and says give me sentences “I’m ____”
S says “I’m pretty good.”
T says “Someone ask me.” As in someone ask me a question.
S says “How about you?”
T says “I’m alright today. I’m sad the weather wasn’t quite as nice as it was before. I’m
feeling okay.”
T says “Tells me two things you did yesterday.” There is a pause.
T says “Anything you want…. I did…., I made….”
S says “I studied for six hours.”
T says “What do you think was it too long or too short?”
S responds with what they did and T engages students by asking questions about what
they did the past weekend.
T points and asks each student question again.
S says “I studied.”
T says “What did you study yesterday”
T says “Someone ask me.”
S says “What did you do yesterday.”
T says “I read a book about traveling.”

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Presentation
T says “What page are we on”
S says page number
S reads the title of the lesson which is “I can see English.”
T repeats “I can see English.”
T asks “What else do you see.”
S says “It’s black and white picture.”
T says “It’s a picture of a website. It’s Twitter.”
T asks “Does anyone use twitter?”
S says “I use Twitter for information.”
T says “What kind of information.”
S says “Shocking information!”
T asks “What is else do you see?”
S says a “Username.”
T says “Username is a nickname.”
T elicits response from students and says “What is a nickname?”
T says he will start to play CD and then he will play in again slower
Ss perform a fill in the blank activity from the book
T asks “How did we do?”
S says “It’s very fast.”
T says “Yes it’s very fast but I will slow it down.”
T plays cd over again and pauses so Ss can fill in the blank
T repeats part of the phrases and the students speak out the fill in the blanks. Word
“realtime” appears in the fill in the blank lesson.
T asks “What does real time mean.”
S says “send”
Teacher says “Ok, if I send…”
S says “Get it faster.”
T says “Yeah if I get it it’s immediate, I get it fast. Very good. That’s right. Excellent.”
T goes around class to see what students are missing

Comprehension Check
T asks “What is Twitter?”
Ss says “it’s a social networking service?”
T points to students to repeat phrase “It’s a social networking service.”
T says “It’s like a blog. What is a blog.”
S says “It’s writing.”
T asks “How is it different than Twitter?”
T asks questions about Twitter and Ss answer correctly. T asks if students have any
questions on vocabulary.
T sees that student doesn’t know the word “boast”.
T gives model of what is boast such as if I am the best at pool (models) than I am___”
S says boasting
T asks Ss to repeat the word boast
T says “Read the last sentence”

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S says “Why don’t you sign up for Twitter today?”
T asks “So, what is he doing?”
Ss says “making a suggestion”
T says “Yes this is what we are going to learn today.”
T says “What does he says next?”
Ss says “Why don’t you?
Ss says “How about you?”
Ss says “What about you?”
T points to S and says “Make a suggestion.”
Ss says “Why don’t you give me your phone number?”
S says “How about playing soccer?”

Introduce grammar points

T says “What if we were to introduce two things?”
T “I’m not only A but also B”
T says “Is there another way we can say this?”
T says “Let’s A as well as B”
T asks for examples, “Let’s make suggestions with this.”
S don’t reply
T says “Let’s eat (models) ____ and as well as eat ____;
S says “fish.”

S then perform role play reading portion about Twitter and followers
S reads passage and pauses at a word
T says “hosting”
S continues to read, and role play between another S

Comprehension Check, true or false

S reads the questions in the book and students answer out loud true or false. Next they
play a game with a large dice
T says “Let’s play a game. The dice is a time bomb!”
Students play game. Only for 30 secs. Students cannot repeat phrases. Once students
respond correctly making a suggestion, then the student passes the dice. T will provide
rewards such as candy after class. Has students stand up to play game. T encourages
students to use other phrases other than “Let’s” because all the students are using it.

After game, T asks what do you see?

S says “I see paper”
T says “Paper?!”
T says ok very true (as if good try)
S says “I see eyes.”
T says “Ok, say I see eyes”
T asks “How do they look?”
S says “They look sad.”
T says “Ok they look depressed. Very good.”
Teacher frequently asking comprehension questions about what they see in the pictures.

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Students role play questions and students answer the questions about the conversation
they are listening to. T goes around room to check answers.
T asks S “Where does the boy live?”
S says “Dorm”
T says “What is dorm’s spelling?”
S spells dome
T says “D-O-R-M not dome. Dorm is short for dormitory where students live in the
university.
T write “dorm” on the white board
T asks, “Tell me what are you going to do this weekend? Tell me two things.”
T says I’m not only going to….”
S says “I’m not only going to……”
T says “going to….”
S appears to be struggling but this is hard to hear. S says “Play with friends”
T says “Ok I’m not only going to play with friends but also ….
Ss ..
T says “Also play cell phone games.”
T says very good.

Class ends.

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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)

I observed an online intermediate EFL class taught in South Korea. The class took

place at a private academy called EBY Talking club. There were six students in the class

with ages approximately ranging from 12-14 years old. The teacher’s name was not given

in the course. In this observation, I focused on Error Correction.

In student centered learning, it is important for teacher to guide their learning. In

the class, the teacher often asked the students more in-depth questions in order to help

with their critical thinking skills. When the student provided an answer, he did not just

stop and say, “very good.” He asked the students further questions to develop their

conversational and critical thinking skills such as “What do you think about that?” or

“What else?”.

Providing feedback and correcting errors is important in student learning. If

corrections are not made, the student may believe that the mistakes a minute, which can

be difficult to correct in their advanced levels (Jones, 2007, p. 20). In this class, one of

the error correction techniques used was error correction sandwich. For example, the

teacher asked a student what “real-time” meant and the student replied, “Send…faster.”.

The teacher replied to the student, “Yeah, if I get it, it’s immediate and I get it fast. Very

good.” The teacher acknowledged the student’s response, provided feedback, and praised

the student for the response. In the class observation, I valued that the teacher did not use

a more forthright type of error correction such as direct correction. According to Jones

(2007), we have to mindful of the types of students that can receive a more direct

correction versus a student who needs a subtler approach. Students in the novice stages

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may feel the teacher is disapproving of them as a learner and may cause the student to

lose confidence.

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References

Jones, L. (2007). The Student-Centered Classroom. Cambridge, New York: Cambridge

University Press.

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