MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION

IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING

DIRECTED PEER OBSERVATIONS

OBSERVATION REPORT NO. _1_

Candidate’s name: ____Sergio Rosendo Tovar_____________

Date of the report: _________November 18th______________

This form is intended to help you focus your attention on some important aspects of a class. Do not
interrupt the class or participate unless the class teacher requests a contribution.

Teacher (video)
Observed:
School: n/a
Course A2 to B1
level:
Number of 6 Average age of 30’s
students: students:
Date of the November 5th Main aim of the
Observation: observation (Task no.)

Reflection upon the aspect(s) observed:

It was great to have observed how students were directed to

speack about certain details in regards to “birthdays...”

just like a magician the teacher changed the messages

displayed on the board while the students were busy talking...

it was a very neat and proficient way to take advantage of

something so simple and handy provided that the messages

displayed were brief and solid, simply prompting a

conversation.

Marker : Gabriela Villarino Return Date: February 6th, 2017.

 ICELT Peer Observation Task 1 : Teaching Aids.
Task Objective.
This task aims to consider how teaching aids may be best exploited. You will gather information
about the ways in which and the purposes for which teaching aids were used in the lesson.
Procedure.
Before the lesson.
1. Arrange to observe a lesson. Find out the lesson's objectives and, ideally, obtain a copy of the
lesson plan.
2. From what you find out in advance about the lesson, predict:
- what teaching aids might be used;
- how they might be used
- what you think the board might be used for;
- how the board might be used.

As a conversation class

During the lesson.

1. Make a note of the teaching aids used in the lesson and their function.
A set of printous used as visual items.
2. At three points during the lesson copy the contents and layout of the board exactly.
3. Take notes about what happens while the board is being written on.

It was not shown when the teacher wrote some new promptings on the boars as that
happened while students were busy, I think that was one teh points to be highlighted.

After the lesson.

1. Discuss the use and effectiveness of the teaching aids used during the lesson. Which aids
were most effective and which the least? Were they handled smoothly and efficiently?

No one was more effective than another, it is important to highlught that everything was used
just as prompts to have the students talk...

All items were realy useful carefully and the transitions were really smoot. All of them seemed
realy useful.

2. Discuss the decisions made about layout and board use. Would you have used the board
differently? How?

The 3rd of the included pictures show a board a little bit messy, besides that everything was
simple and very clear.

3. Analyse the data you collected from the lesson, would you say the board was used randomly or
systematically, or somewhere in between? If you detected a system to the board use, describe it and
evaluate its effectiveness. What system would you advocate for board use and why?

The board was used according to a previous plan and at time spontaneously supporting the
ideas elicited from the students; there was NOT such thing like a method to use the board but
common sense was an obvious policy.

Adapted by A. Navarro from ICELT Induction Pack – Centre’s Observation Tasks and Guidelines-
(tasks originally designed by “International Training Institute” Istanbul & “Cultura Inglesa” –Brazil)