TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer Tomomi Yuma

Date
Observation Environment

Observation # 10
Class Level/Number (Beg./Int./Adv.) Advanced (IOF1) Teacher

(include URL if the class was online)

Class Skill/Content

October 23

Classroom

Pronunciation

Kristina Rigden

Focus on relevant areas from the What Can Be Observed handout. Notice how the teacher handles these areas during the class. OBJECTIVE OF THE LESSON: Students will identify and practice word stress. Notes while observing:

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Last Updated: 11/5/2013 7:55 PM

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your observation focus, and the theory you have studied in your TESOL classes. Consider the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)

In order to review word stress, the teacher used a game in this class. Students played the game in a group of three. Compared to working on a worksheet by themselves, the game helped them learn more. The students knowledge of word stress was imperfect at that time, so they needed help to study it. They asked each other about syllables, pronunciation, and word stress during the game. The activity gave assistant to the students as Mitchell and Myles mention that the unskilled individual learns by carrying out task and activities under guidance of other more skilled individuals.(Mitchell and Myles, 2004, p. 195). Leaners need scaffolding when they try to address the domain which they can only achieve with others help, or the Zone of Proximal Development. This class had 15 students, so the teacher could not help every student individually. However, by using the game, the students were scaffolded by other students to complete their knowledge of word stress.

Last Updated: 11/5/2013 7:55 PM

TESOL Certificate Programs

Observation Notebook
What activities/techniques from this class do you want to remember for your own teaching practice? Discuss specific ways in which you could apply the techniques and methods you saw. Discuss your future teaching environment and your students needs and goals. (100-200 words)

During the class, the teacher were always smiling and laughing cheerfully. Every time the students said thank you, the teacher replied youre welcome with a smile. The teacher seemed to enjoy watching students working in pairs or a group. The behavior and attitude made the atmosphere of the class comfortable. Students felt free to ask questions and tried to pronounce unknown words. If students find that the teacher enjoy teaching the class, they are also motivated to study. The attitudes of teachers toward the class strongly influence on students motivation. I should be careful about my attitude in class especially at the begging of a year. Students feel nervous and curious about a new teacher. The first impression has a great impact on their feeling, which decide their attitudes toward learning English through the year.

References Mitchell, R., and Myles, F. (2004). Second language learning theories (2nd ed.). London: Hodder Arnold.

Last Updated: 11/5/2013 7:55 PM