Universidad Catlica de la Ssma Concepcin

Facultad de Educacin.
English Teaching Programme
Teaching Experience I

OBSERVATION TASK 1:
The Learner:
a) Observe an English lesson.
b) Draw a diagram with the seating arrangement in the classroom

White board
B xx

Gx
Gx

Gx
B

Bx
Gx

x
G

Gxxx
G xx
Gxx

xxx

G
B xx

G xxx
Gx

G
G

Gx

c) Make sure you are seated in a position where you are able to observe when
and how the teacher attends to individuals by names, surnames , gestures,
facing them or not, eye contact, or others.
d) For part of the lesson keep a record of every time the teacher interacts with the
students. Mark the appropriate box (with a dot or X) each time the teacher
attends to a particular student.
e) As the teachers use of names allows you to identify the learners, name each
box on your diagram.
f) Make notes of the actual attending strategy used by the teacher (e.g. Attending
strategies: name, nod, smile, eye contact, reprimanding look, touch or others)
g) Note on your diagram whether the students are male or female and any other
distinguishing
characteristics,
such
as
difference
in
age,
nationality.)
After the lesson:
a) Reflect on your findings.

November, 2014

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin.
English Teaching Programme
Teaching Experience I
b) Note the teachers position and movement.
- When and where does s/he sit?
She does not sit at any time because she is constantly monitoring the
students work.
-

When and where does s/he stand?

She mainly stands at the center of the class, in a place in which it easy
to see for everybody in the classroom.
How near does s/he approach the learners at different parts of the
lesson?

When does s/he move around?

First when she is explaining the task she moves around in the center
and uses a lot of body language to make easier for the students the
understanding of the task. Then when the task is already explained she
moves around the seats to monitor the progress and understanding.

Does s/he project to all the learners?

Yes she does , and not only because of the physical characteristics of
the classroom , but because she makes sure she is able to reach every
student in the class, though her voice.
Can s/he be heard and seen clearly by all the students?
Yes, at every time she makes sure to be seen and heard for the
students by using the proper voice tone.

Does s/he make eye contact with individual learners?

Yes , whether to check understanding from them or to call their attention
if they are losing attention, and even to encourage them to keep talking
on an activity or working.

c) What have you learned from this observation that you could apply to your
own teaching?
-

We have learnt that there a lot of ways to motivate and encourage

students than through the level of the voice, that body language and eye
contact can be really helpful, and even silence when we want students
to keep quiet. Moreover, that get to know our students is really important
in order to make them feel secure, and in order to create a good
classroom environment, that encourages students to participate actively
in class.

Adapted from Wajnryb, Ruth. Classroom observation Tasks, Cambridge Teacher

training and development,1992.

November, 2014