TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Park Yu Jin Observation # 4

Date Observation Class Skill/Content Level Teacher

Environment*
01/30/2019 Face to Global Writing Intermediate Jacqueline Young
Face issue 2

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

1. STUDENTS WILL BE ABLE TO READ ACADEMIC TOPIC ABOUT THE GLOBAL ISSUE.
2. STUDENTS WILL BE ABLE TO WRITE THEIR OPINION ABOUT THE
GLOBAL ISSUE
3. STUDENTS WILL BE ABLE TO DISCUSS THEIR OPINION WITH
THEIR CLASSMATES.

Notes while observing:

13:00 P.M. Warm up

(This day was the day when the teacher was temporarily changed)
T checks the attendance by calling each students.
T asks Ss to open the text book.
T asks Ss, “Everybody are good?”
Ss nod their heads.
Before starting the class, T introduces her name to students with the wit
associated with her name.
And then they open the textbook and T asks some question in the textbook, which
was the homework.
Many students give their answers simultaneously.
(It means that they participate the class actively)

13: 15 P.M. Practice

(It is continued that T checks the answers of homework with the students)
T and Students communicate actively by asking questions and answering them.
The questions are about the article of the textbook and the students answer
correctly.
After finishing answer all of the questions, T says “okay, it is time to write”.
T gives direction to the students, “read it and write your opinion in 2-3
paragraphs, okay?”

Last Updated: 3/22/2019 1:08 PM

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Observation Notebook
T gives 15 minutes to write the opinion about their point of view.
And T asks Ss to use the vocabulary in the textbook.
Ss says “it’s too hard to do”.
So, T changes the topic to the easier one for the students.

13:26 P.M. Production

Ss starts to write their opinion by using their textbook and topic that T gives.
T waits 15 minutes by looking around the students’ works.
After 15 minutes, T asks Ss to share their response.
Some students raise their hands and share their answers as a class.
T asks the students to turn in paper.

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)
This is the first time for me to observe the class which is not grammar class.
When I chose this class for my observation, I expected that I could experience something
new characteristic of the class.
First of all, I expected that there will be more activity of speaking and writing
essays because it is a class of global issues. Though there was opportunities to use
students’ speaking skill, the class’s focus was on the writing and reading. For example,
when the teacher checked the homework, the teacher asked the questions to the students
and the students told their answers about it. Also, unlike the grammar classes I observed,
I think the students actively participated in the class. However, I think it was more
important for students to be able to read the articles or paragraphs and to write their
opinion about it. After checking the students’ homework, the teacher asked the students
to read an article and write 2-3 paragraphs with their opinion. It was amazing to do
writing activities right there without practice, and if they repeat these activities, the
students would improve their writing skills. In formal education, writing serves a
cognitive function. It helps us to develop our thinking and reasoning skills, to develop an
argument or position and support it with evidence (David Nunan, 2005). In addition,
students had to complete their writing in a set amount of time, and I think this will also
help them improve their writing skills.
The next thing I expected was group work such as discussion about the global
issues. However, there was no discussion and there was only reading and writing essays.
I also felt a little bit of disappointment as I expected to watch the group work to compare
the students’ thoughts on the global issues or to discuss them in agreement and
opposition. I think it will be more interesting if there was group work or discussion.
Thirdly, when the class started, many students looked tired. That was the day the
teacher was temporarily changed and the teacher introduced her name. The teacher
introduced her name with the wit of using her name not just telling her name. I think it
has completely changed the atmosphere of the classroom and it has been a great attempt
to increase students’ interest in their classes before they begin. It is related to the class
management. Having good classroom management skills is fundamental to being an
effective instructor (David Nunan, 2005). I would use this if I have opportunity to use it.

Last Updated: 3/22/2019 1:08 PM

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Observation Notebook
References
1. David Nunan (2005). Practical English Language Teaching Grammar by
McGraw-Hill ESL/ELT
2. David Nunan (2011). Teaching English to Young Learners by Anaheim
University Press

Last Updated: 3/22/2019 1:08 PM