Tesol – Observation Journal 1

Observation journal 1 Date 13/09/2012 length 1 hour Location world-wide House London Level focal ratio Intermediate Teaching Aim chivalric Subjunctive ( expression lesson) Use of I craving for regrets and criticism Lesson Pace During the head start half of the lesson the instructor moved at a special(a)ly fast footprint. Whilst understandably a lively pace is postulate in dedicate to fit the steer of information into the lesson I feel this was to the injustice of scholar learning in whatsoever exemplifys. For example when asking questions of students it was common for the teacher to answer before providing sufficient sentence for students to answer.This had the consequence of stopping all simply the quickest students a chance to be relate with the lesson. Again this was overly seen when person students were picked out by name to fall back a verbiage paying special(prenominal) attention to their intonation on many designers at the start of the lesson upon harangue the requested set idiom the teacher was in truth quick to repeat the same phrase using the correct intonation. This style of article of belief limits student talking era which is a key aspect when trying to prosecute the active memory of the students in order to rear retention of the material existence taught.A better structure would live with been to bring up the correct repetition of the request phrase from a nonher student and then reverting to the initially asked student to repeat the phrase once more. Using this suggested structure would promote student talking cadence and forgo all students more period to identify the correct intonation of the phrase. The benefits of the fast pace were that all students stayed engaged for the duration of the lesson even I believe a lesson tin move at a swift pace whilst still resulting sufficient meter for students to repeat phrases and answer questions.I fork up learnt that a quick pace is generally dependable whe n all students are able to musical accompaniment up stock-still my opinion is that allowing students the time to answer questions and not almodal values gravid the correct answer to quickly is predominant to student learning. By permitting this additional time to elicit answers from students you depart more quickly be able to establish whether or not the distinguish is in feature following the lesson as expected and accordingly be able to continue or adjust the pace accordingly. Teachers MannerOverall I felt up the teacher was engaging and authoritative whilst alike being able to display hilarious traits which worked considerably to keep the class involved for the duration of the lesson. For the majority of correct answers the teacher would affirm the answer given by saying good. This was a lordly aspect of the teachers personal manner as she used this phrase repeatedly as opposed to varying this affirmation with phrases such as excellent or very good which may suc k in led to a degree of favoritism in spite of appearance the class. On one occasion however the teacher, in accompaniment to the invention of a new theory, asks a detail student is it clear? . In a typical classroom setting I find it un possible that any student would want to profess to a miss of understanding and thus the lesson moves on without really knowing whether or not the concept was correctly understood. In this situation a more appropriate tactic would commence been to request the student provide an derail example of the concept being taught. This would allow any lack of understanding to be identified whilst also presenting an opportunity for the teacher to involve the rest of the class when eliciting a correct response.Often propagation the teacher would call students by name and with the exception of one instance where the teacher got the students name wrong this worked soundly to firstly engage the class end-to-end the lesson and secondly concept check beta lesson points. The teacher also made an childbed to select students at random when eliciting answers nighthing which I believe is key to keeping students cerebrateed, as it is all too easy for students to alter off if they know they are fifth part or sixth in line of work to answer a question.A couple of times the teacher admitted to making mistakes on the hand-outs, which is an aspect of the lesson that could easily have been correct by proofreading all materials beforehand. This didnt appear to be a problem for the class as they looked comfortable with the teacher whom they have likely worked with before. Although for students with which the teacher had not worked with before this could have been a problem because students wouldnt needfully have the same confidence levels in a teacher they are unknown with. Classroom ManagementStudents were arranged in a semi-circle formation facing the teacher. My belief was that this particular arrangement benefited the students, as it al lowed all students to vitrine each other and thus turn down any barriers to peer-group interaction which may have existed with some students sitting behind others. This structure also helped when students were asked to talk in pairs and allowed the teacher to easily monitor each communication without being disruptive. For my own lessons I receive to use this same layout where possible as it would appear to be the best way to involve all students to interact within the lesson.Towards the end of the lesson the students were instructed to form new pairs for the ingenuous detail. This worked by splitting the class into hubby and wife pairings which also had the added impact of adding some fun to the exercise. This use of stereotypes for the husband and wife was an effective way to set setting for the exercise. The benefit of which was that the students were quickly able to confirm into the role playing game, which would likely not have been so enjoyable for the students if the class had not been segmented in such a way.Teaching Point Ultimately the teacher achieved her hold and had the students using I hankering in the correct manner for the close to part. The free stage was the most self-made contributor towards the students achieving the aim and the teacher did well to leave the correction of the free stage to after it had finished. The free stage was corrected at the end via a age review and the students appeared to have a well-knit grasp on the past subjunctive.Whilst adjacent to the verbalise teaching aim of the lesson it was also identifiable that the teacher was incorporating aspects of past lessons into her teaching. In particular requesting that students state the tense of a sentence proved effective in eliciting what would be passive memory from prior lessons. This naturally also underlined the primary aim of the lesson and at one point the teacher highlighted the point, after eliciting the correct tenses form the students, by stating that the only remnant is in the subjunctive of to be.I felt this gave clarity to the students as they progressed through the lesson with a core curt definition of what they were learning as compose by this example. Focus was sustained end-to-end the lesson on a couple of cause and this allowed the teacher to continue with the lesson whilst wasting wee time discussing points that were outside the scope of the initial objectives. An example was when the teacher asked the students to identify the residuum in tense between 2 sentences where one student identified the difference in meaning rather than tense.On this occasion it could have been easy for the teacher to develop side tracked whilst discussing the meaning of the sentences however she simply dismissed the answer in a polite fashion and brought localize back to the topic at hand. With see to the teaching aim of this lesson my main takeout food was the importance of sustaining focus on the stated objectives. When teac hing myself I imagine students will be eager to explore antithetical aspects of the English language, which if indulged could lead to the primary focus not being reached within the time frame. 1,332 words