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Observation 1

The document summarizes an observation of an intermediate level TESOL class focused on integrated skills. The teacher engaged students through a survey activity about technology use and pair discussions. Key vocabulary was introduced and explained relating to the video. Students had opportunities to discuss and practice speaking. The observer learned about developing a learner-centered approach and creating a relaxed atmosphere to encourage student participation and language practice.

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77 views

Observation 1

The document summarizes an observation of an intermediate level TESOL class focused on integrated skills. The teacher engaged students through a survey activity about technology use and pair discussions. Key vocabulary was introduced and explained relating to the video. Students had opportunities to discuss and practice speaking. The observer learned about developing a learner-centered approach and creating a relaxed atmosphere to encourage student participation and language practice.

Uploaded by

api-451613647
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Jiayun Zheng___ Observation # 1

Date Observation Class Skill/Content Level Teacher


Environment*
1/23/2019 Face to intermediate Integrated 400 Lisa Zufferey
face skills

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:


STUDENTS WILL BE ABLE TO CATCH THE MEANING OF WORDS SHOWN ON THE VIDEO .
STUDENTS WILL BE ABLE TO TALK ABOUT THEIR OWN LIFE EXPERIENCE ABOUT
TECHNOLOGY.

Notes while observing:

9:00 Warm up
T begins the class with greeting and tells Ss that they might have new classmate so they
need to introduce themselves again.

9:04-9:15
T passes out a survey sheet to Ss and asks the meaning of survey. Ss say “collect
information.” The survey is about the use of technology. Ss should write 3-4 sentences
for each question. T lists the name of social media sites. T explains that Ss will share
their ideas with other classmates.
T says “Ok, now what I want to do is have you work with classmates who don’t speak
your language. And we have more different languages this time in our class.”
Then T divides Ss in pairs.

9:17-9:23 discussion
T writes “follow-up question” and says “As you are talking with your classmates, ask
follow-up question. A follow- up question means another question to continue the
conversation. WH question- why, how, who, when and so on. So this way we get the
conversation to continue.”
Ss are active in sharing their ideas.
T walks around each pair, monitors their discussion and gives some help.

Last Updated: 3/18/2019 3:10 PM


TESOL Certificate Programs
Observation Notebook
Taking one group as example, T finds both Ss have jobs. T suggests them to talk about
what website they use to help their job.
T also asks questions to some students like what apps do you most use in your country
and what apps do you use when studying.

9:25-9:37
Textbook Unit3 “Improving Lives”p.37
T asks “When we say improve, what does it exactly mean?”
A student says “making better.”
T writes OTB “make our lives better”
T asks “Look at this guy shown on the screen, how old do you think he is?”
A student says “20”
A student says “65”
A student says “75”
The students are really involved in this class.

Caption
T writes OTB “sensor” and gives an example to explain it. “You are walking at nighttime.
You walk by a building and the light turns on. Why?”
A student says “it is that someone walks in and the light can feel it.”
T says “yea. Sensor will feel something and turn on.”
T also imitates the sounds of senor to make students clearly understand what sensor is.

T writes OTB “elderly” and asks “do you know elderly?”


A student says “old people”
T writes OTB “people who are usually 65 or older.”
T makes interaction with students by asking question that “Are your grandparents like 65
or older?”
T says “ the word elderly is better than say he is old. Elderly is something that about
other people but we don’t usually say it face-to-face. But if we are talking about old
people who may have some health problems, then we think they are elderly people.”

T asks “ what does inventor mean?”


A student says “people invent something”
T asks “what is invent?”
A student says “something new”
T says “person who create a new thing”
Example: Edison invents bulb

9:37 watch TED talk


T simply explains some vocabularies shown up in the video before plays the video.
Caregiver/ sensor/ Alzheimer/ patient/ wander

9:42-9:45 discussion
Ss work in pair and discuss the question on the textbook-“what healthcare issue does
Shinozuka identify as most serious in the US and what do you know about the issue”

Last Updated: 3/18/2019 3:10 PM


TESOL Certificate Programs
Observation Notebook

9:45-9:50
T writes OTB some vocabularies while Ss are discussing.
T says “On the board I write a list of useful vocabulary that we will see in this unit. Some
words may appear in the quiz that we will have this week. So please make note.”
Taking the first word as example:
T says “our first word is treatment. Treatment is a noun. So do you have any idea what is
treatment?”
A student says “yes. It is in the hospital, for example, give emergency.”
T says “right. Is it only in the hospital?”
Ss say “no”
T says “ a treatment can be in the hospital, could be medicine or it could be some other
things to make people better.”

9:50 ten-minute break

Last Updated: 3/18/2019 3:10 PM


TESOL Certificate Programs
Observation Notebook
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)

In this observation, I focused on the teaching. It is an integrated skills class but


focused on speaking and listening. This class is for intermediate level students and most
students are from Asian countries like Japan, South Korean and China. I wanted to see
how teacher engaged students in listening and speaking activities.
At the beginning of this class, I could see how the teacher developed a learner-
centered focused to her teaching. She made a survey which related to students’ life
experience and told students that they would discuss later. This activity greatly promoted
students autonomy and created a positive class atmosphere. Moreover, the teacher also
gave a piece of advice about how to continue conversation to students. This strategy
helps students’ daily communication outside of class. (Richards and Farrell, 2011)
I liked the way that the teacher explained the meaning of words very much. Before
listening, the teacher simply introduced the words which would show up in the video. She
connected these words to students’ life experiences and gave a chance to student to catch
the meaning. For instance, when she wanted to explain what the sensor is, she asked
whether someone knew the meaning at first. A student gave a definition then she
corrected it. And she imitating the sound of sensor benefited students’ understanding and
made a relaxing class atmosphere that encouraged and motivated students in their
learning. (Richards and Farrell, 2011) Also, in this class, students had a lot of chances to
discuss, which would help them express their idea and improve their speaking. It is worth
mentioning that Lisa checked the vocabulary again.
In conclusion, Lisa’s integrated skills class was learner-centered and in a relaxed
atmosphere. I have learned a lot from the way she teaches.

References
Richards, J. and Farrell, T. (2011). Practice teaching: A reflective approach. Cambridge:
Cambridge University Press.

Last Updated: 3/18/2019 3:10 PM

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