General Classroom Observation Report

Date/ Lesson observed: Friday, 29 August. ESL Teaching | Kindergarten Teaching in

Student’s Age: 3-4 years old

English Level: B1

Observers name:
●​ Maria Fernanda Hernández Gómez
●​ Arlet Veronica Melgar Orozco
●​ Maria Fernanda Rincón López
●​ Melanie Maza Ocaña
●​ Christopher Yahir Mayorga Castillo

Beginning of the class Middle of the class End of the class

The teacher greets the The teacher models The teacher reviews the
children warmly, using pronunciation, leads vocabulary and letter
Teacher actions: a cheerful “Hello choral drills with “big I, recognition with questions
Song,” gestures, eye small i,” and uses like “Where is small i?”
contact, and smiles to flashcards with images Plays a pointing/clapping
capture attention. She (ice cream, iguana, ink) game, repeats sounds
introduces the topic to connect the sound /i/ one last time, praises
and the target letter with objects. She guides students, and closes the
(Big I, small i) with students to trace the lesson with a calm,
flashcards, letter in the air, cheerful tone.
pronouncing it clearly combines sound with
and encouraging action, maintains energy
repetition. through clapping, and
provides individual
attention and positive
reinforcement.
 The students react Students participate Students join the review
positively to the actively in chorus activities, repeating
Student actions: greeting. Some sing repetition, pointing at words, singing along to
along enthusiastically images, mimicking the closing song, and
to the “Hello Song,” gestures and intonation, responding to review
while others are shouting answers, and questions by pointing or
initially shy or slightly raising their hands when saying the sounds. Most
distracted. They prompted. Some students actively
imitate the teacher’s become more confident participate, show
gestures and repeat and excited when recognition of letters and
letter sounds. Most answering correctly, vocabulary, and leave the
pay attention to the while quieter students class happy. The
flashcards and visual remain attentive and classroom atmosphere
materials, though a follow the activities with remains positive, playful,
few lose focus. interest. and enthusiastic.​
Overall, students
show curiosity and
engagement.

Flashcards with Flashcards, props, Flashcards, music/song.

Friendly and Lively, noisy but fun. Still positive and dynamic.
energetic. The teacher Students were mostly Students calm down a bit
Classroom creates excitement engaged, laughter and after the review but
atmosphere: with the song. A few excitement noticeable. maintain a cheerful,
students were ​ motivated attitude.
distracted at the start.

FEEDBACK: During this observation, our team focused on the general aspects of the
lesson, paying attention to teacher behavior, student responses, classroom
atmosphere, and lesson organization. The lesson was designed for very young
learners (3–4 years old) in an ESL kindergarten context, and its main goal was to
introduce the letter “I” (big I and small i). The structure of the class was clear and
consistent, moving from a lively beginning, through an active middle, to a closing
review.

At the beginning of the class, the teacher greeted the children with a cheerful song
that included gestures and movement. This routine immediately created a positive
atmosphere and helped capture the attention of most of the students. After the
warm-up, the teacher introduced the letter I/i using large flashcards, modeling
pronunciation slowly and clearly, and asking students to repeat after her. The
atmosphere at this stage was welcoming and energetic, even though a few students
appeared distracted or less engaged.

In the middle of the lesson, the teacher emphasized repetition and recognition of the
letter. She led a choral drill where students repeated “big I, small i” several times,
and she used visual aids to present vocabulary related to the letter, such as ice
cream, iguana, and ink. The children were encouraged to respond in chorus and
shouted many answers with excitement. A key activity was the kinesthetic exercise
in which the teacher guided students to trace the letter I in the air with their fingers.
This use of Total Physical Response (TPR) helped combine sound, shape, and
movement, supporting different learning styles. Although most children participated
enthusiastically, some became distracted, which showed the natural challenge of
keeping the attention of very young learners.

At the end of the lesson, the teacher reviewed the target letter through a short
recognition game. She clapped and asked, “Where is small i?” while showing the
flashcards, and the children responded by pointing or saying the answer. The game
maintained high energy, and the teacher reinforced correct answers with praise such
as “Good job!” The class ended with a brief repetition of the sounds and a cheerful
closing, leaving the students in a positive and motivated mood.

Critical moments observed included both positive and negative aspects. On the
positive side, the use of songs, visuals, TPR, and games created variety and kept
the children engaged. The teacher’s enthusiasm and praise contributed to a lively
and supportive classroom climate. On the negative side, some students lost focus
during drills, and the heavy reliance on chorus responses made it difficult to check
individual progress.

From my personal perspective, the objectives of the lesson were accomplished. The
children were able to identify the letter and practice it in different ways through
singing, repeating, tracing, and playing. The teacher’s strategies were appropriate for
the age group, and her use of energy, visuals, and praise created a dynamic and
enjoyable learning environment. However, the lesson could have been even more
effective with more individual checks, such as asking specific children to pronounce
the letter.

Reflecting on this observation, I learned that teaching strategies for young learners
must always include variety, energy, and interaction. Songs, games, visuals, and
physical activities are essential to keep students attentive and motivated. At the
same time, it is important to balance group participation with individual responses,
ensuring that all children are progressing and not only repeating in chorus. Overall,
this observation showed how effective planning, positive classroom climate, and
engaging strategies can support early language learning.