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Running record of the class observed
- 1. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____23rd April 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______April 23rd _________________ TIME: _____9:45-10:40____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction The teacher arrives on time. The class were in the English lab. The students took a long time to organize, take their tablets, signing some documents for getting the tablets and finding the unit they were going to work on that class. After that, the teacher applied a warm-up. She gave a paper to each line. In the paper, they had to write what they frightened them. Then they shared their answers and the teacher and me reacted about it. Next, the teacher put a video with some hobbies and activities. The video was very appealing to the students’ age. Finally, they had to classify the activities portrayed in the video in hobbies or sports, indoor or outdoor activities. The teacher used signs or deconstruction of the words to explain unknown vocabulary. The teacher used English almost all the time, but the students did not. Actually, they spoke in Spanish only when the teacher asked for it. When the class finished, the students organized the classroom and delivered the tablets. It takes too much for the teacher to distribute the tablets. Would it be better to have some students passing the tablets? It would be great to negotiate rules from the very beginning to avoid disorder and delays. The students like competition. However, they do not work together. How can we help them to work collaboratively? What can be done in order to encourage students to use the target language?
- 2. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____4th May 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______May 4th _________________ TIME: _____6:30-7:25____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction The class was in the English lab. The process of delivering the tablets was faster. However, it is really time consuming because there are some which are drained out or damaged. Firstly, the teacher checked attendance. Then, she applied a warm up called “Freaky Friday”. They had to try to report what their classmates had said the previous class. The students with the most quantity of right answers got positive points. Then, the teacher checked the last activity. After that, she put an audio about the hobbies and the sports some guys practice. With that info, they had to fill a chart in the tablets. They barely understood the message of the recording, so the teacher and me supported all the time. The class finished, the students delivered the tablets and organized the classroom. The process of getting the tablets is spending too much time. How can we improve that? Maybe with rules? This activity was quite gripping since it let the students know each other. Is the positive points system suitable? The audios were in British dialect, that was the reason why they did not understand it.
- 3. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____7th May 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______May 7th _________________ TIME: _____9:45-10:40____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction It was raining and the students did not have a good attitude. It seemed they did not want to work. The teacher arrived and controlled behavior in the class, the students were really disconnected and did not want to follow instructions. The teacher explained the use of and/but, she connected the last topic to deal with this new topic. However, the students did not want to work, hence, the teacher formed work groups; it helped a lot to improve the atmosphere. There was constant monitoring from her and me. Finally, they turned in the worksheets. I have noticed rainy days affect the students’ performance. What to do in order to avoid those attitudes when it is raining? The students felt bored when they have to do worksheets. They do it mechanically. I noticed they are working together more.
- 4. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____17th May 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______May 7th _________________ TIME: _____7:25-8:20____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction I organized a warm up called “electricity” to check understanding regarding the last topic. It was nice as they like competing. Then, the teacher explained two new words “because” and “so”. She started explaining the topic with examples and with rules. After that, the teacher gave them a worksheet to be completed; nevertheless, they seemed they did not understand the topic; the worksheet was no in accordance with their level. In that way, I had to collaborate them. I noticed they did not understand the topic. Finally, the students turned in the worksheets. The students like competition; however, they are individualistic. How to help them to compete and collaborate at the same time? The materials have to be adapted according to the population.
- 5. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____22nd May 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______May 22nd _________________ TIME: _____6:30-7:25____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction The teacher checked attendance and started the class. The class was in the English lab. Hence, the students spent a lot of time moving to the classroom and getting their tablets. Because there was no time. The teacher asked them to read a text to work on love, hate, want to, would like to… etc. In order to explain this, she used examples, mimics, among other strategies. After that, they had to complete a chart; it was done with the whole group. The students were eager to participate. Despite there were mistakes regarding pronunciation and other language mechanics, the teacher did not react before it. Moving to the English lab and getting the tablets consume a lot of time of the class. What to do so as to solve it? The class was more dynamic because of the teacher’s examples and way of explaining the topic. There was a connection between students and teacher. There have been clear goals. This class was to encourage them to participate, without giving attention to formal aspects of the language. In my opinion, it helps to improve the class atmosphere; it becomes more friendly and tension free.
- 6. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____28th May 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______May 28th _________________ TIME: _____10:40-11:35____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction The class was in the English lab. The tablets were not delivered to save time. First, the teacher made a brainstorming in order to check what the students remembered from the topic “hobbies and sports”. Then, she re-explained the topic “love- hate-want-would like to” and connected the two topics: hobbies and sports and likes and dislikes. She made some examples and explained them new vocabulary regarding sports and hobbies. Finally, they had to write 4 sentences with each word (hate, love, want, would like to) incorporating sports and hobbies. It could be about a friend, relative… etc. There were constant monitoring during the production process. I really like the fact that topics are not let “in the air” the teacher connected them to motivate the students to produce, however, they do it only in a written way. I do not agree with this sort of activities; for me, they are discouraging and lacking of meaningful intake.
- 7. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____5th June 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______5TH June _________________ TIME: _____6:30-7:25____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction In this class, the teacher was going to evaluate the two last topics studied. So, she gave them time to review and rehearse the topics regarding pronunciation and syntax. The exam would be orally. Then, the class was divided in two, she worked with a group and me with the other one. The dynamic was to say one sentence using love-hate-like-want-would like… and then reporting what they classmates had said. It was successful. They felt comfortable during the exam and even they did not notice they were being evaluate. Giving them time to rehearse is a good strategy to help them feel comfortable when they have to speak. Especially in this case, as they do not use English orally too often. Team work and artifacts that involve their lives motivates them to produce in the target language. I felt very pleased with this evaluation.
- 8. RUNNING RECORD OF THE CLASS OBSERVED OBSERVER: _William Alvarado__________________________________________ DATE: ____12th June 2018____________________________ CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________ DATE: _______12TH June _________________ TIME: _____6:30-7:25____________ Observations Comments/reflection problematic questions upon: methodology, class management, use of materials, learning strategies, student-student interaction, student-teacher interaction The class was in the English lab. However, the teacher tried to deliver the tablets in a faster way with the help of some students. However, it still consumes too much time. The class started with a reading about 2 urban tribes: floggers and skateboarders. The teacher read it aloud. After that, the students had to do a reading comprehension activity. They had to complete a chart about what they (the people mentioned in the reading) like, the way they dress, what kind of music they like… etc. They were really motivated as they knew about the topic. Finally, they shared their answers with the group and the teacher gave feedback. The strategy helped a little bit. Nonetheless, we have to do something to solve this situation as it is constraining the classes. Connecting the topics with the students’ background and culture motivates them to learn and produce in the target language. When the teacher gives feedback, they feel comfortable to participate.