Classroom observation task 1 options and decisions
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The document summarizes a classroom observation task where the observer was asked to note: 1) Examples of classroom situations and the action the teacher took. 2) Other options the teacher could have taken but did not. Several classroom situations are described, such as a student arriving late, students not answering a question, instructions being misunderstood, and students completing a worksheet. For each, the teacher's action is described and alternative options presented, such as asking why the student was late or using a visual aid for instructions.
Classroom observation task 1 options and decisions
- 1. Taken fromScrievener,J. Learning Teaching. Macmillan Publishing Limited, 2005 Universidad Católica de la Santísima Concepción Facultad de Educación Pedagogía en Educación Media en Inglés “Observation task” Subject: Teaching Practice II. Name: Katherine Jofré Novoa. Concepción, 2014.
- 2. Taken fromScrievener,J. Learning Teaching. Macmillan Publishing Limited, 2005 CLASSROOM OBSERVATION TASK 1: Options and decisions The term ‘classroom management” refers to the moment-by-momentdecisions made and actions taken by the teacher in class, e.g. writing on the board, giving instructions, organizing the class into pairs, etc. For every decision made, there will have been other options thatthe teacher did notchoose. For each of the following headings: 1. Note one example ofa classroom situation in the lesson you are observing. Whatdoes the teacher do? 2. Note one or two options that the teacher had at that pointin the lesson, butdid notchoose. Example: Dealing with unexpected problems Situation: A student arrived twelve minutes late for the lesson. Action: Teacher said “hello” politely. (The studentthen sat down quietly and found out what was going on from his neighbor.) Other options: Teacher could have asked why the student was late. Teacher could have pointed outthe time to the student Student participation in the lesson Situation: T asks the whole class what they see in the picture and nobody answered. Action: T addresses some students directly. Other options: T could have provided the first answer and then ask the students to participate again. Grouping of students; arrangement of seating Situation: Ss were supposed to exchange their answers and give feedback to each other. Action: T asks the Ss to sit in a semi-circle and then to work in pairs. Other options: T could have asked their Ss to sit in rows or to work on their own. Setting up activities; instructions Situation: T delivers the instructions, but some Ss misunderstood them. Action: T exemplifies the instructions and asks a studentto explain what he has understood. Other options: T could have done the firstexercise to reach students understanding. Board; classroom equipment; visual aids Situation: T uses the board to group vocabulary ofthe parts of the house into different categories. Action: T draws a brace map and asks the Ss to brainstorm some vocabulary related to each category Other options: T could have used a PPTpresentation with the vocabulary that she wanted to teach in each one ofthe categories, for example;as in this case were parts ofthe house the T could have used a picture ofa kitchen with a microwave, processor, etc. Dealing with unexpected problems Situation: T forgother pencil case upstairs. Action: T asks the Ss to rearrange the sits and to sit in a circle, while the Ss were doing itthe T went to look for her pencil case. Other options: T could have asked the Ss ifthey can borrow a marketof them. Teacher’s role and participation Situation: Ss complete a worksheetin pairs. Action: T moves around monitoring Ss and solving doubts. Other options: T could have leftthem alone and just be sitting on her chair. Other notes about the lesson Ss were verytalkative andthe Tencouragedthemtoparticipate inthe class.