Vous êtes sur la page 1sur 2

TESOL/TENL Practicum Observation Report Student: Kevin Bathke Date of Observation: 29 November 2011 Observing Instructor: Dr.

Shannon Bischo

This report is in regards to a class visit on 29 November 2011 at Holland Elementary School. Nine rst graders at various ELL levels where observed in their 9:00 am to 9:30 am lesson with Mr. Kevin Bathke. During pre-observation discussion the homeroom teacher that Mr. Bathke was working with joined us briey to participate in our discussion. She had a good deal of praise for Mr. Bathke. It seemed clear from the interaction that Mr. Bathke had contributed to the class beyond the days he was actually leading the class. Of note during the discussion was Mr. Bathkes comments regarding one student that he had in multiple classes. He noted that the student was quite reticent in the slightly larger class of the two that Mr. Bathke had him in but not the smaller class. Mr. Bathke speculated on some of the causes for this behavior concluding that it was social rather than knowledge related. He noted that in the smaller class the student participated far more often and quite freely. He concluded that this was due in great part because his sister was one of the other students in the smaller class and this had a major impact on the students performance. The brief segue revealed a good deal about how involved Mr. Bathke had become with the students and the development of his understanding of the various elements that impact a students performance in the classroom. The lesson began with students grouped together on the carpet in a semicircle on the oor in front of Mr. Bathke. Mr. Bathke greeted each student by name and engaged them in discussion of the weather (the students had just nished a unit on the seasons). The students were quite engaged and all eagerly participated. Mr. Bathke then placed the students into two groups. When asked during the follow up discussion how he had decided to create the groups Mr. Bathke went on to explain in some detail the ELL level of each student and how that impacted his decision, but also the social dynamics of the class as a whole and how each individual student t into that dynamic. This demonstrated a rather sophisticated understanding of the classroom dynamics and each individual student. One group worked with the in class teachers aide while the other group worked with Mr. Bathke. Mr. Bathke had devised a lesson for the teachers aide meant to reinforce the units vocabulary and the notion of opposites. Mr. Bathke had noticed a large number of the units vocabulary were opposites and suggested that the unit be further developed to include the notion of opposites. He then found a game in the classroom resources that included many cards with opposites. He used these to develop a game of his own to cover the vocabulary words and reinforce understanding of opposites. This is what the students worked on with the teachers aide. 1

The group working with Mr. Bathke were to read a short book with many of the vocabulary words. He began by asking the students to look at the cover and to describe it. He then asked them to speculate about what season it was when the photo on the cover was taken. The students had just nished a unit on seasons, so this provided excellent review. Each student participated enthusiastically. This group was composed of students at the lower ELL levels. Mr. Bathke had the students read each page collectively and when nished asked them individually to identify vocabulary words in the reading they had just completed. Once students had identied the vocabulary word(s) on a specic page Mr. Bathke asked them to identify its opposite. Mr. Bathke went through each page of the text in this way. Throughout the reading students asked questions about the reading and the pictures in the book which Mr. Bathke answered in appropriate fashion given their levels. When the students nished the last page Mr. Bathke asked them How many sentences are on this page?. He then reviewed with the students what makes a sentence (e.g. a capital letter at the start and some form of punctuation at the end). The students were quite engaged in this activity and seemed to enjoy the opportunity to share their knowledge, even students that erred. This demonstrated that the students felt quite secure and willing to take risks in Mr. Bathkes presence. After fteen minutes and the completion of the reading exercise the groups switched places. Mr. Bathke adjusted quickly to the higher level of the new group. While he managed the lesson in the same fashion, speculation regarding the photo on the cover, reading of the text, review of the vocabulary, and review of what constitutes a sentence, he adjusted the lesson to the more advanced level of the students. Mr. Bathke did this by having the students read individually at times rather than in groups and by having the students arrive at questions as well as answers regarding the reading and vocabulary. When asked about this in the follow up Mr. Bathke noted that he had based the groups in part on level and placed the majority of higher level students in the second group. In addition, he noted that while working with the lower level students he ascertained how the stronger group would handle the material and adjusted his expectations and methods accordingly. In short, like with the rst group, each student participated enthusiastically and was addressed and engaged at the relevant level. Both lessons were quite successful. Mr. Bathke clearly put a good deal of time into the planning of this lesson and adjusted quite well to the dierent levels confronted with. His work with the teachers aide and the homeroom instructor demonstrated a clear regard for his colleagues and an understanding of the students needs and abilities. In short, Mr. Bathke is well on his way to becoming an outstanding teacher.