SIT TESOL Certificate Course

Practice Teaching Observation Sheet

Teachers Name: Ileana # of Students: 3/5
Date: September 4
th
, 2014
Trainer: Roger Ramirez Level: Intermediate
Time: 50 Lesson type/topic: ECRIF

Lesson plan:

You turned your lesson plan in a day early. Your lesson successfully followed ECRIF. Your objective was well written and
SMARTA. Good job getting your lesson plan is so early.

General feedback from trainer:

Congratulations on teaching your second ECRIF lesson and last lesson for this week. It was a pleasure observing and
working with you twice this week.

Overall, I noticed that you provided your students with a number of opportunities throughout the lesson for them to
clarify and remember the target language in a meaningful and relevant context. You started for example your lesson by
creating a beautiful and clear context in which there was a woman waiting in the rain. This provided students with a great
way to encounter the language for the first time in your lesson. Then, you had students work with the context of
environmental issues in San Carlos.

In terms of puzzles, I would like to continue encouraging you to think about how to maximize your students speaking and
participation time. Towards the end of your lesson, I noticed when your students seemed ready to be more independent
and work alone without the teachers guidance that you were still very present and guiding their speaking time. How
might you adapt this task in order to maximize students speaking and participation opportunities?

In terms of effective teaching practices, I would like for you to continue working on creating more learning-centered
moments.

In regards to your work on action points during this lesson:

I will be more careful about providing feedback. How do you feel this went for you?

I will use CCQ after my instructions. Did you use CCQs you planned on using?
Actions points for next PT:

1. I will maximize students speaking and participation time.
2. I will work on the timing for the earlier stages of framework.


Time

I notice
(Description of students and teacher
actions or words)

I am wondering and/or thinking.
Interpretation: what helped/hindered
student learning and
Generalizations: Themes and inside or
outside theory that connects to and/or
explain what might have helped
and/or hindered student learning

I am offering
(specific and measurable possible
action plans/suggestions)
6:28 Ileana: Look at the picture. It looks
like yesterday.

Where is she?

Rocio: water
Daniel: I can see some rain, buildings
trying to cross the street.







What a beautiful picture. I think this is






Daniel: the problem is when it rains
and I get wet and have to go back to
work. This is a problem.

Ileana: Lets see what she wants
The picture now has a bubble with
her thinking to herself: I wish I were
home
an effective way of activating students
prior knowledge and getting them
interested in the lesson. Its nice to see
your students speaking so much so
early on in the lesson.






This is a great way of having students
encounter the target language through
a very specific and clear context. This
will help students better understand
the structure they are encountering.

6:35 Ileana: What wishes do you have
right now?

Rocio: I wish we have more students.
Daniel: I wish have a coffee

SS: I wish we have a peaceful world.

Ss: a new car

Ileana: I wish I had a new car.











I see your students sharing ideas here
in terms of things they wish for their

I wish we had a peaceful world. lives and the world. Its sweet to hear
all the things they wish for the world. I
dont see them using the structure very
much, but that means that you have
chosen a good topic for this lesson.

6:41 Ileana projects a picture that says: I
wish the earth werent sick.

Why is the earth sick?

R: Many people cut the trees.
Contaminate the river.









Good scaffolding here Ileana. You
started the concept of wishes in
general terms and now you are
narrowing it down to environmental
issues.


6:43 Ileana: I wish it rained in Guanacaste

The sentence is labeled wish +simple
past.


I wish they didnt throw garbage to
the river.

I wish I didnt use so many plastic
bottles.









These are great examples for students
to see the structure and written form
of this grammatical point.

6:45 Ileana is trying to outline the
conjugations for the verb to be.
Students seem to be struggling a bit.

They finally say:
I am
You are
Etc

There is a slide projected on the
screen with five beginning of
sentences and the second part to
match.

Rocio: I wish people didnt throw
garbage to the river.



Daniel: I wish the rainforest kept
Dont use was

Ileana: #3

I wish my neighbors didnt so
carless












I am wondering about the amount of
different verbal structures included in
these examples. These students tend to
focus on conversation a lot more than
on explicit grammar. I wonder how
theyll do here noticing these.










I see the students struggling here. I am
wondering if it would helpful for them
if there were only one type of verb at a
time for each of the wishes they are











I suggest thinking about when to use
less and when more. This seemed like
a moment to me in which I would
suggest using fewer different
structures to help the students focus
on less at a time.


Rocio: I wish the rivers werent full
of plastic bags.

Ss: I wish people took care of the
environment.
practicing how to say.






Your students got a couple of correct
answers here. It seems like the
structure is becoming more
manageable for them now.


6:56 Deiber comes in.

Ileana asks him: What do you wish
for?

To be a soccer player like me.



Good job integrating Deiber! He seems
to be catching up fast.

6:57 Ileana: If we are talking about the
environment and how we wish it to
be different. We are going to walk
around and think about possibilities.
What do you wish for?

Shows a picture for air pollution.

Ileana: I wish there werent air


















pollution for example. Think of
different possibilities.

Students stand up and walk around
the room looking at pictures.
Students are not talking with each
other.









Ileana goes back to the students and
tells them: you have to tell each other
what you wish for each picture.


Deiber: I wish they didnt cut the
trees.
Daniel: I wish they plant the trees.










I am thinking that your students are
not clear about what they have to do
here. I see them walking around but
not talking.












Good job going back and giving your
students instructions again. They did
need more clarification for what they
had to do.

Its great to see your students talking
here. It was bumpy at the beginning,
but now I hear them sharing and using







I am thinking that it would be helpful
to model as you did before, but as you
walk around with a students so that
they also see the structure of the task,
not just hear the content.




















I wish all people didnt contaminate
the world.

I wish the people think about the
water.






Deiber: I wish people take care the
fishes.
Ileana points to the board and says:
I wish people

Deiber says I wish people took care
I wish



I see your students making some
mistakes here in terms of their
accuracy using the target language. I
am wondering if at this point there
would be some sort of responding to
inaccuracies and feedback for the
students. What stage of ECRIF was this
for you?






Good job responding to Deibers
inaccuracy here. You are reading my
mind!! You used an effective and
helpful technique for him to see and
correct his own inaccuracy.







Since this was your students first oral
practice after they clarified the form
and meaning with you, I think it would
be helpful to provide them with some
feedback on their inaccuracies.
7:11 Ileana: Now I want you to think
about the biggest problems we have
here in San Carlos and how you want
this to be different. Environmental
problems.











I: I wish there werent so many
bumps on the street.

J: I wish people put garbage can in
the street.

D: I wish people didnt cut the trees.











Students are sharing their thoughts for
what they wish could be different in
their community in a T-C way. The
students take turns one by one sharing
while others sit and listen.








How might you adapt this task in order
to maximize students speaking and
participation opportunities?
7:15 Theres a picture of a genie on the
screen.

I: What 3 wishes would you ask the
genie?

J: I wish that the people were aware.

D: I wish I was


The genie visual is fun and engaging!




Here students are again sharing in a T-
S interaction. One student is talking at
a time as the rest are just watching
them or just sitting. The idea of
learning-centered lessons is to
maximize students chances to
participant and use the language the
most they can. In order for this to
happen, the classroom dynamic must
be designed in a S-S interaction.












I suggest having your students do this
task in pairs or perhaps in a mingle
structure in order to maximize their
chances to talk.
SIT TESOL Certificate Course
Practice Teaching Observation Sheet
Teachers Name: Blanca # of Students: 5
Date: September 4
th
, 2014
Trainer: Roger Ramirez Level: Intermediate
Time: 50 Lesson type/topic: ECRIF

Lesson plan:
You turned your lesson plan in after 11:00 am. Please do try to turn it in on time in order to read the plan in detail and to
be able to provide with more detailed and helpful feedback.

General feedback from trainer:

Congratulations on teaching your second ECRIF lesson and last lesson for this week. It was a pleasure observing and
working with you twice this week.

Overall, I was excited to see that you provided your students with more opportunities during this lesson to work more
independently without as much teacher guidance and control. For instance, towards the end of the lesson your students
played a game in which they had to roll the dice and then choose a piece of paper for the number they got. The paper had a
question they had to talk about. This was a great moment in your lesson Blanca! I saw your students working in a S-S
interaction and they were starting to use the language in a freer and more independent way without much teacher
interruption. These are the moments that help students negotiate meaning, try to make sense of what they are
doing/saying and hopefully start internalizing the language.

In terms of puzzles, I noticed that throughout the lesson there were a number of different grammar points that kept
appearing and I wondered if it was too much for the students to work with in a single lesson. For instance, you started with
I wish, continued with If I I would and then you added would, could and might. I think this was too much for your
students to try to process in one single class.

You have met the requirements for designing and implementing an ECRIF lesson.

In regards to your work on action points during this lesson:

1. I will monitor timing more closely so that activities last the time planned for. It seemed like you did much better in this
area. How do you feel this went for you?
2. I will design and implement more effective internalize and fluency tasks. Achieved!
Actions points for next PT:

1. I will work on creating smoother transitions between different activities.
2. I will choose less target language and content to teach.


Time

I notice
(Description of students and teacher
actions or words)

I am wondering and/or thinking.
Interpretation: what helped/hindered
student learning and
Generalizations: Themes and inside or
outside theory that connects to and/or
explain what might have helped
and/or hindered student learning

I am offering
(specific and measurable possible
action plans/suggestions)
7:23 Blanca: Do you remember something
form each other?

J: Deiber wishes to be a cardiologo.

S: He wish the person were aware.




Its great to see that your lesson is
building off of the previous class. This
will help students feel that there is a
sense of progression and continuity in




Blanca writes on the board:
He wish___es people were aware.




Daniel: she wishes would be a magic
student.

Blanca: Rocio wishes she learn
perfect English.


the lessons.


Good job providing students with
some feedback here. They had been
making this mistake a bit and you
helped them with the accurate form.

7:27 Blanca draws four bubbles on the
board.

Students draw the same bubbles on
pieces of paper.

In the middle the write: I wish

Students are drawing things that
they wish on their piece of paper.









I think it is a great right brain task to
have students drawing their wishes
instead of writing them down. This will
help foster their creativity and
imagination.



7:33 Blanca: I wished I stayed longer in
CR.

If I stayed longer in CR, where would
I go?

J: I could go to hot springs.

S: To see the arenal volcano.



D: If I were a cardiologist, I would
save people.

Daniel: If I had something in my
hands forever, I would can say have.

Rocio: I wish I protected all the
nature. If I protected I wouldnt let
people cut the






I think you are doing a good job here
scaffolding your lesson. The tasks
started reviewing a bit what they did
with the previous teacher, and now
you are building and adding If I I
would







I am noticing that the students are
struggling somewhat with this
structure. I think they might be
struggling because of the combination
of the two structures that you have
included in this lesson, both I wish
and If I I would/could. I am actually
confused now why the I wish piece
was part of your lesson at the
beginning. It doesnt seem like that are
using it for the objective of this lesson.






















How might you simplify the language
students are trying to clarify here so
that it is easier for them to
conceptualize at this point?



7:43 All the students are given a stuffed
animal or object.

Blanca: For one moment, you are
going to imagine you were an object.

Blanca: If I were a pencil I would be
thin.

Daniel: If I were the air, I would like
the people dont contaminate.

J: If I were a lion, I wouldnt eat too
much.









Blanca: You can also use would,
could , might











I think it is very helpful that students
are practicing using this conditional
structure with some support and
guidance from you as the teacher. You
are helping them with some feedback
for each of their examples. I also think
that the object they are using to say
their examples serves as a creative and
tactile element that helps them use the
language more easily.


I am wondering if this could be too
complicated for them right now. I am
not sure they understand the
difference between would, could, and
might.


7:49 S: If Jefferson were a lion, he
wouldnt eat too much.

Deiber: If Rocio were a donkey, she
would like to jump



I am thinking that at this point, you
might want to start creating more
opportunities for your students to
practice the language in more
learning-centered interactions. You
have provided them with structure
and examples. I think its time to let
them work alone to maximize their
speaking and learning opportunities.











You might consider having your
students work in small groups at this
point.

7:52 Blanca gives students strips of paper
with halves of conditional sentences.

They work in pairs trying to make
sentences.

S: If I didnt eat so much, I would
sleep better.
If it stopped raining, we would









I think this is a helpful task for
students to clarify and perhaps start
remembering the written form of the
grammatical point they are learning
here. It also adds an element of touch
for tactile learners.






Blanca: Tell me what they have in
common.

Deiber: If, the verb in past.
S: they have comma.

Jefferson: the contraction.


Blanca writes on the board:

Id
Wed
Theyd
Youd
Hed










I notice here that your students are
clarifying the form of the structure. It
seems to me that at this point they are
ready to do more practice. You only
have 13 minutes left for the class.


I am not sure this is the most essential
information your students need at this
point in their learning. I still feel that
they would benefit from moving into
doing more oral practice now.

8:03 Students play a game in which they
roll the dice and then choose a piece
of paper for the number they get.

The paper had a question using the
conditional.

D: If you were in the jungle and you
















saw a tiger, what would you do?

J: I would climb a tree.



Rocio: I would buy a dinner for my
family.



This is a great moment in your lesson
Blanca! I see your students working in
a S-S interaction and they are starting
to use the language in a freer and more
independent way without much
teacher interruption. These are the
moments that help students negotiate
meaning, try to make sense of what
they are doing/saying and hopefully
start internalizing the language.








Please continue creating learning
opportunities like these for your
students!
8:09 Blanca: I want you to think you are a
very famous person. What would you
do to change something for the
community if you were the person?

Rocio: for example, if I were the
president I would kill all the thieves.

Students work with a partner.

Deiber: If I were I would write a
comic for help the people.

Jefferson: If I were Obama I would
give one present to Joseph.
















Its great to see your students working
here again in a more independent and
free way. They are using the language



in a creative and meaningful way. Its a
gift to see them using the target
language for this lesson.