TESOL Certificate Programs

Observation Notebook

Observation ReportForm

Name of Observer__Bei ZHAO_ Observation # ____5____

Date Observation Class Skill/Content Level Teacher

Environment*
14 Face to Room 136 Listening & 400 Candace Jorgensen
March face Speaking

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION G UIDELINES :

1. STUDENTS WILL BE ABLE TO GIVE ADVICE IN A POLITE WAY.

2. AND STUDENTS WILL BE ABLE TO FIND THE GIST WHEN LISTEN THE RECORDING.
3. STUDENTS WILL BE ABLE TO SPEAK OUT THEIR OWN OPINIONS CLEARLY IN A LIMITED
TIME.

Notes while observing:

14:00 The teacher let each student wrote down a wishing phrase by using his or her
native language on the board, and explain to the class. The teacher passed out
the review sheet for the final test. Then T reviewed the course and explained
how to do and manage the time during the test. T explained the types of the
questions and how to answer them on the test. T let Ss read two tips with their
partners which typed on the sheet. And T wrote down two good news for the
test: take notes and listen twice. T asked Ss what they what to practice during
this class, T let Ss discussed for one minutes and asked their ideas. Finally, T
wrote down: listening, speaking after listening and speaking.

14: 13 T let Ss take out a handout which was given three week ago and reviewed it. T
asked what are the steps for handling a problem? There are 4 steps that you
should find out. When Ss searched those 4 steps, T said, what was the
example and what was the situation? Where was the person? Ss could not
find and T let them read the second paragraph to their partners. After Ss read
it, T ask those 4 steps for handling the problem again. Ss answered and T
wrote down on the board:
1) Greeting
2) Polite introduction
3) Details of situation or problem
4) Request

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 TESOL Certificate Programs
Observation Notebook
14: 23 The teacher let Ss stand up, face the wall, and keep plenty of rooms between each
other. T said, this time you have 20 seconds to think and 20 seconds to speak.
T read the problem twice and then counted from 20 to 1 when Ss thought about
the problem. After that, T let Ss start speaking for 20 seconds and T counted
from 20 to 1 and stopped. T let Ss turn to their partners and tell them the same
thing as they spoke to themselves. T walked around and monitored when Ss
talked to their partners and made corrections immediately. Then T let Ss
evaluate the content that their partner said according to the handout which
given them before.
14: 30 The teacher let Ss do the same activity, but for this time, T gave them 20 seconds
to think and 40 seconds to speak. T read a different question and counted time
as before. After evaluation, T asked one of the students to talk about his ideas
about the questions and T evaluated his content.
14: 40 The teacher asked students open to page 62 and do a listening activity. One
student asked T what is multiple choices? and T explained to the class. Then
T played the recording and after that asked Ss their answers.
14: 45 After the listening activity, T let Ss describe the interview they discussed
yesterday by using It was about Ss answered and T showed them a page of
structure about how to giving an advice politely. And T asked several students
what kinds of situations you should give an advice? and let them read the
form. Then T let them work with their partners and talk about their troubles and
give an advice. After that, T said, assuming one of your classmates just slept 3
hours yesterday, how can you give an advice in a polite way? T asked several
Ss. Finally, T made a comprehension check about the final test.

What did you learn about teaching or learning from this lesson as it relates to the
theory you have studied in your TESOL classes? Include at least one reference (with
an in-text citation) to support your response. (250-500 words)

This is one of courses of the Intensive English Program which called Listening &
Speaking for students of English level 400. The students are from Japan, Korea, China
and middle-east countries. Generally, it was a learner-centered class. When I observed
this class, first of all, I think the teacher Mrs. J made a plenty of preparation before it,
since she made a need analysis during the class and then met students needs during the
following activities in the class. According to Richards and Farrell (2013), teaching is
much more than a performance by the teacher. Above all, a successful lesson makes the
learners rather than the teacher the focus of the lesson. In a learner-centered class,
the role of the teacher is guidance and all the activities designed by the teacher are
revolved around students needs.
In addition, the other important thing of learning a foreign language is learning from their
peers. During this class, after the practice speaking test, the teacher let the students talk to
their partners again and give each other feedbacks by following the evaluation table. As
Richards and Farrell (2013) claimed, thinking of a class as a community means seeing it
as a place where the individual members of the class cooperate and collaborate to achieve
their common goals. In this class, as I observed, the teacher offered the students a safe

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 TESOL Certificate Programs
Observation Notebook
and comfortable learning environment and let them help each other. Moreover, the
teacher just monitored her students and gave error corrections if they were necessary.

Richards, Jack C. & Farrell, Thomas S.C.. Practice Teaching: A reflective Approach.
Cambridge: Cambridge University Press. 2013.

Last Updated: 3/22/2017 1:28 AM