Class Observation Report Amirhosein Mardani A-Introduction The report is about an Elementary English class. The class consists of 4 students. All All the students are adult. 3 girls and a boy. boy. There was a white board, teachers des! and a laptop. Teacher Teacher is a girl about "4 years old. #-ob$ecti%e the English teacher wants to teach& 'rammar& (-)imple past "-how to ma!e it positi%e and negati%e 3-how to ma!e *uestion form +ocabulary& Eplain some nouns and $obs. -The teaching process& The teacher started with as!ing some *uestion about lessons of last session. )he tri ried ed to spe pea! a! to the le% e%el el of st stud uden entt in or orde derr to st stud uden entts co coul uld d understand her. All students were true beginners because they ha%e passed a term and they had a !ind of bac!ground in English. hen students were wrong teacher corrected them through their sentences. This is wrong way because teacher didnt let students themsel%es understand their errors and also she pre%ent peer correction. Then she writes a sentence on board& /he was the third third president0 president0 In this le%el she tried to teach with inducti%e method. )he started with an eam e ampl ple e an and d as as!e !ed d st stud uden ents ts&& is th that at a po posi siti ti%e %e se sent nten ence ce or ne nega gati ti%e %e1 1 2ositi%e, students answered. Then she wants student students to change the sentence to negati%e and *uestion form. And then she eplains them how the structure of sentence is made. And net she as!ed some another eamples orally. This was deducti%e part of teaching the teacher eplained some roles and then went to some eamples and practices. In this part of teaching grammar, the teacher followed academic way of grammar teaching. It was a completion of inducti%e and deducti%e and she started first with inducti%e and then went into deducti%e. uring her teaching of this part, she tried to concentrate on important part of lesson. 5or eample here /was0 and /were0 are important words. )he tried to highlight them with enhance her %oice %olume or some gestures. At last for more practice she wants students to say something negati%e in simp si mple le pa past st ab abou outt th them emse sel% l%es es.. 6e 6et t $o $ob b wa wass pa pair ir wo wor! r!in ing. g. )h )he e di di%i %ide ded d students to two groups and wants them to wor! on sub$ect together. It ta!es about 3 minutes. After that she as!ed them about their wor!. 7ere she first let the students correct each other and then she went to teacher correction. )o she didnt repeat her former mista!e. )he let indi%idual student understand
his or her error and ma!e an en%ironment for peer correction and at last teacher correction. 6et part she did the same. It was about contractions. )he started with inducti%e method and said some eamples about& I am8Im or you are8youre. And then she writes them on board. That was deducti%e. Then for more practice she as!ed some students that& where were your grandparents born1 )he did correction as the pre%ious one. Then for better understanding and practice she choose a person to read a simple sentence, a person for ma!e it to negati%e, and a person to ma!e it to *uestion form. In net part she was going to teach %ocabulary part. )he started this part with board, and wrote some noun and %erb on board. 5or eample& paint piano, etc. and then she made them to $obs li!e painter or pianist by adding suffies. Then she went to boo! and said to students to do boo! practice. It ta!es about 9 minutes. Then she wants students read answers. )he continued with peer correction and teacher correction. 6ew words here were acti%e concrete words, and they were about $obs. )he ga%e them simplified definition. And in some etend she wants students to chec! dictionary. In this stage she made some mista!es according to academic method of %ocabulary teaching. 7ere she had to start with inducti%e way and ma!e some bac!ground of new word in students mind, 5or eample by showing some pictures and simple definitions. #ut she went to board and started with deducti%e. )he didnt use any realia. The good way is suggested here in academic methods is slot gi%en. )he didnt prepare any pre-organi:ed slots to gi%e to students and practice them. At the end of the class, they ha%e a !ind of free discussion about shopping for impro%ing their spea!ing s!ill.
Classroom Observation Form 1. Learner-Centered Does the instructor Challenge the students? (Give explanations of what is expected) 6o, the process of teaching was li!e a machine. Each student was waiting for
teacher to eplain lessons such as %ocabulary or grammar. It is epected here teacher in%ites students to a !ind of challenge by as!ing them about new lessons and ma!es a blan! space in their mind. Does he/she give students choice and control?
6o, the class was totally under teachers hands and e%erything was followed by lesson plans. Does he/she encourage students to work together? ;es, in each part It ha%e been obser%ed that teacher made some teams to wor!ing in pair in order to more practice. Does he/she ask open ended questions requiring a thoughtful response from students? 6o, all the *uestions were as!ed by teacher were easy and simple. Maybe it
was because of le%el of students. Does he/she provide material that is interesting and Relevant? 6o, she $ust tried to define what is going on and I hadnt see use of ob$ects.
Does he/she show respect (knows names is polite etc!)? Does he/she provide individual attention to personal learning st"les? 6o, she did
not. Does he/she encourages students to ask questions? ;es, for eample after each part
she as!ed is there any problem to as!1 And she tried to ma!e them to as! *uestion.
2. Strategic End-Plan (Lesson Planning) Does the instructor provide the class with a plan for that class? #eriod? ($ither ver%all" or a written outline < ;es, teaching was completely followed by
pre-organi:ed plan, and she followed them step by step. Does he/she come to the class prepared with notes instructor aides equipment needed etc!? 6o, all the things were %erbally and there was no written things and any
e*uipment. Does he/she explain an" and all materials needed for that class period? ;es, it was
complete, 7owe%er it could be more completed = Does he/she use technolog" such as &isuali'e computer and etc? 6o, there was a
laptop and pro$ector but no use in class.
3. Resorce-Ric! Does the instructor use notes /handouts/ hite%oard/ &ideos /computer presentations /demonstrations/text%ooks/ ther resource materials? (if "es make a mention of an" noticed) ;es $ust whiteboard for eplaining some roles for lesson.
Report on Classroom Observation 1." #ntrodction$
Teaching is the centre of all education related topics. )o as a student of the Institute of Education > ?esearch, we had to teach in real classroom en%ironment. #efore starting teaching in a real classroom en%ironment it helps a practice teacher to ac*uaint them with the process, method, of teaching if they obser%e a class of a certain le%el before entering a class as a teacher. 2." %escri&tion$
At the first day in the school I had to collect my routine. Then I introduced with those teachers who used to ta!e those classes before me. I as!ed them politely if they could gi%e me the permission to obser%e their classes. #oth of them cordially in%ited me to obser%e their classes. I ha%e obser%ed 3 )ocial science lessons among those I am analy:ing the one below& ay& )unday @((3"BBC< Time& B(.BD pm B(.4D pm At the "nd day in my school morning I waited for him @Mr. Famru::aman social science teacher of class )e%en #< to come to the class in front of the class. hen he came and as!ed the class captain to clean the bench at the behind of the class to let me sit there. The class captain cleaned up and I sat there to obser%e the class. hen the teacher entered the class all the students stood up and when she told them to sit, they too! their sits. At first he as!ed the students to gi%e their homewor! copies. At this time he in*uired about some students. After seeing the homewor! copies, he stood up from her chair and started lesson. At first he showed a photograph of /)angsad #habon0 of #angladesh and as!ed& 7a%e you e%er been their1 efining its significance to students he declared the lesson @e%s$%GHG!i ?%* I J%b* chK%G* wbe%K2b< of the class today. Then he started to eplain the issues one by one. At first he started with the fact what is Election. Then he rew the classification of Election on the board and as!ed students to copy it. #y this time he also came to me and assured his best possible help to me. Then he started to discuss the issues one by one. After discussing the classification of election he clarified the board. Then he started to discuss the eligibility to be %oter. After that he wrote down the homewor! in the right side of the blac! board @short-answer *uestion no& " of eercise. hile writing the 7omewor! he reminded the class captain to write down the information about the class at the right top of the board. 7a%ing finished his lesson, then he told the students about I.E.?. 7e described I.E.? as a famous institute to his class and made me ac*uainted myself to his class as their teacher from net class. 7e also made the students aware of the fact that if any
student beha%es anything wrong to me then, he would ta!e action towards that student. Then she let me tal! to the class for fi%e minutes and left the class. I, then introduce myself to the class and tal!ed to them till the class ended. 3." 'ain Featres o t!e Observed Class$
A< 2hysical 5acilities& I. Location of the class& The class is in the right corner of the 3rd floor @?oom 6o& 4B4< of the L shaped main building. II. )hape of the class& The shape of the classroom is almost s*uire. III. oors and indows& indows @glass< are in the both right and left side of the class and the only door is in the right side of the class. The door is not %ery much spacious. I+. )tudents )itting )ystem& Each one sits in a handled-chair. hairs ha%e a sufficient distance with writing tables. There are N columns and (B rows ma!es sitting accommodation for NB in the classroom. +. #lac!board& The blac!board is put in the wall of the class. It is not portable but fied. It is in the middle of the front wall to the students. The color of the blac! board is all right and it is smooth to write with choc!s. The duster can easily wipe out the writings in the board. +I. Lighting and +entilation& The natural lighting is ade*uate for the class. +II. 2ro%ision of Artificial lighting and %entilation& There are N electric fans and lights in the class. The arrangement is *uite ade*uate for the class. +III. Teachers Table and chair& The wooden chair and a table are in the front side of the class. The chair is *uite o!, as we should use in not for a long time to sit there while teaching, but the table was too hea%y to mo%e. IO. olor of the class& The color of the walls in the class is white and brighter. O. Pther 5urnitures& There is a lecture table too! place left corner of the classroom, so that teacher can use it while teaching. It is also fruitful to students to practice their speech. #< E%aluation of the Teachers 2roficiency& i. Teaching Method& 7is teaching method is a%erage. )ometimes he feels the need for recalling. ii. )tudent In%ol%ement and 2articipation& )tudent in%ol%ement and participation is not %ery high. More o%er most of the participants are the con%entional good students and most of them are sitting in the (st bench.
iii. Moti%ation& 7e created moti%ation for the class by showing the 2hotograph of )angsad #hoban. i%. lassroom Questioning& After finishing the lesson, she didnt as! any *uestion to the students. %. ress up& The school has no specific dress for teachers. 7is dress up was suitable for the class. %i. Rse of #lac!board& 7e used the blac!board neatly. 7is writings are legible and can be seen from e%en the last bench. 7e also does not stand parallel to the board ma!ing the students facing his bac!. )o the students ta!e the ad%antage for side tal!ing. #efore going out of the class, he wiped the board. %ii. 2unishment and reward& 7e didnt use any 2unishment and reward to absent student. %iii. lassroom control& 7is classroom controlling power is really strong. 6o student disturbed in the class while he ga%e his lesson. Pnly few students @about C out of D(< tal!ed in the class while she was using the blac!board. i. Learning en%ironment& The en%ironment was calm and *uiet which is an ob%ious condition for a math lesson. #ut the en%ironment was not fear free because of his way of punishment. . Teacher student ?elationship& Teacher student relationship is not friendly, but grim. he maintains a big distance with them. )tudents are afraid of him and they also respect him. The teacher is caring but not fran! to the students. i. ay of epressing& 7e eplained the issues clearly to the students with agile epression. ii. Epertise in his particular lesson& 7e has a good epertise on his sub$ect. 7e has other !nowledge related to his sub$ect beyond the tetboo!. iii. #eginning of the lesson& 7e made specific moti%ation for the lesson. )o his starting is *uite good and inspiring. i%. 2unctuality& 7e was on time for the class. 7e started his class at the right time and closed up his lesson before D minutes for me to introduce myself to the class. %. lass wor! obser%ation& hen he instructed to the students to write the classification of election, he obser%ed the class wor! by wal!ing and watching the acti%ities of the students entering the passages between the columns. %i. +oice and Tone& 7is %oice is suitable for the class. It can be heard from the last bench. The changing tone of her %oice creates some special situations or attention in the class, which is sometimes urgent. %ii. onfidence& 7is face, attitude, beha%ior, tal!ing shows that he is confident, confident about his epertise and controlling power.
." *ssessment$
a< )trength of the Teacher& (< 'ood controlling power o%er the class. "< 7e got the epertise lesson deli%ery. 3< 2unctual 4< Appropriate %oice and fleible tone. D< Tries to relate the lesson to e%eryday life. N< 7e can clarify an issue clearly. C< A specific and effecti%e moti%ation towards a specific lesson. 9< epth of !nowledge. b< ea!ness of the Teacher& (< 7e finished the whole chapter in a period. "< oes not gi%e much attention to classroom participation and student in%ol%ement. 3< oes not gi%e much emphasis to bac!-bencher. 4< annot crate a friendly, fear free classroom situation. D< 6o emphasi:es on reinforcement. N< oes not use any other teaching material but blac!board and constitution. C< 7e chec!s the class wor! copies during the class period that !ills time. 9< oesnt use acti%ity based method. +." Possible ,as o im&roving t!e Lesson$
(. 7e could use a poster writing on it the classifications of constitution and characteristics of a good constitution. ". There should be formati%e assessment. 3. If he would chec! the class wor! copies of all the students after the class period it would help the students to do his class wor!s more sincerely. 4. 7e needs to learn the use of board. D. 7e should use acti%ity based teaching method. N. )hould gi%e emphasis to bac!-benchers. C. 7omewor! should be gi%en in assignment method. 9. )ometimes he should create a suitable funny situation in the class ma!ing the students laugh. #ut ob%iously it is related to the lesson. onsidering all those things my $udgment is that, he got the talent to be in teaching profession. To me his performance is %ery good but not ecellent. Though he is eperienced enough and ac*uit the art of teaching, she should in tough of wor!shop.
Report Writing Format There is no set report writing format. However, there are general sections that should be included. Following is information on the format of a report and some tips on good writing. Report Writing: Formatting the Report Elements Here are the main sections of the standard report writing format: Title Section - If the report is short, the front cover can include any information that you feel is necessary including the authors! and the date prepared. In a longer report, you may want to include a table of contents and a definitions of terms.
Summary - There needs to be a summary of the ma"or points, conclusions, and recommendations. It needs to be short as it is a general overview of the report. Some people will read the summary and only s#im the report, so ma#e sure you include all the relevant information. It would be best to write this last so you will include everything, even the points that might be added at the last minute.
Introduction - The first page of the report needs to have an introduction. $ou will e%plain the problem and show the reader why the report is being made. $ou need to give a definition of terms if you did not include these in the title section, and e%plain how the details of the report are arranged.
&ody - This is the main section of the report. The previous sections needed to be written in plain 'nglish, but this section can include "argon from your industry. There needs to be several sections, with each having a subtitle. Information is usually arranged in order of importance with the most important information coming first. If you wish, a ()iscussion* section can be included at the end of the &ody to go over your findings and their significance. +onclusion - This is where everything comes together. eep this section free of "argon as most people will read the Summary and +onclusion.
ecommendations - This is what needs to be done. In plain 'nglish, e%plain your recommendations, putting them in order of priority.
ppendices - This includes information that the e%perts in the field will read. It has all the technical details that support your conclusions.
This report writing format will ma#e it easier for the reader to find what he is loo#ing for. emember to write all the sections in plain 'nglish, e%cept for the &ody. lso remember that the information needs to be organi/ed logically with the most important information coming first. Tips for Good Writing Here are a few tips for good writing.
eep it simple. )o not try to impress, rather try to communicate. eep the sentences short and to the point. )o not go into a lot of details unless it is needed. 0a#e sure every word needs to be there, that it contributes to the purpose of the report. 1se an active voice rather than passive. ctive voice ma#es the writing move smoothly and easily. It also uses fewer words than the passive voice and gives impact to the writing by emphasi/ing the person or thing responsible for an action. Here is an e%ample: &ad customer service decreases repeat business. 2ood grammar and punctuation is important. Having someone proofread is a good idea. emember that the computer can not catch all the mista#es, especially with words li#e (red, read* or (there, their.*
Communication Skills There is a growing consensus among business e%ecutives that there is a lac# of good writing s#ills among "ob applicants, as reported in several recent surveys. &ecause of this, employers are including writing s#ills as one of the s#ills they loo# for when hiring. Some even as# for a sample report when screening applicants. It is even included in the "ob description that the "ob re3uires a motivated communicator. 2ood communication is essential in business. 1sually there is more than one individual that is wor#ing on a goal, and good communication will allow an e%change of ideas and concerns.
There can be no team effort without communication, as it is necessary to coordinate the efforts of everyone. &ad communication can waste valuable time and effort.
If a team member discovers a short cut or solves a problem, that information needs to go out to every team member so they can benefit from it and reach their goal 3uic#er.