UNIT 8 : Observation of model lessons related to English
8.1. Importance of classroom observation
Observation is an important part of learning how to teach. Much of what beginner teachers need to be aware of cannot be learned solely in the university class. Therefore, classroom observation presents an opportunity to see real-life teachers in real-life teaching situations.
In their reflections, many of our teacher- friends mention their observations and how these observations influence the way they plan and teach.
Teachers are forever reflecting and making decisions, and when they see someone else in action, in as much as they are seeing someone else, they are almost simultaneously seeing themselves. This means that observation is important at every stage of a teacher’s career. In this section we will discuss the importance and value of observation, not only for student teachers, but for all teachers.
What is classroom observation? Why is it important? Classroom observation describes the practice of sitting in on another teacher’s class to observe, learn and reflect. Various aspects of the class can be examined, such as routines, use of time, schedule, participation, teaching strategies, management strategies, learner interest, and much more. A teacher will naturally look for support on an issue that is difficult for him or her, but it is often a great method of being exposed to a new and different approach to teaching.
Classroom observation can often help expose teachers to new methods of teaching that might not have occurred to them beforehand. It may be threatening to be subject to peer observation since teachers might feel territorial and defensive in their classroom and protective of their resources and ideas. However, when it is done in a considerate and respectful fashion, observation can be beneficial for both the observing teacher and the teacher being observed. Below are some benefits of observation in the classroom.
8.1.2. Benefits for the observer…
• Observe new techniques, strategies, ideas and resources.
• Gain insight into one’s own strategies and techniques.
• Observe student reactions from a different perspective.
• Help create a professional learning community with the best interests of the students in mind.
• Personal Professional Development and growth.
8.1.3. Benefits for the observed…
• Chance to see class through someone else’ eyes.
• Chance to re-evaluate the classroom from a different perspective.
• Chance to receive input (suggestions, ideas, resources) from a colleague.
• Creation of a professional learning community with the best interests of the students in mind.
• Personal Professional Development and growth.
Best practices involve the sharing of resources, techniques and strategies. Allowing another teacher into one’s classroom allows for sharing between both; it also allows for self-reflection by all involved.
Teachers are responsible for their own growth and development, and observation is an excellent alternative to the traditional Professional Development seminars.
8.1.4. What should observation for a language class include?
For a student teacher at the beginning of their career, there are some general issues that they would need to observe and identify. The focus would be on general pedagogic knowledge, which includes issues such as classroom management, differentiation and instructional strategies. However, with training and experience, teachers would need to progress to focus on specific issues, which can be categorized as English teaching techniques. In this case, the student teachers would focus on the overlap between pedagogic knowledge and content knowledge as well as what takes place specifically in a SL classroom (English classroom).
For example, it would be difficult to imagine an English classroom without pair work activities. In other classes and other subjects, one might observe group work activities; however, due to the linguistic content, there would be significant differences between the interactive exercises. In other subjects, group work or pair work might be optional; but in a language classroom, they are necessary. Furthermore, beginner SL learners require much more structure in activity than beginners in other courses, because the structure increases the likelihood of success.
From https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/observation.html
Learning activity 8.1.a:
a. Discuss the importance of classroom observation
b. Discuss the competence-based classroom observation form provided by REB and how you can assess a well delivered lesson.
8.2. Instructional Language used for facilitating English lessons at primary schools.
(starting and finishing a lesson, giving instructions, praising, encouraging all pupils, Asking questions, etc.)
8.2.a. Learning activity
Think about the classroom situations listed below. What do you the teacher usually say to his/her pupils in these situations? Greeting students, taking attendance, giving instructions, checking previous knowledge, managing behaviour, encouraging students to participate, praising your students, giving homework, saying goodbye etc.
Leaning activity:
Match the classroom task and the corresponding English you can use.
The language you can use to start and finish a lesson
Note: English for everyday classroom activities
Everyday classroom activities can provide meaningful authentic opportunities for your students to regularly listen to and speak English. Such small activities can include things like greeting your students, taking attendance, introducing a new topic or giving instructions. Using English like this in the classroom is beneficial for your students because they get to hear more English and they hear how the language is used in real-life communication. It also gives them a purpose for speaking English.
In order to be able to communicate using English, students need to be able to hear and speak the language regularly in lots of different settings and with lots of different tasks, not just in textbook exercises.
Here are some useful phrases for the classroom. You can add other phrases to this list.
Greeting students
Good morning students. How are you today?
Good afternoon everyone. Are you ready to start?
Using more English in your classroom
Let’s start the lesson.
What did you do yesterday?
How did you find the homework?
Can anyone remember what we did in the last class?
Taking attendance
Let’s take attendance.
Who is missing today?
Is anyone absent?
Does anyone know why Sarah is not here?
Listen while I call your names.
Raise your hand and say ‘Here’/ ‘Present’ when I call out your name.
Giving instructions
Open your books at page 38.
Look at the picture at the top of the page.
Please read the first paragraph of the text.
Deborah, please read the questions.
Read the first stanza aloud.
Repeat after me.
Do it again, please.
Discuss the questions with your partner.
You have ten minutes.
OK – start! Two more minutes
OK! Time’s up! Listen.
Now write down what I say
Checking previous knowledge
The topic of the lesson is what someone is wearing.
Can anyone tell me what he is wearing?
Can you remember what we did in the last class?
Does anyone already know what this is called?
Does anyone have one of these at home?
Can anyone tell me how to say XXX in English?
Managing behaviour
Students, could you all sit down, please.
Now, the pair work activity is over.
Please return to your desks.
Can the four of you work together, please?
Let Sarah say something too, please.
Encouraging your students to speak
Could you speak up a bit, please?
Would you like to try to answer, Ishimwe?
Yes, that’s almost right.
Can anyone help Alice with the answer?
Go on … I’m sure you can answer that.
Can you explain that to the rest of the class?
Praising your students
Very good! , Very nice! , Excellent!, Well done! , Good work!, I’m impressed., Keep it up., That’s correct.
That was very good, you are very good at this., I like the way you’re doing that.
Giving homework
For your homework, please do Activity B.
We’re out of time. Please finish this activity at home.
Don’t forget about your homework!
At home, please do the exercises on the next page.
Finishing a lesson
Okay then, that’s all for today.
Goodbye. See you all tomorrow.
It’s time to finish. Put your books away.
How much time is left?
That’s all for today.
We’ll read the next part of the passage in the next lesson.
Goodbye! See you tomorrow.
Have a nice weekend.
Don’t forget your homework!
Take care when you cross the road.
Talking to your students about their lives
How are you today?
Where is kalisa? Is she ill?
Have you been ill?
Are you okay now?
What did you do yesterday after school?
Did you have a nice day on Sunday?
What did you do?
Did you do anything nice during your holiday?
What are you doing this weekend?
Is it your birthday?
Does anyone in your family speak English?
What languages do you use at home?
Adapted from the book titled “Using more English in your classroom” which is available from
https://www.open.edu/openlearncreate/mod/resource/view.php
