Andrew Observation 2

LING 427 TESOL Internship

Teaching Observation and EvaluationOnsite Supervisor

Context overview

Institution: ELIC/STP Class name or type: Intermediate Teachers Internship student teacher: Andrew Chambers Onsite supervisor/observer: Christina MasseyNumber of learners in class: (observed)

Level of learners: 13Date and time of class: 9-9:50am Duration of observation: 50 min.

Ratings: 0 = not done 1 = needs improvement 2 = done proficiently 3 = done excellently NA = not applicable

Content, planning, and organization

Indicator Rating Comments

Made clear the purpose of the lesson from the outset

Stated that the vocab/word stress could be used in their own classes.

Explained the purpose of the crossword – to help you understand the meaning of these words.

“Do you think this is a good way to study vocab? Have you ever done this before? Have you ever done this with your students?” Ss all said “yes” - this type of question is not that useful. Open-ended questions will gain more honest and useful answers. “Everyone knows what a syllable is, right? What is a syllable, Judith?”

Explained purpose of word stress – to pronounce words more correctly. Activity to help Ss practice word stress.

Defined relationship to earlier lesson(s) or curriculum

1.5 Not really.

After crossword, reminded Ss about inductive/deductive. Sequenced topics logically 2 Followed ELIC materials.

T gave a time-limit for the crossword after the first person finished. Paced lesson appropriately 3 9:04 – Review the pre-break listening

9:05 – Vocabulary -read & repeat -crossword 9:09-9:27 -reviewed crossword 9:27-9:309:31 – Syllables -introduction (T's lesson plan asked for “tapping” but didn't do) -page 699:40 – Word Stress 9:50 - Breaktime

Responded adequately to learner questions

NA No public questions, only a couple private questions that the T answered.

Related the lesson to future lessons

2 Said what they would do after the break.

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©2014 Briercrest College. Observation sheet created by David Catterick

LING 427 TESOL Internship Presentation and delivery


Exhibited a strong presence in the classroom

3 T uses his voice and uses the classroom space to assert his authority.

Projected voice effectively 3 T is easy to hear and understand.

Used intonation to vary emphasis

2 Yes.

Explained ideas and gave directions with clarity

2 It was not necessary to tell Ss how to do a crossword – one S was confused and the T explained individually to her.

Page 69 – explained verbally first, then explained with visuals on the board. Maintained effective eye contact with learners

2 Yes.

Used non-verbal gestures to enhance communication

2 Yes, e.g., showed a grouping of vowels with his gestures.

Defined unfamiliar terms, concepts and principles

2 Syllable, multi-syllabic, but most terms were already known (except for crossword puzzle words).

Presented examples to clarify points

NA

Related new ideas to familiar concepts

NA

Restated important ideas at appropriate times

2 Repeated some things in the directions.

Used humour appropriately to encourage interest

NA Joke about “syllable”.

Teacher-learner interactions


Created an atmosphere conducive to learning

2 Yes.

If there are any shy or lagging Ss, they might be lost. Maintained student attention throughout the lesson

3 Ss were engaged in talking with the T and with each other and with the materials.

Used a variety of teaching modes

3 Whole Class Q & A , Individual/Pair work on crossword puzzle, Individual Ss share answers with whole class, Read & Repeat, Listening and Answering in workbooks

Encouraged learner-teacher interaction

2 T observed Ss working on crossword and helped as asked.Ask Ss questions and to share answers.

Encouraged and suitably managed learner interaction

2 Allowed Ss to work together during crossword puzzle.

Responded to cues of confusion, boredom, curiosity

2 Answered a question from a confused S privately.

T observed Ss working on crossword and helped as asked. Gave satisfactory answers to learners’ questions

2 No public questions.

Dealt effectively with behavior requiring discipline

2 Some Chinese going on in the classroom, but also a lot of English. The T ignored the Chinese.

Content knowledge

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LING 427 TESOL InternshipIndicator Rating Comments

Presented content of obvious value to the learners

Yes, the content was valuable and the T tried to explain why it could be useful for the Ss to know these things or use these things in their own classes.

Chose content that would challenge the learners

2 A S finished crossword early, so T gave her another task to do with the words.

The content related to syllables and word stress was not that challenging for the majority of the Ss. Added some higher-level info like “multi-syllabic”.

ELIC materials. Demonstrated a command of the subject matter

3 T prepared the chalkboard for the next activity while the Ss were busy working.

The T knew his lesson plan and what was coming. Demonstrated a strong language awareness

2 Explained schwa sound in “syllable”.

Instructional materials


Designed lesson around learning goals not materials

2 The final lesson objective – produce stressed vowels in words – was not explicitly practiced.

Chose materials appropriate to needs and level of learners

2 ELIC materials.

Used instructional materials that were accurate

2 ELIC materials.

Selected materials that were interesting to the learners

2 ELIC materials.

Set homework tasks which followed on from class work

NA

Additional or summative comments

Using Bill's tricks – rubber band or hand under chin – may have helped some of the students who were a bit confused about syllables.

Overall, this T kept the Ss engaged and on task. The T presented himself as knowledgable and as having relationships with the students.

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Documents

Andrew Observation 2