DEPARTMENT OF TEACHI NG AND LEARNI NG

OFFI CE OF CLI NI CAL STUDI ES

SUPERVISORS VISITATION LOG
Student Teacher__Requia Harous___________ Date_______3/26/14_______________
School/Course _ALI/Level 6 Reading & Writing T!e______9:a!"9:4#a! _ ________
Coo"eratn# Teacher_ $a%ine &tein'aus ______ Su"er$sors Na!e_Laura (ruli)' _ ____
T%"e/To"c o& Lesson_*is)ussion + ,'ara)ters- *ialogue & Issues_ 'hole Class_._ S!all Grou"_. _ ( o& Students_6&s / 1 late &
)*+ ,lear eviden)e o0 "lannn# and "re"araton 1ased on &23s 4Requia3s5 6re and 6ost Re0le)tion- Lesson 6lan
& !aterials 7rovided: 4arti)le te%t58 &2 )learl9 understands t'e )ourse )ontent and student")entered a77roa)' and
1uilt t'is lesson on )ourse goals and o1:e)tives8 &2 noted in 7re"re0le)tion- I have noticed how the teacher is
leading a learner-centered classroom. The teacher relates the activities, content or tasks to the interests of the
learners The first group of four students is reading Sunset Park by Paul uster, and the second group of si!
students is reading The Hundred Secret Senses by my Tan. "
,- Constrants: $ulti")ultural Inter!ediate ;nglis' language )lass 4,'inese- <orean- Ara1i)- &7anis' and Russian
s7ea=ers5> )lass & lesson lengt' 44"# !inutes5> )lass student")entered a77roa)'> &23s interns'i7 role and 1eing
o1served> &2 taug't a 0e? 7rior lessons t'ere0ore 'as li!ited 7ersonal =no?ledge o0 ea)' &3s 7ro0i)ien)98
.- /eed0ac12 Re&lecton and Use &or Plannn#3 As I 7ointed out 1e0ore t'e o1servation- Requia3s lesson 7lan ?as
?ell t'oug't out ?it' varied and engaging tas=s/a)tivities 0or &s8 1ut s'e needed !ore )lari0i)ation o0 'er (oals &
@1:e)tives8 &'e see!ed to address t'e anti)i7ated 7ro1le!s 1ut !a9 'ave not allo?ed enoug' ti!e 0or &s3
questions- )ontri1utions or a)=no?ledged t'e!8
4*5 Classroo! and En$ron!ent: (ood environ!ent ?it' lesson a)tivities t'at engaged &s8 (ood use o0 te%ts
and related tas=s and a)tivities: War!"A7"1e)o!e a )'ara)ter> Bollo?"A7"dialogue tas=- ,losure"*is)ussion
1rainstor! issues5 Interacton ?as good 1ut )onsidering t'e level &2 !ig't 'ave 7rovided &s !ore o77ortunities
to )ontri1ute8 Dscusson "atterns 1et?een ST Ss2 ST S2 S S2 S Ss
)6- Transtons ?ere so!e?'at a1ru7t 1ut t'e9 did s)a00old t'e lesson and learning8
))- 7aterals 2?o sele)ted te%ts 0or &s to read and dis)ern )'ara)ter- dialogue and a?areness o0 t'e issues
)'ara)ters ?ere 0a)ing 0or )losing dis)ussion8
)8- 7utual e9"ectatons3 &2 !et lesson3s )o!!uni)ative goals and its language o1:e)tives8 &s- a0ter initial
)on0usion- )learl9 engaged in ea)' a)tivit9- e%7ressing t'eir 7rior =no?ledge a))ording to t'eir individual
7ro0i)ien)98
Instructon3 ),- Instru)tion ?as good 1ut 0ro! t'e start &2 see!ed rus'ed- s7ea=ing qui)=l9 at ti!es- and not
allo?ing &s enoug' ti!e and o77ortunit9 to res7ond8 &2 noted in 6ost"re0le)tion- CI should stop directing the
student#s responses as much as I did, because my goal was for them was to formulate their own ideas and
connections"
As t'e lesson 7rogressed &23s instru)tions see!ed )learer8
):- Goals* As noted earlier- &2 !et )o!!uni)ative and )ontent o1:e)tives8
Pro&essonal Res"ons0ltes
;viden)e: &2 7re7ared and 7ro0essional in a77earan)e8 &2 a77ears to 'ave good relations'i7 ?it' ,2 and t'e &s8
2'e ,2 is )learl9 e%)ited to 1e ?or=ing ?it' 'er and 'el7ing guide 'er t'roug' t'e initial tea)'ing 7ro)ess8
&)'ool )o!!unit9 + International Disa &s + se)ond language learners t'at &2 )an relate to and &s )an relate to and
7er'a7s loo= u7 to 'er as !odel o0 a non"native ;nglis' language s7ea=er ?'o is also an ;nglis' language tea)'er8
Feedback, Reflection and Use for Planning:
$T %&e'uia( taught a focused, student-centered lesson, and selected varied activities and tasks to promote discussion, as well as $s#
comprehension and critical thinking about the te!t#s characters and motivation. lthough $T may have rushed herself and $s#
responses, she ultimately managed to finish the lesson on time while reaching its goals and ob)ectives as $T noted in her Post-
reflection. The laughter and interactions of the students at the end humani*ed what had started out to be a simply structured activity
lesson. I believe that the lesson was student centered, which was my aim. I got through all of the material for the lesson. I could
actually sense that learning was taking place and that I was directing the students through the learning process."
Plannn# and Pre"araton
18 6edagogi)al ,ontent <no?ledge
28 <no?ledge o0 ,ontent &tandards
38 Long/&'ort 2er! 6lanning
48 ,onstraints on 2ea)'ing and Learning
#8 ,riteria and &tandards
68 Beed1a)=- Re0le)tion and Ase 0or 6lanning
Classroo! and En$ron!ent
E8 &tudent 2ea)'er Intera)tion ?it' 6u7ils
F8 ,lassroo! Intera)tion
98 Bun)tioning o0 Learning (rou7s
18 2ransitions
118 $aterials and &u77lies
128 $utual ;%7e)tations
138 A?areness o0 6u7il Ge'avior
Instructon
148 Lesson &tru)ture and 2i!e $anage!ent
1#8 ,larit9 o0 (oals
168 <no?ledge o0 &tudents: 6u7ils3 &=ills-
<no?ledge- Interests- Learning &t9les
Instru)tional Heeds
1E8 &tudent 2ea)'er/6u7il ,o!!uni)ations
1F8 *is)ussion 6atterns
Pro&essonal Res"ons0ltes
198 Relations'i7s ?it' Adults: &u7ervisor-
,oo7erating 2ea)'er- @t'er &tudent 2ea)'ers-
&)'ool &ta00- & 6arents/(uardians
28 ,ultural ,onte%t o0 &)'ool and ,o!!unit9
218 Ase in Buture 2ea)'ing
Instructions:
+,-.am Intro to /arm-up 0 $T e!plains the task
$T, You will be a character.
1$: Character?
$T: Yes, from Paul Auster
$T, ! e"er#one $et u%& %$T claps hands - 2nly 3 or 4 $s stand up(
$T repeats and clarifies
+,-+am $s get up and begin introducing their character to partner
Opportunities for Ss to practice: 1or this level class $T may have been too 'uick to provide clarification and answers to 'uestions
she asked $s.
+,35am Transition to 1ollow-up 0 $T e!plains the task
$T, !, the ne't acti"it# will be focused on the characters. (or Paul Auster, it)s ******** + for Am# Tan it)s ***********
ST to 1$ %2lga6(: ,hat is -iles?
2ne $ answers then another $s e!plains
$T, So -iles is cleanin$ u% houses?
Classroom Management: &e'uia showed enthusiasm and energy directing $s through the activity tasks. 2nce $s were in small
group work she paid attention to the two small groups by bending over and crouching down )oin to checking on their progress.
2verall a very good )ob &e'uia, especially for someone new to teaching and not having had many previous opportunities to teach
your internship class. 7our lesson#s strengths included your selection of activities and tasks and the scaffolding opportunities
provided to support $s# learning. 7our lesson#s weaknesses were typical for a beginning teacher-lack of clarity of instruction for small
group work %as indicated earlier( and too much T talk.
&e'uia has a pleasant presence, engaging smile, and the natural innate 'ualities that with time, practice and continuing reflection,
will help her to develop and become an effective results-oriented language teacher.
$he#s off to a great start providing engaging student-centered activities to reinforce $s# learning, comprehension and proficiency.
$o, your grade is an A.