TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer __Boyoung Kang____

Date

Observation
Environment (include

Observation # _5_

Class
Skill/Content

Class
Level/Number
URL if the class was
(Beg./Int./Adv.)
online)
02/18/2015 IEP Room 437
Academic
600 Level
Skills 1
(Advanced)
Focus on relevant areas from the What Can Be Observed handout.
teacher handles these areas during the class.

Teacher

Madeleine
Schamehorn
Notice how the

OBJECTIVE OF THE LESSON:

STUDENTS WILL BE ABLE TO APPRAISE THE TEST THAT THEY TOOK IN THE
LAST CLASS.
Notes while observing:
Note : In the last class, Ss took a test. Thus, in this class, T points out some problems that
Ss made in the test. Today's goals of the lesson were written on board.
1) Parts of and how to write a good test
2) How to identify and fix fragments
Preview (3 min)
T informs Ss of two goals of the lesson. T asks, "What is the fragment?" Ss speak their
ideas by brainstorming. T explains the meaning of fragment, which has not either subject
or verb. Ss talk their problems related to the fragment when writing an essay.
Presentation1 (12 min)
T turns off the lights in the classroom and uses OHP to project the handout on the board.
T looks at the first example and marks the structure of the sentence on the board.
Explaining there is no verb in main clause, T suggests two ways to fix the sentence.

1. Remove the relative clause and have just a main clause.

Kinesthetic intelligence means using body movement to learn.
At this points, T emphasizes using 'means' as a main verb.

Last Updated: 7/24/2015 12:38 AM

TESOL Certificate Programs

Observation Notebook
2. Keep the relative clause and add a verb into the main clause.
Another intelligence is kinesthetic, which means using body movement to learn.
T gets Ss to put the relative clause in parentheses and mark S/V for the next example
sentence. While doing this, Ss keep asking questions about what they are confused.
Practice1 (15 min)
T has Ss make groups of four and discuss to identify the components of the fragments. Ss
find the problems of each fragment. T walks around the classroom and observes Ss. After
identifying the problem, T asks Ss to fix it in one way either #1 or #2 which T showed
above. T gets each group to tell the fixed sentence and writes them on the board.
When there are some words that Ss cannot pronounce well T corrects it. Ss repeat after
T's pronunciation several times. Also, for their formal writing, T cautions Ss not to use
contractions such as Info (information). T gives the rest as homework to change
fragments into complete sentences.
Presentation2 (17 min)
T distributes another handout for good writing. T asks, "What was the purpose of writing
in the yesterday test?" Ss brainstorm ideas in groups. T says, "The purpose of test writing
is to show what you know!" T shows Ss 'Bloom's Taxonomy' on screen, which is used as
a source of academic writing. On the screen, there was a writing instruction paragraph.
[According to the "Multiple Intelligences" lecture, give the definition of multiple
intelligences. Then list and describe each intelligence. Finally choose any three
intelligences and recommend a technique for each one that a student with that
intelligence could use to learn new English vocabulary words.]
T analyzes the purpose of the instruction and explains how to wring good sentences. For
example, T says, "When you see the phrase 'according to', you should cite the lecture." T
adds that the information must be true and accurate. Also, the explication how to write
different sentences, that is, how to make variations in an essay, is give to Ss.
Wrap up (3 min)
T gives homework to Ss by showing it on the screen and the class finishes.

(continue on back)

Last Updated: 7/24/2015 12:38 AM

TESOL Certificate Programs

Observation Notebook
Artifacts

There were several handouts that T gave to Ss. T used OHP while Ss got the
handout. It was useful because Ss can look at their paper; at the same time, during T's
explanation they can look at the board. It made more interactions between Ss and T. The
handout 'writing review' is a summary paper. It gives keywords that Ss should know to
write a good essay, which can be memorable for Ss. Also, it gives clues as a first letter of
each keyword. Ss can see the key points without a big effort.

Last Updated: 7/24/2015 12:38 AM

TESOL Certificate Programs

Observation Notebook
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
T leads the class systematically. At the beginning of the class, T makes sure goals
of the lesson. It can set the direction of the class and prevent the confusion during the
class. Furthermore, T says, "To make you write good writing out of the classroom in your
life is my job." It clears the ultimate purpose of the course. Ss expect that they can
improve their academic skills through this class. T considers the review the test and know
where Ss made mistakes as an important work in this class. In terms of pedagogical view,
it is a Task-based Language Teaching (TBLT). In TBLT, there are three phases of
tasks which are pre-task, task, and post-task. This class is a part of post-task, which
address the problems that Ss have. By reviewing the test, T can reinforce Ss' learning and
understanding toward the class.
What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
I noticed some techniques in this class. First of all, T was good at grabbing Ss'
attention. I think it is because T clears all goals and purposes before and during the lesson.
Ss concentrated well, and participated actively. It is the result of setting clear goals. Also,
since this class is 'Academic skills', T handled several skills at once. While explaining
about writing, T had Ss read the sentences and discuss in groups. It means the class was
focused on writing; at the same time, Ss can practice speaking and listening by doing
group activities. This integration teaching is essential in Korea, where I will teach Ss in
the future, because English teaching is not sub-divided into four skills such as reading,
listening, writing, and speaking. One teacher needs to cover those things. Thus, I could
experience what the integration teaching is from this class.

Last Updated: 7/24/2015 12:38 AM