EDU 1901: TP task

Observation Task 1
Starting and Finishing Lessons
Objective
For students to observe the ways in which teachers start and finish lessons.

References
Slattery, M., & Willis, J., 2001 English for primary teachers OUP (p. 12, 16)
Kenworthy, J., 1987 Teaching English Pronunciation Longman

Procedure
1. Before the Observation

Organize to observe 3 lessons with your MST and 3 lessons with your peer's
MST.

Explain that you will be focusing your observations on the beginning (first 10
minutes) and end (final 10 minutes) of each lesson.

Use the observation table to record the various strategies used to start and finish
lessons. Give examples of what the teacher says, how she says it (her manner),
and what she does (supporting facial expressions or body language) and the
reaction of the children.

2. During the Observation

Complete the Observation Table for each of the lessons you observed. Note the example
below.

Strategy

What the teacher How the

says.
teacher says it
(manner).

Supporting actions
and facial
expressions.

Childrens
reactions.

Greeting

Good morning.
How are you
today?

Smiling, direct eye

contact with many
students, repeats
greeting as she moves
around room

Children smiled in
response,
appeared
motivated.

Friendly
intonation

3. After the Observation

Use the following table for notes/ideas. Write up the report and reflection formally for
your portfolio.
Report
1. Summarize the starting strategies that were used in the teachers lessons. Discuss the
strategies (routine or varied), the manner and body language used and the childrens
reactions.
Both of my mentor teacher and my peers mentor were using the same strategies in
greeting the students as a daily routine. For example, they greet the students when they
come to the class by saying for them good morning, afternoon students in friendly and
with a smiley face. As well, both of them were using their eye contact to see all the
students in the class. The students stand up and greeting her back with the same body
language.

2. Discuss any obvious differences or similarities between the teachers starting

strategies, and why you think this occurred.
I have seen that both of my MST and my peers MST were similar in greeting the students in
the beginning of the class. They were prepared well for the lessons. For example, both of them
were writing on the board the day objective and the date of the day as a daily routine, and then
they read the lesson objective and ask the students about the day and the date. In my point of
view, greeting the students will build a good relationship between them and their teacher. In
addition, asking the students about the day and the date will improve their speaking skills, and
if their speaking skills improve the other skills will improve such as; writing, listening,
speaking and reading.

3. Summarize the finishing strategies that were used in the teachers lessons. Discuss the
strategies (routine or varied), the manner and body language used and the childrens
reactions.
My mentor asked the students to move their chair to the desks and she said for them have a
nice weekend if the day is Thursday. Also, she said for the students see you tomorrow. I
have seen with my peers mentor teacher a little bit the same strategy, but she did it in a
different way. For example, when grade one students are leaving the class, she went with
them to their class to be safe.

4. Discuss any obvious differences or similarities between the teachers finishing

strategies, and why you think this occurred.
Both of my MST and my peers MST were similar in asking the students to move their chair
into the desk and keep their desks clean and neat. However, they are different in other
strategies such as; my peers MST went with the students to their class to be sure that they are
safe. I think it occurs because teachers are responsible for the students during the school time,
if one of the students injured or sick it will be the school and the teachers responsibility to
tell their parents.

5. Suggest an alternative starting strategy for one of the lessons you observed and say
why you would prefer to use this strategy.
My suggestion will be for my MST. If she uses the points to give the five first students coming
to the class, the students will be coming fast to the class. Also, the students will be motivated,
active and they will be enjoyable if they using the strategy. In addition, this strategy will
encourage the other students to get more point for coming earlier. Moreover, when the teacher
will start teaching them they will be active with her, and she will feel comfortable while she is
teaching them.

6. Suggest an alternative finishing strategy for one of the lessons you observed and say
why you would prefer to use this strategy.
My suggestion for this part is to manage the time. I mean teachers should end the lesson
at the time or earlier that will give the students a chance to take a reset. Good time
management is one of the skills that students expected from their teachers. Also, students
will be able to get ready for the next class. In addition, she will take also a reset if she
has a class after this class.

Reflection (in your opinion)

Why do you think it is important to vary strategies to start and finish lessons?
In my point of view, teachers should vary between the starting strategies and finishing strategies
because in the starting strategies teachers should active the students and warm them to the class.
For example, I have used with my students the first five students who come early to the class they
will get points. That strategy helped me and my mentor to check the students attendance.
According to Burke, 2008 keep accurate attendance record- for all students so you can make
them aware of the pattern and have the evidence for subsequent administrative follow- up p.97.
However, my mentor teacher used empty table strategy, this strategy help students to be prepared
for the coming class also my MST prepared her materials for the next class.

Why do you think it is important to include set routines at the beginning and end of some
lessons?
I think setting routines for the lessons is important because it will allow the teacher to have
a complete lesson with all the instruction, let students know what they are going to do for
each lesson. In addition, these routines can manage the students in the classroom.
Moreover, the teacher will have a time management for the lesson. For example, if the
teacher has a lesson about the planets and she follows the routines that she decided to put
it, she will be able to finish the lesson on the time because of the time management, but if
she does not have any routines, she will not have a time management and the students will
be confused.

What factors should you consider when deciding how to start and end lessons?
The factors that help me to start and end the lesson is how the lesson is easy, the students
level and how they active while I am explaining the lesson. Also, my teaching style and
how I have prepared my lesson plan to the lesson. Furthermore, how the students are
ready to start the lesson. Conversely, the factors that help me to end the lesson are how
the students involvement in the lesson and how they understand he lesson well.

Starting Strategies Observation Table

Class: 4/2, 2/3, and 2/4

Strategy

Lesson 1
4/2

Lesson 2
2/3

Lesson 3
2/4

Number of learners: 27, 23, 24

What the
teacher
says.

How the
teacher says
it (manner).

Teacher observed: Manal Essa

Supporting
actions and
facial
expressions.

Writing
Friendly, clear Direct eye contact
sentences.
voice.
with most of the
(I will
students.
distribute five
boards into
five groups.)

Childrens
reactions.

The students
were sleepy
and lazy.

Yelling at
students.
(Stop talking
while I am
talking to
you)

Loud voice.

Direct eye contact Stop talking

with the students, and concentrate
upset.
with her
concentrate
with her.

Greeting
students: ( Good
morning
boys)

Friendly and
intonation.

Direct eye contact Children smiled

with many
to her. They
students, smiling were greeting
her in a
motivated way
(active).

Starting Strategies Observation Table

Class: 1/4, 1/3 ,4/1 Number of learners: 22, 22, 27 Teacher observed: Maryam Al-Shaer

Strategy What the teacher How the

says.
teacher
says it
(manner).
Lesson
1
1/4

Lesson
2

Yelling at the
student who did a
noise in the class: (If you dont stop
talking I will let
you sit alone in the
back).
Spelling the
letters:-

1/3

Loud
voice,
angry.

Supporting
actions and
facial
expressions.

Childrens
reactions.

Direct eye contact Quite, direct eye

with the student
contact as a
response.

Friendly, Direct eye contact

Smile in
clear voice. with the students,
response and
smile
they concentrate
with the teacher.

Lesson Greeting students: - Angry , Direct eye contact Quite, worried,

( Good morning
loud voice with most of the looking to each
3
boys)

4/1

students.

other.

Finishing Strategies Observation Table

Class: 4/2, 2/3, and 2/4

Number of learners: 27, 23, 24 Teacher observed: Manal Essa

Strategy

What the
teacher says.

How the teacher

says it (manner).

Supporting actions
and facial
expressions.

Childrens
reactions.

Lesson 1

Group racing: (She did a group

racing in the class
for the most
participating
students in the
class; she said the
winner group will
get candy with a
strong clap
handing.)

Varying her voice.

Smiling, repeats the

instruction while she is
moving.

Smiling back to her,

listen well for the
instruction,
motivating.

Clean up your
group
Teacher says
( clean up your
tables before you
leave and take
your things with
you)

Loud voice.

Eye contact with all the

students, repeats while
she is cleaning the
board.

Students take their

materials with them.

Empty table
Teacher says :- ( I
need you to empty
your tables and
put your materials
inside the desk).

Friendly, intonation.

Repeats while she is

moving on the class,
eye contact with the
students.

Students listen to her

and they put their
materials inside the
desk.

4/2

Lesson 2

2/3

Lesson 3

2/4

Finishing Strategies Observation Table

Class: 1/4, 1/3, 4/1 Number of learners: 22, 22, 27 Teacher observed: Maryam Al-Shaer

How the teacher

says it (manner).

Supporting actions
and facial
expressions.

Childrens
reactions.

Friendly , varying her

voice

Repeats her instruction

while the students were
talking.

Students response to
her and they follow
her.

Stand in a line.
She said for them
(stand in a line to
take your
homework before
you leave.)

Loud voice

Eye contact with most

of the students

Students response to
her and they stand in
the line and took
their homework.

Stand up and
move your chair to
the table.
She said :- ( take
your materials and
move the chair to
the desk).

Friendly

Smile, repeats what she

said twice a time.

Students smile back

to her and they move
their chairs to the
desk.

Strategy

What the
teacher says.

Lesson 1

Follow me.

1/ 4

Lesson 2
1/3

Lesson 3
4/1

She said for grade

one students: (Take your
materials and
follow me.)

References
Burke, J. (2008). Classroom management: How to establish positive discipline, organize
your classroom, manage your teaching time. New York.