TSL549: LISTENING AND SPEAKING SKILLS

CLASSROOM OBSERVATION GUIDELINE The write-up should be about 4 to 7 pages (1.5 spacing, font size 12, Times New Roman, Calibri or Arial), in groups of 3-4 people. In your write-up, attempt to answer the following questions and try to relate your answers with what has been discussed in the chapter provided. Discuss the following two dialogues. You may use these questions to guide your answers:

1) To what extent did the teachers use the problem-solving steps, as well as constructive assertiveness and emphatic responding? 2) Were they appropriately used? 3) What other approaches might the teachers have tried for dealing with these problems? 4) What are their advantages and disadvantages? DIALOGUE 1: RAHMAD TEACHER : Rahmad, I asked you to stay to talk with me because of a problem weve been having during discussions. Often when I ask a question, you call out the answer without waiting to be called on. Do you agree that this is happening? : I guess so. : Can you tell me why that is a problem? : I suppose that doesnt give others a chance. : Thats absolutely right. I have to be able to find out whether other students understand what we are discussing. : What if they dont know? : You mean, if nobody raises a hand or tries to answer? : Yeah, then can I answer? : Do you suppose that some other people might need more time to think about what they are going to say? : I guess so. But its boring to just sit and wait for someone to think if I already know it. : It is hard to wait and be patient, but I must be able to teach the whole class and to conduct the discussions for everybody. Can you think of any way that we could handle this so that I can call on others when I want to and you can still have your fair turn? : I suppose I could raise my hand. : That would be a big help. I would really appreciate that. I think you have some good ideas and should have plenty of chances to answer. Brad, how often would you like to speak during our discussions? : I dont know. (Pauses) Three or four times, I guess. : That would be fine. How about I guarantee you four times during each discussion? You keep track of the times you answer, and Ill call on you sometimes, you know youll get your chances later.

RAHMAD TEACHER RAHMAD TEACHER RAHMAD TEACHER RAHMAD TEACHER RAHMAD TEACHER

RAHMAD TEACHER

RAHMAD TEACHER

CLASSROOM OBSERVATION ASSIGNMENT

TSL549: LISTENING AND SPEAKING SKILLS

RAHMAD TEACHER RAHMAD

: Okay. : How about our trying this for the rest of the week, and then well talk again and see if it solves our problem? : Okay.

DIALOGUE 2: KAVITA & LISA TEACHER : Girls, I asked you to stay for this conference because Ive been having to take more and more of my time to get you to clean up and to keep work areas neat. I wonder what you both think about this problem. : I dont know. : I dont think were so bad about it. : It has become very frustrating to me. Do you remember that I had to remind you and wait for the jobs to be done? : Yes : Whose job is it to pick up materials and put things away? : Ours. : Do you think we can find a way for those jobs to get done? (Girls nod affirmatively.) Do you have any suggestions? : I could just do it without being asked. : Okay. That is a good idea. Do you have any other suggestions? : We could ask someone to help us. : That is an interesting idea. Do you know someone who wants to clean up your things? : I dont know. Probably. : Would you like to help someone else clean up or put things away? : Sure, itd be fun. : How about you Devi? : Okay. : Well, then I have an idea. How about if I let you both be my room helpers this next week. As soon as you finish your own cleanup then you can help me with the jobs that I need to have done. How would that be? : Yeah! : Okay. Lets try this out. Tomorrow when you have cleaned up, let me know. Then Ill tell you what you can do to help me. How does that sound? : Sure! Okay. : Im glad we had a chance to plan this, because now I have two room helpers and we will have our problem solved.

KAVITA LISA TEACHER GIRLS TEACHER GIRLS TEACHER LISA TEACHER KAVITA TEACHER KAVITA TEACHER LISA TEACHER DEVI TEACHER

GIRLS TEACHER

GIRLS TEACHER

MARKING SCHEME
CLASSROOM OBSERVATION ASSIGNMENT

TSL549: LISTENING AND SPEAKING SKILLS

Your paper will be assessed using the following rubric: Score Assessment Criteria Original ideas well developed, relevant, and thoroughly supported Analysis complete Ideas and expressions original Evidence of reading and research apparent (where appropriate) Perceptive insights Text interesting Topic coverage complete Appropriate elements achieved to a high degree Many ideas and expressions original Some evidence of research (where appropriate) Text interesting and shows promise Topic coverage nearly completeminor omissions only Analysis weak in places Some ideas and expressions are original Topic coverage inadequate Analysis lacking Text uninteresting Omissions in several elements

24 - 30

16 - 23

8 - 15

07

CLASSROOM OBSERVATION ASSIGNMENT