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Natalia López

Methods II
Classroom power
‘Classroom Observation Tasks’ by Ruth Wajnryb
Level: Intermediate
Number of students: 23
Length of the lesson: 40 minutes
School: A
Book: Snapshot ‘Intermediate’

Lesson Summary
The teacher worked with her students on unit 3 from the book ‘ Lucky day? They
discussed a reading based on a boy who has won the lottery. Then, she asked them
to describe a perfect lucky day. After the discussion about the lucky day they started
working with the grammar point of the unit: Pat continuous, past perfecta and
vocabulary. When they finished, they worked on their workbooks

Background
Traditionally we think of the classroom as the place where the teacher 'knows'
and the students 'don't know' and their reasons for being there is to 'find out'. This
model of education invests a great deal of power in teachers, many of whom
assume classroom power, as well as the responsibility for learning success, are fixed
in their hands (Deller 1990; Leather and Rinvolucri 1989).In recent years this
approach has been viewed with less and less favor by language teachers as they
experiment with learner-centered teaching and skills-based learning.

Observation notes

Reference: T ( teacher), S ( student), T/S ( a mixture of T and S), N/A ( not


applicable).

1. Who chose the aims? – T


2. Who chose the language and/or skills focus? – T
3. Who chose the topic(s) and activities? – T
4. Who chose and prepared the materials? – T
5. Who chose the sitting arrangements? – T/S
6. Who wrote on the board? – T
7. Who cleaned the board? – N/A
8. Whom did the students speak to? – T/S
9. Who created the pairs or groups? – N/A
10.Who decided when to stop an activity? – T
11.Who operated the equipment? – N/A
12.Who decided which questions or problems in the lesson were explored? – T
13.Who chose the vocabulary to be learned? – T
14.Who gave meaning for words? – T/S
15.Who spelled out new words? – T
16.Who gave explanations? – T
17.Who asked questions? – T/S
18.Who answered student questions? – T/S
19.Who repeated what was said if others didn't hear it? – T /S
20.Who created the silence? – T
21.Who broke the silences? – S
22.Who checked the work? – T
23.Who chose the homework? – T
Analysis

1.
In fact there were no surprises, since I expected the class to be like that. The teacher as usual was
the one who led the whole class. There was no extra participation of the students, they only
participated when they were asked to.
The teacher directed everything and the students listened to her and did what she said.

2.
- It’s a way of respecting students’ opinion and to take into account their opinions since they are the
protagonist of the learning show.
When students choose where they want to sit, they choose who they are going to share the class
with. ----They choose the classmate who with they feel more comfortable, or the one who knows the
most . I think that it’s correct to allowed them to sit where they want (taking into account that they
behave well where they sit) since we can’t make them sit down where we want.
-When they write on the bb they feel important and are more careful about mistakes. To students is
like assuming the responsibility that the teachers usually have, stand in front of the bb, copy and
lead the class
-Giving them the power to choose their own homework is possible whenever the teacher can be sure
that students’ choice is the most appropriate for an effective learning.

3.
I believe that if students had the opportunity to explore issues of their own choices the would
definitely profit from choosing, according to their own opinion, the most interesting language area.
As regards students giving their own explanations, I find it a bit difficult since it will depend on
each student and so as each student is different, it will also depend on their personalities since a shy
student will react different from a extroverted one (if we happen to have students who dare to
participate in class and explain something to their classmates).
The language used in the classroom also has an important role. If the student can’t make himself
understood his classmates will probably find it difficult to get what he means. That’s why the teacher
should be there to help in case any problem could take place.

4.
A 'shift of power' is not usually present in today’s classrooms. Generally, teachers are the ones
who impose the rules in the class. Thinking about the idea of having students leading the class and
not the teacher herself would be talking about a big change in education. I suppose that it would be
a big challenge since students are definitely not used to assume such power. The main disadvantage
of this is that both students and teachers would feel completely uncomfortable assuming roles they
have never assumed before.
5.
I suppose that teachers might be afraid of decisions and responsibilities to students. We (teachers)
sometimes think that giving our students the possibility to decide upon certain things is like giving
them completely freedom to do whatever they want. It’s running the risk of losing absolutely control
of the class and of the students
6.
I think that the one of the most serious risks would be to forget about the main aim of the lesson.
It’s difficult to get hold of the main purpose of the lesson after having lost the control of it.
When we follow the procedures of our lesson we do it doing things step by step, but what happens
when we skip one, or two steps? We can’t control the class and we get out of our initial track. The
same happens when a car loses control, it changes its destination and doesn’t know where it will end
up
7. I think that then best way to prevent problems that might crop up due to lack of experience in
holding decision (on the part of the students) would be to train them, to get them ready to be able to
face decisions and responsibilities in the class. Of course, in this case is the teacher the one who has
to work with them and also show them and make them feel how much she trusts on them!
8. Deller (1990:1) writes: 'Our unsung trainers are our learners. They are
the really powerful influence in our "on the job" development.'
How do you think teaching will learner-generated material might be a
source of development for the teacher?
These kind of material is very useful for a teacher since it’s the most effective way to learn about our
students’ likes and dislikes, their interests, etc
I strongly support student-generated materials! They help teachers to know the styles and strategies
of learning chosen by the learners

Reflection
Often when we observe someone teaching, the very process of observation stimulates
self-reflection, as if observing were a kind of mirroring. Can you predict what sort of
tendencies would emerge out of a lesson you yourself taught?
You may wish to respond to the questionnaire again, this time using your own teaching
as the source of data.
What aspect of classroom decision-making would you like to share with learners? What
risks or difficulties do you foresee in putting this into practice in your own classroom?

To me it’s crucial to know my group of students, their likes and dislikes, their favourite
kind of music, colour, etc. I think that the more I know about them the more identified and
involved they will feel in every class.
I strongly believe that all that will also help me to see how much decision-making is
appropriate in the classroom. I feel that it’s important to let students take decisions since it
would be a way to learn about respect towards the others’ opinion. However, it’s also
necessary to set limits otherwise they might think they can do whatever they want.
When a teacher works together with her students, every seems to be easier and more
enjoyable!

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