TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer Hsin-Yu (Teresa) Hsu Observation # 01

Date Observation Class Skill/Content Level Teacher

Environment*
6th Oct, Room 438 UCR 122 Listening & 100 Lloyd Balme
2016 Extension Speaking
*Include the URL if the class was online
WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:
BY THE END OF THE LESSON, STUDENTS WILL BE ABLE TO
1. COMPLETE THE REVIEW WORKSHEET FOR THE COMING UP SPEAKING QUIZ

2. REFLECT ON PERSONAL INFORMATION TO INTRODUCE THEMSELVES

3. INTERACT WITH PEERS FOR INTERVIEWING PERSONAL INFORMATION

4. DELIVER THE CORRECT ADDRESS OF THEIR APARTMENT/HOUSE

5. PARTICIPATE ACTIVELY IN THE MINGLE

Notes while observing

The environment The instructor The students

- announced to the class that - one of the students
- instructor has
this was a review lesson for never tried to do
arranged the seats
tomorrows quiz homework because he
with flags of
- there were pauses in had no ideas with the
different countries
between each instruction instruction on the
- cell phones
- (worksheet 1) the first few worksheet
should be put in
instructions were given into - (following above) he
the bags hanging
steps First, you should didnt ask for teachers
on the wall
Then you should help, just gave up
- weekly agenda
- couples of minutes were - (worksheet 1)some
were written on
given to complete the rest of student could give
the whiteboard
worksheet personal information

Last Updated: 6/14/2017 1:44 AM

 TESOL Certificate Programs
Observation Notebook
The environment The instructor
- whistled a lot during the
activity
- wandered around to check
students work
- warned the students if they
cannot say their address
correctly in tomorrows
quiz, they will receive a
zero
- provided more reminders
for tomorrows quiz
- (worksheet 2) modeled with
me for example of personal
information on the
worksheet
- encouraged shy student to
interact with other students
- controlled discipline by
looking at lazy students who
only asked one peer for
their personal and wandered
for the rest of time
- alarmed the class by playing
Chinese opera songs
- told students the content
covered in the mingle was
what will be doing in
tomorrow quiz
- briefly instructed
Last Updated: 6/14/2017 1:44 AM
The students
as examples
immediately
- many students suffered
from giving address
(they thought the
building name was the
address)
- some students had no
ideas with the name of
countries around the
world
- (worksheet 2) there
was a shy Arabic
woman who only
worked on the
worksheet with me
- some students were
still asking their
neighbor for the
activity even the
teacher has told them
to stop
 TESOL Certificate Programs
Observation Notebook
What did you learn about teaching or learning from this lesson as it relates to the

theory you have studied in your TESOL classes? Include at least one reference (with

an in-text citation) to support your response. (250-500 words)

I believe that eliciting plays very important roles in language teaching, especially for

beginners. This (eliciting) strategy helps a teacher to bring forward students idea and

extend and sustain discussion which Fisher (2005) considers to be an important function

of a teacher. (Thomson, 2012) Since this lesson was a reviewing lesson for what was a

reviewing lesson, eliciting could be a very effective way for instructor to assess students

outcome for what they learned this week. Some of the students in this class were able to

ask the correct questions and provide the correct answer about personal information as far

as the instructor leaded them to scan through the first worksheet in this class.

Tr.: Three ways to say hello.

S1: Good morning!

S2: Hi, how are you?

S3: Hello, hows your day?

Tr.: How can you ask someone about his/her address?

S4: Where do you live? What is your address?

S5: Can you give me your address?

Tr.: How do you answer your address?

S2: The Palms.

Tr.: Thats not an address; The Palms is your building name.

The instructor found that only a few students could answer their address correctly, so he

explained again what is address and how can students get their information for their

Last Updated: 6/14/2017 1:44 AM

 TESOL Certificate Programs
Observation Notebook
addresses. In my opinion, this was a very efficient way to check whether students did

learned how to provide personal information and greeting through eliciting. I also found

that eliciting in this lesson actually helped to improve the fluency of this lesson that

may help a learners language development as it could provide a more realistic

model of how an authentic conversation occurs. (Wells, 1986)

Reference

Thomson, N(2012). Eliciting. Language Teaching Strategies and Techniques Used to

Support Students Learning in a Language other than Their Mother Tongue, P.9

Last Updated: 6/14/2017 1:44 AM