TESOL Certificate Programs UORIVERSIDE Observation Notebook CE KTENSION Observation Report Form ional job with this assignment Ti ame of Observer Yiyuan Zhang (Tiffany) Observation # 1 Oreenaton | Class Skill/Content Level Teacher |ovasa0r7 Face-to-fa | UCR Extension IEP, | L toning & Speaking | Intermediate-1 | Karen ce 31 | ‘ow (300 level) _| Lindwall * Include the URL ifthe class was online WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES: STUDENTS WILL BE ABLE TO STATE THE WAYS FOR “WANT A RESP WANT A RESPONSE” ACCORDING TO THE AUDIO DEMONSTRATED IN TH AND “Do NOT LESSON, STUDENTS WILL BE ABLE TO TAKE NOTES ON THE FOUR WAYS OF AVOIDING RIAL PLAYED IN THE LESSON, Do you know if this instructor makes many of their objectives this specific? ‘This is great I¢they do, it would be interesting to know how long it takes/took to develop these for this : | Notes while observing. Classroom Diagram | ‘hiss really usefi. Thank you for including ths jst Updated: 8/24/2017 8:17 AMB/29/2012-6:59-0M4TESOL Certificate Programs JORIVERSIDE Observation Notebook. EXTENSION T writes OTB (On the Board) ‘Starer Review Speech Listening. Opinion Practice Vocab Practice 14min T introduces the plan for the lesson and tells Ss they'll have a test on Thursday about speaking and listening. T talks with Ss about what they did last weekend. Ss answer with “I went to Disneyland”, “Six flags”, ete. S~10min T asks Ss “what is the starter for last lesson?” $3 answers, “greeting”. Act I T writes OTB, [ What 3 things do you * about America? | and asks Ssto repeat after her. ‘T asks Ss to stand up and find a partner in the classroom. When Ss all stand in pairs, T asks Ss to talk with their partners about this question in 2 minutes. ‘As Ss talk, T writes OTB ‘Want a response Do not want a response When $s stop talking, T asks Ss to answer the question. Ss answer with “the weather”, “people”, “no rain” and so on 11~13min T gives Ss their grades of last week’s speech assignment. T asks Ss to read T’s comment. TT first explains “Accent” and write OTB “first”. T asks Ss, “How many syllables does first have?”. Ss do not answer. T says “Ka/ten” and claps her hands twice. T says “im/por/tant” and claps her hands three times. T then says “Ho/ward” (S1’s name) and claps her hands twice. TT then asks Ss, “How many syllables does first have?” Ss answer, “one”. Last Updated: 8/24/2017 8:17 AM8/23/2047-6:59- 2Muc TESOL Certificate Programs JORIVERSIDE Observation Notebook EXTENSION T tells Ss if they pronounce “first” like “firster’, itis wrong because first only has one syllable. T asks Ss to repeat “first” after her three times. T asks if Ss have any questions on this. Ss shake their heads. T: How many syllables does “California” has? Ss& T: Four! T: Very good! T then tells Ss to use new words in their next speech assignment to get higher scores. 14-20mi Review Listening TT reviews last lesson’s listening topic: making inferenc TT points to the board and asks Ss, “what is a response’ S3 answers, “answers” T: Good job. Act2 T divides Ss into five groups. Tasks Ss, “when does a person want a response?” and asks Ss to talk with their partners with books closed. ‘As Ss stop talking, T asks Ss, “what are the 2 ways that you know the speaker wants you to give a response?” SS answers, “any questions?” T writes OTB “I. any questions” and asks Ss another way to want a response. T points Ss one by one and says “How...” S3 answers, “How many”. T then asks Ss, “After the speaker asks the question, what else does a teacher say to want a response”. ‘S4 answers, “pause”. T writes OTB “2. pause” and asks Ss what does pause mean. S13 says, “stop”, T then asks Ss “How do you know that a teacher does not want a response?” ‘86 says, “keep talking” T writes OTB “2. keep talking” and asks “what else does a teacher say to not want a response”? $6 says, “right?” T says “good job” and writes OTB “1. Right? / OK?” ‘Tasks Ss if friend says “Right? or Ok?”, they want you to listen or they want you to talk"? Ss answer, “listen”. T then asks Ss what's another way of wanting a response. Ss do not answer. T asks Ss to tur to P31 of the textbook and writes OTB “3. Who has. T asks Ss to write down the notes on P31 and monitors their writing. Ls: Updated: 8242017 6:17 AMB-23.2037-658.2MTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION 21-28min Listening T plays the audio for Excerpt | on P31 of the textbook. ‘T asks Ss to talk with their partners about whether the teacher in Excerpt 1 wants or does not want a response. When Ss stop talking, T asks whether the teacher wants or does not want a response, Ss say, “want”, T asks for the reason. 5 says, “the teacher stops and asks “how many..." says, “very good”. Tasks Ss to turn to P32 of the textbook and plays Excerpt 2 T asks Ss to pay attention to whether the speaker wants or does not want a response. Tasks Ss to discuss with partners on whether the teacher wants or does not want a response. “T: Does the speaker want or does not want a response? s: Wants! T: Why? Ss & T: The speaker pauses. T then plays Excerpt 3. ‘T asks Ss the question Ss do not answer. T asks if Ss want to ‘Ss nod their heads, T plays Excerpt 3. T: Does the speaker want a response or does not want a response? Ss say, T says, “Very good. Because the speaker... does not use the three signal phrases and does not pause”, fen to this excerpt again. 29-47min Opinion Practice Review T writes OTB: 1M 2) P 3) $ 4A D T asks Ss to discuss with partners what they learned last week about the four topics to be a good student. ‘After about | minute, T asks Ss to fill in the blanks. ‘82: Multitasking T writes OTB “multitasking” and asks Ss to repeat after her twice. L st Updated: 8/24/2017 8:17 AMB:23/2017-6:50.2MTESOL Certificate Programs RIVERSIDE Observation Notebook PKTENSION T explains to iTving and Toning to music”, T then asks the second topic Ss do not answer in a clear pronunciation, T writes OTB and asks 8s to repeat afer he Tasks Ss what does procrastiniion mean’? S10: Pat off, T: Yes. Yes. An example of procrastination is "I have a homework this fesson and TI do it late T then asks $6: Strategi T writes OTB “strategies” and asks Ss 10 repeat aller her ‘T and Ss discuss the meaning and the examples of strategies, T then asks what the fourth topie is, Ss: Avoid distraction T writes OTB “avoid distractions” and lists three ways of phones and friends T erases the board. T How many topies do we have for being a good student? Ss: Four! ‘T: What are they? Ss & T: Multitaski T: Very good! the thind topic sions"Internet, procrastination, strategies and avoid distraction, T asks $s to turn to P28 of the textbook. ‘Treads the direction under “main idea” of P28 and asks $s to read the sentences of No.1-9 on P28 individually ‘T monitors Ss when they are reading. 82 asks T the meaning of “calendar”, and explains, “On your phone, you can see the date on your calendar, Understand?” $2: Oh. Yes. ‘$3 asks T the meaning of “divide”. T writes OTB “+” and tells Ss that it means “to separate”. T: Sometimes my children are fighting, I have to divide them (with gestures). have to separate them, Understand’? $s nod their heads, Practice Tasks Ss to look at the “Express Opin direction of the 3.5-minute listening practic T tells Ss that they are going to do 2 things: taking notes and checking the strategies the speaker in the audio says. ‘T explains the meaning of “taking notes": do not worry about grammar, do not worry about spelling; just main ideas. T plays the audio. * section of P32 of the textbook and gives Ls: Updated: 8725/2017 8:17, AMB/23/2047 6:59.08RIVERSIDE VRSOL Cortitonte Prarie FAIEN ATOM (Ufsvet tttutt Visteon Tanitine Be aliens thie Vie 18 guntinnie atittie AW th testonk 1 ethvehie We! aveanene oi ie anette Fl Ft iil aa (ivan she Me tr uth AH pied, df hi i eye a veal ‘Wiatiotettoige then Heatel ( the antlee 1 ave Hah thie ahve Seavey AVM a nk lave "seaenne and nny Uh eh fee wa He Hai tee elie ati alieytave ' nl Hyver Mon foe dalle GON punt triern whvet dim eunmont toupee Hated aN Ati Vouab Mraetioe Tough So Ws Wri 0 1814 GE tte fetta aid given vee ee a tv roel tla seer tl efi the eet meant (4 F497 Tbr pt {asks ets veya ler ft He vie tie yet ane Bie A Vash Ne i avo vl eth paraene a Hae "Wha weloeve: abl pith ve ite eat He ne V heey nutri Se {che 8s oth he ae uate nd att NS Halive miei ual i te priae peuple SNK Ati en th et it pie fie 1 ves esamniptee of postive atte asks Nets eonypote the eyeretae an P44 U cts Neo aitvots aot ‘wo ad Ns neon the th atin, Hanke Na acto Wits parry 2 ways oP vat ta Fm ap the content at the fesaun SNP in Meat Aasauaent Vassigie the haneivirle ait Baa, Veaplnins the onerine an den Na L with Ne tayothr [Not What (ho yu uowinat ater | U asks Ss, “avhat i the subject Ur thie aettenoe' 1 anvets, yu putea ple asks, shoul ave use fe arate" Nome Seay "in" while ane Ne may "are" asks 8s, "uote te one oF many’? SSanewors, anmny Nelle Se they hou se “ae octet wut wy" ge asks Se "tat the subjut fr the nevi anton Ss amenvers "you tivurite clans" ashe, cline be one Or nay Ssanywer, one": Vet Uvlateh ©2007 17 ANWANAOLY 690 payTESOL Certificate Programs UCRIVERSIDE Observation Notebook EXTENSION TT then says, 2 Ss answer, “is T then says “very good’ 0, we use iis above and beyond, and you are practic: This is exceptional Tiffany. The kind of recording admins. do for us as instructors. 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) In this observation, I focused on teaching, in particular, teaching strategies for English speaking and listening. The students in the classroom are all intermediate-low level (300 level) English learners, mostly from Asian countries such as China, Japan and South Korea. In general, the instructor Karen Lindwall employs two major methods in her teaching process to achieve the objectives of the lesson, which are the student-centered teaching method and the Simple Six for lesson delivery, For the student-centered teaching method Karen Lindwall used in this lesson, it is reflected in two main ways: use group work and give students communicative practice. ‘These two techniques are especially useful for ESL/EFL. teachers in the process of training leamers’ speaking fluency and the ability to negotiate meaning, which ensures that students could talk autonomously and proactively in the learning process (Jones, 2007: 2 & 5). For one aspect, the instructor utilizes group work several times in this lesson to have students exchange ideas and collaboratively complete tasks. Moreover, Karen Lindwall uses various grouping strategies to divide students into pairs. She firstly asks $s to stand up and find the partner they would like to talk with, and then asks Ss to talk with the person next to them. This gives students an opportunity to be exposed to various accents of English and to exchange ideas with different persons. For the other aspect, the instructor Karen Lindwall design communicative activities for students. ‘Communicative practice, as a technique for the student-centered method, makes students the center of the classroom and maximizes the amount of student talking. In addition, in almost each activity, the instructor Karen does not speak unless Ss stop talking. It's thy kinds of details that are really useful to notice during an observation, Finding these little ems to incorporate in your own teaching will help you develop so much faster. This is @ technique that ESL/EFL teachers could learn from to some extent to have students talking and facilitate students’ speaking fluency. In addition, the instructor Karen incorporates Simple Six for lesson delivery in her lesson. According to Lindwall (20111), the Simple Six for lesson delivery includes giving directions, modeling, checking comprehension, giving time, monitoring & feedback and correcting as a class. Firstly, Karen instructs students on each activity explaining the direction or by reading the direction out. Second, she models before students conduct each activity to facilitate the learning and teaching process. Third, the instructor checks students’ comprehension by asking specific questions instead of Yes/No questions. Fourth, Karen gives students enough time to talk with their partners and did not interrupt them unless they have questions. Fifth, she monitors students” learning all Lt Updated: 8/24/2017 8:17 AMBE232047-659.2MTESOL Certificate Programs JORIERSIDE Observation Notebook EXTENSION the time, providing feedback during discussions. Sixth, the instructor Karen is tolerant to students’ errors and correct them as a class rather than correcting errors individually (which will discourage students and may increase L2 Anxiety). To conclude, the instructor Karen Lindwall’s lesson facilitates students’ speaking and listening training by successfully incorporating student-centered teaching methodology and the Simple Six for lesson delivery. Youh lent command of written. ‘written References Jones, L. (2007). The Student-Centered Classroom. Retrieved from hup:/elearn.estension.uer,edu/pluginfile.phy/229368/mod_resource/conte Lindwall, K. The Simple Six. Riverside, CA, Lt Updated: 8/24/2017 8:17 AMB-23/2042.6:59-0MUCRIVERSIDE EXTENSION TESOL Certificate Programs Observation Notebook Appendix NorthStar Listening and Speaking | with MyEnglishLab. by Polly Merdinger, Laurie Barton. Pearson Education: pgs.28, 30-33, 42. 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