TESOL Certificate Programs

Observation Notebook

Observation Report Form

Name of Observer___Garin Kim___ Observation # __2__

Date Observation Class Skill/Content Level Teacher

Environment*
8/15/2017 In class UCR Reading and 600 level Derek Houck
Extension Writing
IEP class

*Include the URL if the class was online

WRITE THE OBJECTIVES ACCORDING TO THE OBSERVATION GUIDELINES:

STUDENTS WILL BE ABLE TO FINISH COMPREHENSION QUESTIONS AFTER READING AN
ARTICLE.
STUDENTS WILL BE ABLE TO BRAINSTORM FOR AND AGAINST ANIMAL TESTING.

Notes while observing:

1:00
The class begins
1:01-1:11
Before reading the article, T walks around and asks Ss how much time they need. Ss say
5 minutes, 7 minutes, 10 minutes Finally, T gives 7 minutes to read the article on
p135, 136.
While Ss reading, T stands up in front of the class or walks around the class.
(The agenda is on the presentation slides.)
1:11-1:18
T puts Ss in pairs and Ss check answers with their neighbors. While they are checking
answers, T corrects error and help Ss. Ss tell their neighbors clues of answers. All
students are active to share their reasons.
After checking answers with their partners, T asks, Which question do you want to
answer to the whole class? Each group says the number they want to answer.
1:18-1:25
The whole class checks answers.

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 TESOL Certificate Programs
Observation Notebook
1) T: They is plural. We need some plural noun. We need more than one. Who are
they?
S: Medical students and Dr. Meyers.
T: Yeah, thats line 11. Medical students and Dr. Meyers. What did they do?
S: They began a central-line insertion into a large blood vessel in the mans upper
chest.
T: Yes, in line 7 & 8. And thats the procedure. Medical activity is called
procedure.
2) T: Where is the clue?
S1: Line 27.
T: Thats about the ethic board but this question is about nurse/ Gentlemen, can
you help?
S2: Yes. They are very disrespectful because they need permission
T: From who? Commented [kl1]: Great indirect correction
S: From dead person and their family.
3) S: Without agreement.
T: Right. The issue of respect.
4) T: Where do you see that?
S: Line 54.
T: Keep reading. Whats the answer?
S: No policy.
T: Yeah, they dont have one. Its a little tricky. Most dont have a policy.
5) S: The doctors dont agree Dr. Meyer.
T: Very good. What is vehemently mean?
S: Strong.
T: Very good. Anything else?
S: They dont have right.
T: Line 59. Appalled means disgusted.
6) S: They have to know all of these skills to practice.
T: Yes. And some supports are in line 87, 88, 93, 102, 106.
1:25-1:30
Ss do vocabulary exercise in p 139 using the context without the dictionary. While Ss
doing, T stands in the middle of the class and walks around the class. All Ss work hard.
1:30-1:31
After five minutes, T gives clues of the vocabulary.
1) To get it by
2) Arent flexible
3) Essentially
4) But, still need more work
5) Set of rules
6) Simulation
7) However, find better ways
8) Didnt directly
T: All of phrases are related to answers.
1:32-1:34
Ss continue answering the meanings of those vocabulary. T walks around the class.

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 TESOL Certificate Programs
Observation Notebook
1:34-1:39
T says Check with your neighbors. And Ss do check. T walks around again and assign
the number of answers. Each group answers

1) Via
2) Rigid
3) Inherently
4) Evolve
5)
6) Virtual
7) Insufficiently
8) Implicitly
9)
1:39-1:52
Ss open the book p 142 and in small groups, they brainstorm for vs against animal
testing. T says Its also okay to go online and research but only is English
In each group, they complete the chart: three on each side.
For Aginst

1. 1.

2. 2.

3. 3.

Ss sit in a circle in each group (There was a movement)

T gives 10 minutes to do group work and tells them that they choose one writer to write
their ideas.
While Ss are organizing their ideas, T walks around and helps Ss with difficult
vocabulary. (For example, the meaning of psychological)
1:52-1:53
T shows homework on the computer.
Find support for 4 (2 each side) of your reasons. Be sure to use CAAP to evaluate the
sources. Summarize them briefly
Then T explains the homework and says Tomorrow, you will share them
After explaining, T gives hand out about final essay.
1:53-1:59
During the rest of time, some groups who didnt finish brainstorming continue
discussing. Other groups start their homework for tomorrow.
T does comprehension check, How many sources do you have to find tonight?
Ss say Four
1:59-2:00
<Wrap-up>
T says, You can continue your group work outside the class and Thank you

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 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)

In this observation, I observed 600 level Reading and Writing class in UCR Extension.
I observed the class from the middle because this class was scheduled to 2 hours class. I Commented [kl2]: Grammar error
focused on classroom management in this observation.
I found that this class included different kinds of interaction. The teacher arranged the
class to promote effective learning by giving whole-class teaching, individual work, pair Commented [kl3]: Great observation! Many strategies used.
work, and group work (Richards & Farrell, 2011). First, students had to finish exercises on
the book by themselves. Then, they check their answers with their pair partners and share
reasons. Students in pairs not only check answers but also say the answer and reason to the Commented [kl4]: Do you think this is good practice? Or
possibly intimidating?
whole class. Therefore, students in pairs should negotiate one answer and I believe that in
this process, students interact with their partners, listen carefully and deliver ideas
correctly. The teacher gave whole-class teaching when students need a more detailed
explanation about activities or assignments and students have to deal with tricky questions.
Most of the time in this class was given to students and they learn more by interacting with
others. The teacher, of course, helped students who were having difficulties and did error- Commented [kl5]: How were these students identified?
correction when students do individual work, pair work and group work. There was also
group work in this class. The teacher put students with four people in a group and made
them discuss and brainstorm ideas about animal testing. Before this group activity, students
had to move their desks to make a group. After observing this class, I was impressed that
the teacher included all kind of interactions within an hour.
According to Richards & Farrell (2011), managing use of class time is also important in
the classroom management. In this class, the teacher did well in avoiding lengthy Commented [kl6]: Fantastic! Yes mixing it up and keeping it
interesting!
instructions, setting goals and time limits and monitoring students. Whenever students did
their work, the teacher monitored and helped them. However, I felt that the teacher gave
quite a long time for the vocabulary activity even though students had to figure out the
vocabulary without the dictionary. If the teacher had given five or seven minutes to finish
the activity by themselves and given the clues 4 minutes later, students would have been Commented [kl7]: You have made an insightful analysis of the
subject. Being able to analyze material in a critical manner helps
more motivated to finish the activity in the certain time. enhance your ideas and lends credibility to you as a writer. Nice job!
In conclusion, I found that this class is the well-managed class in that the teacher used
all kinds of arrangements to promote the interaction among students and managed the class Commented [kl8]: A well-managed class
time well.

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Observation Notebook

Reference

Richards, J. and Farrell, T. (2011). Practice teaching: A reflective approach. Cambridge:

Cambridge University Press.

Last Updated: 12/10/2017 9:19 PM