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Evaluation of the teaching observation For the purpose of this assignment, observed an SOL teacher in a lesson involving mature students and was immediately aware I could adapt her style and improve the standard of my teaching. Although the subject was different from mine, the students were learning a foreign language and some of the strategies used could be of use to me. I saw a culturally diverse classroom, in which there were students of both sexes and many nationalities including people from Poland, Belgium, Holland, Iraq and Pakistan.
The importance of equal opportunities to express themselves was instantly apparent: all students must have a fair and equal chance to learn. Their educational background was also very diverse. At the beginning of the lesson the teacher gave the students an opportunity to share with others anything they liked to talk about: their lives, particularly daily routine, family and their cultural backgrounds. This opening “news-telling’ exercise was a very good tactic because it gave the otherwise hesitant students a chance to speak knowledgeably of what they knew. It also gave them the necessary practice in
English on the subject that mattered to them, and in doing so they found a fluency that encouraged them. I observed that the students enjoy that activity and pay a lot of attention when someone was speaking. Other activities such as question and answer, written tasks, pair and group activities were provided. These required the students to apply the newly found knowledge to practical situations. To make the learning lighter, the teacher also used a game where the students had to take it in turn to add a sentence to the previous one. Their skills were developed without them realizing.
The focus f class instructions was divided among the four skill areas: listening, speaking, reading, and writing. Students received considerable feedback for all the activities during the lesson. It was noticeable that both verbal and non- verbal feedback was given in a positive and encouraging way. This was done immediately after the student had said or written something. Mostly, the learners were encouraged to participate verbally. By being directly and appropriately challenged they became more actively involved in the lesson and more enthusiastic about the topic.
The teacher paid particular attention o students’ verbal language I. E. Pronunciation, accent and grammar. She also focused on written language by providing suitable forms of assessment and tasks. The learners were encouraged to assess themselves and one another during the lesson. When a mistake was made, the students were given the opportunity to correct themselves. Also when someone pronounced something incorrectly or structured a sentence oddly, the same student had the chance to try to say it again correctly. All the feedback was given in a very positive manner and the teacher used a lot of humor I. . The teacher used mimics while explaining the meaning of yawning or sneezing. She maintained excellent eye contact with her students throughout the lesson recognize the important of this. The teacher showed that she knew who her students were and she also knew her students’ needs, strengths, weaknesses and interests; she used this knowledge to facilitate their learning progress. A variety of classroom interactions and discussions that reflected a number of strategies for managing the differentiation gave different students chances to learn (differentiation).
The layout of the room was conductive in providing interaction and the involvement of everybody. The table arrangement enabled the learners to face each other when working in small groups. The welcoming surroundings I. E. Maps, flags, greetings from different countries appealed to the students; this increased their willingness to learn and made them part of the environment in which they are working. The classroom atmosphere was supportive, inspirational and relaxed. The teacher treated her students as individuals and tried to make them believe that to try is the most important thing and that making mistakes is part of the learning process.
I thought that the development of the observed session was very inspiring and very well conducted. The teacher clearly showed her experience in not allowing mistakes, both spoken and written, to go UN-noticed. Her speed in spotting and correcting mistakes was also, noticed, appreciated by her students; they clearly felt their effort was rewarded and the teacher was able to continually assess progress. The teacher skillfully brought out students’ wishes to learn in a manner that, I hope one day I can emulate. Furthermore, the teacher’s enthusiasm to teach was very important in making the lesson successful.
I noted down several things that would like to “borrow with pride” from this teacher and her lesson in order to make them part of my own teaching practice; this include some of her personal qualities and teaching techniques. At the moment have little to offer her in return, except my respect.