OBSERVATION REPORT OF 1/2 WEEK
Date: 05.10.2015 / 15.10.2015
Class: 2/F
School Attended: Petrol Ofisi Primary School
Dilem Berk & Gizem Papatya Uğurdil
OBSERVATION TASK 1
In initial week, we were responsible to observe the class, students and teacher from the point of 'The Language'. We took observation notes regarding ''Who made the utterance?'', ''In what language was utterance made?'', and ''The length of the utterance?'' The class that we observed was 2nd grade and the students have two English books under the head of Coursebook & Workbook.
The process was started by the teacher who greeted the students in target language and preluded with three sentences:
Teacher: Good afternoon class.
Students: Good afternoon teacher.
Teacher: How are you today ?
Students: Fine, thanks. And you ?
Teacher: Thank you, sit down.
The students responded teacher in target language as it was expected.
The teacher's primary instructions were in target language which were consist of 5-10 utterances. But immediately after, she translated some of them into mother language.
The second step of the teacher was that she set appropriate expectation which inspired and motivated students. She explained the prosedure in mother language with 5-10 sentences. Then, she continued her statement in target language with the scope of 'Community Language Learning Method'. The teacher didn't want that new learning experience threatened the students. Feeling more secure was significant.
First activity in the book was 'Sing a song' drill. Students listened a song of which lyrics preceded Unit 1 in the book and tried to follow. After that, they sang three times. The students were given word glossary which was subject of contrastive analyse. The word list was consist of English words which have similar morphological & phonetic structure as they have in students’ mother language. The students listened the vocabulary and were employed to encircle the word they heard. For instance; 'Hamburger, stadium, balloon, market, hotel, ambulance etc' .
The other evincible point was that the teacher gave warning in target language with 2-5 words like 'Stop!', 'Be quiet!', 'Are you ready?' and 'Sit down!' during whole lesson. Actually the teacher deployed various techniques. The class atmosphere was so disconcerting due to students' accessive energy that as a facilitator, the teacher wanted to canalize it into a game. She said in target language 'Let's play a game. We call it 'Stand up & Sit down', and in this way you can get rid of your energy.' Then, she reliazed that students were not be able to understand her introduction, she translated what she had said and went on in mother language in contemplation of making clear the meaning.
The other activity, 'Color and Trace' was applied by the students vivaciously. Demonstration materials in the book drew students' attention. The word of 'Star' was studied in accordance with 'Complete the word', 'Write the word' drill. During this activity, students repeated loudly.
By the end of the lesson, students had been taught set of words based on simple vocabulary. For the most part, the students were imitator. Collaborating with memorization, listening and categorization, the teacher mostly tended to use metacognitive learning strategy. But we can not say that she hallmarked any methodology. She applied eclectic approach depending on the aims of the lesson and the learners group.
OBSERVATION TASK 2
In subsequent week, we focused on teacher-students interactions regarding teacher's question and it's type, teacher's wait time, student's response, teacher's feedback, and the student's response to the feedback.
The teacher salutatorily came in the class and said the students to sit down. In first five minutes, the teacher used recall questions to see if students had done their homework and memorized previous lesson's vocabulary. She wrote down on the board 'Balloon, market, lemon' and asked by pointing 'Balloon' word, 'What does it mean?'. The students relapsed into silence for a while, approximately after a minute the ones who did their homework responded self-assuredly. The remaining of the class tried to answer in mother language.
In the second phase, the teacher preferred display questions. She scribbled down two different words on the board and put question ''Which of these words means 'Goril' ? '' The students looked blankly at her, so the teacher tried to imitate it with the aim of conveying the meaning through actions. Memory was activated through students responses. All students gave correct answer and the teacher appreciated them which maked students eager and braver.
Later on, the teacher asked structuring questions like 'Are we ready to continue?'. The students hurriedly responded shouting 'Yes!'.
While the teacher was keeping on the word-based study by using memorization in which students were given vocabulary words and their native language equivalents, she also asked referential questions. For instance; to teach students how to introduce themselves, she told fictitious story and asked 'What will you do if I come to your home as a stranger?'. But students weren't be able to ensure content integrity about what teacher had said. So the teacher translated into mother language to put a particular emphasis on meaning clarity. Then, students started to raise their hands to answer and the one was choosen. The teacher had to correct him beacuse of the fact that the response was out of context.
As a conclusion, most of the teacher's questions requiered a little reflection. She used interrogation to elicit students' prior knowledge and lead them into recognising patterns. The feedbacks of the teacher encouraged students to produce longer but syntactically less complex responses. Additionally, she was prompter and motivator.
Date: 05.10.2015 / 15.10.2015
Class: 2/F
School Attended: Petrol Ofisi Primary School
Dilem Berk & Gizem Papatya Uğurdil
OBSERVATION TASK 1
In initial week, we were responsible to observe the class, students and teacher from the point of 'The Language'. We took observation notes regarding ''Who made the utterance?'', ''In what language was utterance made?'', and ''The length of the utterance?'' The class that we observed was 2nd grade and the students have two English books under the head of Coursebook & Workbook.
The process was started by the teacher who greeted the students in target language and preluded with three sentences:
Teacher: Good afternoon class.
Students: Good afternoon teacher.
Teacher: How are you today ?
Students: Fine, thanks. And you ?
Teacher: Thank you, sit down.
The students responded teacher in target language as it was expected.
The teacher's primary instructions were in target language which were consist of 5-10 utterances. But immediately after, she translated some of them into mother language.
The second step of the teacher was that she set appropriate expectation which inspired and motivated students. She explained the prosedure in mother language with 5-10 sentences. Then, she continued her statement in target language with the scope of 'Community Language Learning Method'. The teacher didn't want that new learning experience threatened the students. Feeling more secure was significant.
First activity in the book was 'Sing a song' drill. Students listened a song of which lyrics preceded Unit 1 in the book and tried to follow. After that, they sang three times. The students were given word glossary which was subject of contrastive analyse. The word list was consist of English words which have similar morphological & phonetic structure as they have in students’ mother language. The students listened the vocabulary and were employed to encircle the word they heard. For instance; 'Hamburger, stadium, balloon, market, hotel, ambulance etc' .
The other evincible point was that the teacher gave warning in target language with 2-5 words like 'Stop!', 'Be quiet!', 'Are you ready?' and 'Sit down!' during whole lesson. Actually the teacher deployed various techniques. The class atmosphere was so disconcerting due to students' accessive energy that as a facilitator, the teacher wanted to canalize it into a game. She said in target language 'Let's play a game. We call it 'Stand up & Sit down', and in this way you can get rid of your energy.' Then, she reliazed that students were not be able to understand her introduction, she translated what she had said and went on in mother language in contemplation of making clear the meaning.
The other activity, 'Color and Trace' was applied by the students vivaciously. Demonstration materials in the book drew students' attention. The word of 'Star' was studied in accordance with 'Complete the word', 'Write the word' drill. During this activity, students repeated loudly.
By the end of the lesson, students had been taught set of words based on simple vocabulary. For the most part, the students were imitator. Collaborating with memorization, listening and categorization, the teacher mostly tended to use metacognitive learning strategy. But we can not say that she hallmarked any methodology. She applied eclectic approach depending on the aims of the lesson and the learners group.
OBSERVATION TASK 2
In subsequent week, we focused on teacher-students interactions regarding teacher's question and it's type, teacher's wait time, student's response, teacher's feedback, and the student's response to the feedback.
The teacher salutatorily came in the class and said the students to sit down. In first five minutes, the teacher used recall questions to see if students had done their homework and memorized previous lesson's vocabulary. She wrote down on the board 'Balloon, market, lemon' and asked by pointing 'Balloon' word, 'What does it mean?'. The students relapsed into silence for a while, approximately after a minute the ones who did their homework responded self-assuredly. The remaining of the class tried to answer in mother language.
In the second phase, the teacher preferred display questions. She scribbled down two different words on the board and put question ''Which of these words means 'Goril' ? '' The students looked blankly at her, so the teacher tried to imitate it with the aim of conveying the meaning through actions. Memory was activated through students responses. All students gave correct answer and the teacher appreciated them which maked students eager and braver.
Later on, the teacher asked structuring questions like 'Are we ready to continue?'. The students hurriedly responded shouting 'Yes!'.
While the teacher was keeping on the word-based study by using memorization in which students were given vocabulary words and their native language equivalents, she also asked referential questions. For instance; to teach students how to introduce themselves, she told fictitious story and asked 'What will you do if I come to your home as a stranger?'. But students weren't be able to ensure content integrity about what teacher had said. So the teacher translated into mother language to put a particular emphasis on meaning clarity. Then, students started to raise their hands to answer and the one was choosen. The teacher had to correct him beacuse of the fact that the response was out of context.
As a conclusion, most of the teacher's questions requiered a little reflection. She used interrogation to elicit students' prior knowledge and lead them into recognising patterns. The feedbacks of the teacher encouraged students to produce longer but syntactically less complex responses. Additionally, she was prompter and motivator.
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