Observation Report 5 (9 &10 Weeks) by Abubakar Suleiman & Füsun Çeliker

Observation Report 5 (9& 10 Weeks)

 Abubakar Suleiman - 2012177150

Füsun Çeliker- 2012177030

4N3- English Language Teaching

2015/2016- Fall Season

Celalettin Sayhan Primary School

Yasemin Özdemir, Yonca Özkan

We’ve been asked to reflect on the use of blackboard in the practicum schools and the teachers’ error corrextion techniques.

Task 1

As we know that, the blackboards are one of the most reachable sources of visual aids in the language classroom. They are easy to use, reflect the teacher’s and students’ imagination and help to keep track of organized work in the classroom. In consideration of this notion, we will answer these questions:

·         

      What did the teacher use the board for?

·         Did he or she use it effectively?

·         How did he or she organise his/ her work?

·         What were the students doing while the teacher was writing on the board?

·         What have you learnt from this observation?

We have been observed fourth grade students for eight hours in week 9 and 10. These weeks’ subjects were revision of verb ‘to be’ and a list of vocabulary items (verbs used mostly in daily life, such as coloring, playing chess.)

The teacher started with revision of the to be verb, she gave examples to remind them how to use ‘am/ is/ are’ and wrote all the examples on the board. She supported examples with drawings.

Mostly, she uses the board to show written forms of what she teaches. The students need to see in written forms and they write all on their notebooks, in order to give correct answers in the exam. And, the students usually write on their notebooks, while she writes on the board. As she turns her back to them, they start talking with each other. She intervenes immediately.

In week 10, she finished her topic for that day, let the students packing their bags. While they packed their bags, she wrote ‘I like/ I don’t like’ and other examples with drawings. She didn’t want them to note down on their notebooks, she prepared students to a new topic by using board for the next week.

To summarize, the teacher uses board to show learners written forms of the words, they learned before, or clarify language points and prepare them for new topic.

We could say that she uses the board not so efficiently as we expected, because she can draw  lovely pictures if she wants, but mostly she doesn't use this opportunity, saying that 'we don't have time for drawing.'

The teacher needs visuals to use, but she can’t utilise the help of visuals, because the projectors in the classrooms are broken and she doesn’t promote learners to prepare posters together or use drawings. 

We have learnt and noticed that, there’s lots of things to do with board in a language classroom, for example you can play with the students and you keep score track  of the play on the board. (We saw only one example until week 10.) Or, you teach new language points with drawings, funny cartoons, you can ask from the students to draw on the board what they understand. (checking what they learned)

Task 2

We’ve been focused on oral correction techniques in this task. We will reply the questions.

It is just as important to praise students when they are doing really well as it is to point out their mistakes. Teachers can show their appreciation or disapproval through the use of facial expression and body language.

Our teacher uses facial expressions and body language for disapproval mostly. She immediately intervenes with her face and her movements, especially in mispronunciations. Since English lessons’ time was cut down on by National Education Ministry, as she told us, she couldn’t have time for practice pronunciation or other issues, so she has to intervene immediately. For example, one student say 'reading a bike' instead of 'riding a bike' or if someone gives wrong answer, she gives the student a fuzzy look, and make him repeat the sentences. For example, 

'Where are you from?'
'I'm China.' (gives a confused look)

or

'Tell me what's this?'
'Drawing a car' (raises eyebrows, shakes her head right to left)

If this doesn't work, she explains what's wrong in the sentences, or gets peer correction in stage. 

She chooses using words for appreciation, like ‘Good!’ , ‘Aferin!’.  But, most of the time, she is not giving appreciation the students needed or deserved. She usually focuses on wrong asnwers, reacts for them too quickly or classroom management issues, like shouting, or speaking in the lesson. 

Discuss with your mentor why he or she chose to correct in the way she did & Write down what you learnt from this observation.

We couldn’t discuss with our mentor, because she’s always been busy in the breaks. But, we could say that, she has a balanced style when it comes to the oral corrections. She uses first mimes or body language, if they don't work, oral correction steps in here. But sometimes, she uses much more then oral correction needs, when the time is limited or her patience is drained away. 

We learned that from our practicum, using oral correction too much or on every problem is not necessary. Same operation can be done well with facial expressions and body language.

Abubakar Suleiman

2012177150

Füsun Çeliker

2012177030