OBSERVATION REPORT OF 9/10 WEEK
SCHOOL ATTENDED : Petrol Ofisi Primary School
CLASS : 2/H
Yonca Özkan - Seray Çiçektakan
Dilem Berk & Gizem Papatya Uğurdil
OBSERVATION TASK 1
SCHOOL ATTENDED : Petrol Ofisi Primary School
CLASS : 2/H
Yonca Özkan - Seray Çiçektakan
Dilem Berk & Gizem Papatya Uğurdil
OBSERVATION TASK 1
For the 9th week of our observation, we
were tasked with creating observation angle in logical framework that
reflecting on the use of blackboard in a language class.
On greeting students, not to lose students’ fleeting attention which can be linked to age of them, she immediately led in the subject of ‘Colors In English’. When the teacher turned the blackboard to write down new vocables, students started to talking among themselves. After a short warning, as though the teacher wanted to show us how versatile the board is, she used it and colorful markers. The letters were large enough for students from every position.
However it is criticized by many colleaques, the teacher preferred putting down equivalents of colors indicated with arrows. Throughout this process the teacher didn’t totally turn her back on students. After every line, she switched to verbal lecture; so the students gained enough time to copy down the board. In the same breath, she was permanently talking along writing. The students apperantly seemed to be engaged but the most visual learners were making progress.
Here it is the instantshot of the board.
All along the teacher was writing on the board, she was checking by asking ‘Is my letter small ?’, ‘Everybody can read this ?’, or in first language ‘Bu kelimenin anlamını biliyor musunuz?’, ‘Herkes bu bölümü yazıyor mu?’, and adding some facts like ‘In the same time, orange means a fruit name’. The forthcoming period the teacher gave references to what she was introducing from the board ; for instance ‘You shouldn’t say /lɑɪ/ for the word ‘like’ in sentence ‘I like red.’, we say ‘/lɑɪk/’ please look at the board to see correct form.’
In conclusion part of lesson, we accepted that how soever old it is, may be from sixteenth century, in terms of price/performance ratio, undoubtedly blackboard is the most versatile one in schools, especially in the third world countries.
OBSERVATION TASK 2
For 10th week, our observation task objective is to focus on oral correction techniques a teacher uses in a language classroom.
At the beginning of lesson, there was no unusual situation. For greeting, the teacher and students used reciprocally appropriate phrases. Along this, some students made mistakes in replying ‘How are you today?’ question. They said correctly ‘I’m fine today’ except ‘fine’ that pronounced as written. The teacher tended to reteach but suddenly recanted not to interfere with comprehension. According to us, what the teacher thought of was that over correction can be obstructer if the aim is to encourage. Along the way students’ learning of colors, there was no problem apart from pronouncing of ‘Purple’. The teacher corrected that right away, because in this stage accuracy was more crucial. In addition, she wore sporadically a face of confusion, sadness or perplexity to signal error students made, instead of oral correction. As the end of lesson approached, the teacher started to paying more attention to fluency. But there was still incomplete knowledge about making a full sentence in target language so she compared two languages to express structural description.
On greeting students, not to lose students’ fleeting attention which can be linked to age of them, she immediately led in the subject of ‘Colors In English’. When the teacher turned the blackboard to write down new vocables, students started to talking among themselves. After a short warning, as though the teacher wanted to show us how versatile the board is, she used it and colorful markers. The letters were large enough for students from every position.
However it is criticized by many colleaques, the teacher preferred putting down equivalents of colors indicated with arrows. Throughout this process the teacher didn’t totally turn her back on students. After every line, she switched to verbal lecture; so the students gained enough time to copy down the board. In the same breath, she was permanently talking along writing. The students apperantly seemed to be engaged but the most visual learners were making progress.
Here it is the instantshot of the board.
All along the teacher was writing on the board, she was checking by asking ‘Is my letter small ?’, ‘Everybody can read this ?’, or in first language ‘Bu kelimenin anlamını biliyor musunuz?’, ‘Herkes bu bölümü yazıyor mu?’, and adding some facts like ‘In the same time, orange means a fruit name’. The forthcoming period the teacher gave references to what she was introducing from the board ; for instance ‘You shouldn’t say /lɑɪ/ for the word ‘like’ in sentence ‘I like red.’, we say ‘/lɑɪk/’ please look at the board to see correct form.’
In conclusion part of lesson, we accepted that how soever old it is, may be from sixteenth century, in terms of price/performance ratio, undoubtedly blackboard is the most versatile one in schools, especially in the third world countries.
OBSERVATION TASK 2
For 10th week, our observation task objective is to focus on oral correction techniques a teacher uses in a language classroom.
At the beginning of lesson, there was no unusual situation. For greeting, the teacher and students used reciprocally appropriate phrases. Along this, some students made mistakes in replying ‘How are you today?’ question. They said correctly ‘I’m fine today’ except ‘fine’ that pronounced as written. The teacher tended to reteach but suddenly recanted not to interfere with comprehension. According to us, what the teacher thought of was that over correction can be obstructer if the aim is to encourage. Along the way students’ learning of colors, there was no problem apart from pronouncing of ‘Purple’. The teacher corrected that right away, because in this stage accuracy was more crucial. In addition, she wore sporadically a face of confusion, sadness or perplexity to signal error students made, instead of oral correction. As the end of lesson approached, the teacher started to paying more attention to fluency. But there was still incomplete knowledge about making a full sentence in target language so she compared two languages to express structural description.
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