OBSERVATION REPORT OF 5/6 WEEK

School Attended: Petrol Ofisi Primary School
Class: 2/F, 2/I
Yonca Özkan - Seray Çiçektakan

Dilem Berk & Gizem Papatya Uğurdil

OBSERVATION TASK 1

       For the 5th week, we observed the instructions teacher gives during the lesson from the perspective of  specific sub-skills in order to discover the dynamics of effective instruction giving. 

      The teacher typically lunched into preparing her students showing them materials which would be required for listening activities that the students would be engaged throughout lesson after she entered the classroom. It was clear that the teacher gave directly her signal; the students stopped what they were doing and looked at her. By using simple imperative statements, she gave short instructions for intensive listening activity through which students would hear a variety of different voices.

      When the teacher was about to mention about the words on page 26 of course book, the one of students attempted to remind what they had learned last week. But there were so much noise that no one heard him. Then the teacher, within the altercast feedforward, open the communication channel and asked the student to tell as a good learner/model student what they had learned. We were glad to see that the student dealing with teacher looked like being encouraged. In our opinion, that was the successful step because teaching doesn't equal learning, nobody can transmit understanding into students' heads and it was viewed that all had enthusiasm to learn. After this, we thought we would incorporate this approach into our own teaching.

      Usage rate of target language was kept on through whole lesson. When it was necessary to make students understand the meaning of words that they were listening, the teacher firstly tried to explain in English using five words-length sentences.  Even so there were still students didn't get meaning, she demonstrated content by sketching. Despite all efforts, someone didn't understand and she used mother language.

      The teacher tried to be attentive about voice quality. To avoid the risk of being perceived like treating them (students), she prefered not to say anything aloud. All was as it should be, the teacher wanted to be in a right summetrical relationship with her students. She knew that if she had shouted at them, this behaviour would have been reflected in the behaviour of students.

      In some parts of lesson, students' apathy appeared. In that case, teacher continued transaction using more remarkable iconic gestures; as was the case with she tried to describe gesturally 'upset person' to demonstrate the answer of 'How are you today?' question. According to us, this was the one of elements contributed to lesson.

       During another activity including visual aids like short song video, numbers were indicated and the teacher made substantially effort to make students repeat numbers after record. But the students said over simultaneously more than once, so she gave the same instruction in different way. After this drill, teacher asked questions such as ' How many cookies are there? 'and students replied.

        In conclusion part of lesson, the teacher closed the lecture saying 'In that stage, you will be able to answer when someone ask 'How are you?'. With this restatement students understood easily that the lesson was over.




OBSERVATION TASK 2

      As it was expected, we visited our class to observe organizational skills involved in the management of pair and group work activities in 6th week, but unfortunately we noticed that except listening and reading skills, teacher didn't prefer the other ones as macro skill in the classroom. So, we don't have enough observation argument to assert.