TESOL Certificate Programs

Observation Notebook

Observation Report
Forms for inclusion in the Observation Notebook must be typed

Name of Observer Fifi

Date

Observation Environment

05.12

face to face

(include URL if the class

was online)

Observation # 08
Class
Skill/Content
reading and
writing

Class
Teacher
Level/Number
(Beg./Int./Adv.)
200

Focus on relevant areas from the What Can Be Observed handout. Notice how the
teacher handles these areas during the class.
OBJECTIVE OF THE LESSON:
STUDENTS WILL BE ABLE TO IDENTIFY THE VOCABULARY USAGE IN CONTEXT
STUDENTS WILL BE ABLE TO RECOGNISE THAT THEY HAVE TO RESEARCH FAMOUS
AMERICANS STEP BY STEP.
Notes while observing:

Last Updated: 8/6/2015 4:45 a8/p8

1. T asks Ss to hand in their homework first.

2. T explains what they are going to do in today's class.
3. T gives tonight's homework and explains what she want Ss to do.
4. T asks Ss to compare their homework with peers on textbook.
5. T asks Ss to answer their questions on the textbook in class.
6. T based on text context to elicit Ss to speak the right answers.
7. T asks Ss to make a vocabulary chart to be a homework. The chart based on their
textbook"North Star1: Reading and Writing" page64-65.
8. T shows a list that is American famous people, and explain each one to them.
9. T says, "Before you go to library, you get to prepare." T distributes a biography project
sheet to Ss. This chart is for famous Americans research.
10. T explains each part on the sheet to Ss, and tells Ss how to work on this.
11. T shows another worksheet to Ss, and tells Ss when they in computer lab they have to
follow this sheet. Then Ss can understand how to work on biography project.
12. T tells Ss how to search those famous people in computer lab.
(continue on back)
What did you learn about teaching or learning from this lesson? Discuss your
observation focus, and the theory you have studied in your TESOL classes. Consider
the three levels of teacher reflection (surface, pedagogical, critical). (100-200 words)
In this observation, I focused on the lesson, and specifically, the teaching approach. This
is a reading and writing class for beginners. The Ss were mostly from middle-east
countries, three from Japan and two from China. I wanted to see how the teacher helps Ss
master the vocabulary input and how to make a connection of writing.
Teacher didn't follow any model, she just explained, and there was no practice or product
in class. They were just working on the whole project that is famous Americans research.
She explained the worksheets and told Ss to follow the steps on the worksheets. While
she was explaining, allowing Ss to check dictionary about their unfamiliar vocabulary.
Finally, I learned that by explaining with the worksheets, the Ss were able to complete the
research project step by step. T gave every Ss the outline that can help Ss when they get
into university they will be able to search the information correctly and effectively.

What activities/techniques from this class do you want to remember for your own
teaching practice? Discuss specific ways in which you could apply the techniques and
methods you saw. Discuss your future teaching environment and your students needs
and goals. (100-200 words)
There is no activities. This class is just traditional class, teacher centered. T talk too
much, and Ss no chance to say something. Maybe this is instruction class, because the
next class Ss were going to computer lab to complete the project. So in this preparing
class T just needed to explain and to answer the questions that Ss have.
I am so interested in beginners' class. However, this class is not as well as I expected. If I
had a beginners' reading and writing class, I will not allow my Ss to check dictionary. I
will use simple synonyms or TPR to explain the unknown vocabulary to my Ss, which
can gives them the better impression than the translation.