OBSERVATION SHEET (SAMPLE 1)

NBU, English Studies Department

ELT Methodology: Teaching Practice

Observation Sheet (sample 1)

name of student: date: . time:

school: ................................

grade/ class:

coursebook and unit: ..

class teacher: ...level of proficiency: elt methodologist: .....

Topic: Teaching Skills and Strategies: Teacher Talk

/Reading: Gower, R., Phillips, D. and Walters, S. (1995). Teaching Practice Handbook. Heinemann.; Nunan, D. (1991). LT Methodology. Prentice Hall; Scrivener, J. (1994). Learning Teaching. Heinemann & Walters, S. and Gower, R. (1983). Teaching Practice Handbook/

1. Eye contact: Observe and describe the behaviour of the Ts eyes:

while presenting new material

during a group/pair work activity

while managing the class (when giving instructions or examining a S)

2. Gestures, mimes and facial expression: Observe and note any instances of these during the lesson under the following headings:

conveying the meaning of language

to manage the class

3. Board drawings and time lines: Observe and copy any instances of these during the lesson, explaining their role.4. Teacher talk modification: Observe and tick any instances of the following (as many times as T starts talking); try to note down some examples where appropriate:

slower rate of speech

pause

exaggerated/simplified pronunciation

use of basic/simplified vocabulary

self-repetition

rephrasing5. Teacher talking time: Try to observe an activity at the practice or production stage of the teaching cycle. Note down the ratio between TTT and STT. Comment on the appropriateness.6. Instructions: A/ Write down the task instruction(s) for at least two activities in the lesson that you observe. Pay attention to the following characteristics: was the instruction addressed to the whole group or to a particular S; did the teacher try to break it into easier steps; what was the tone of her voice (lower or louder); did she repeat the instruction (if she did, did she keep its content, did she try to paraphrase it and why); how did she check the comprehension of the instruction?B/ Write down at least three classroom management instructions (e.g. Please be quiet! , Maria, come to the blackboard!) Note down any accompanying body language. Comment on the appropriateness.

7. Eliciting: Observe and note any instances of eliciting

ACTIVITY

KIND OF ELICITED INFORMATIONELICITING TECHNIQUEEFFECTIVENESS

Observation Sheet (sample 2)

name of student: date: . time:

school: ................................

grade/ class:

coursebook and unit: ..

class teacher: ...level of proficiency: elt methodologist: .....

Topic: Teaching Skills and Strategies: Attending to the Learner

/Reading: Wajnryb, R. (1992). Classroom observation tasks. CUP, pp. 28-42/

Task 1: Draw the T and Ss desk/ chair arrangement. Then code the T attending strategies you detect - e.g. ~ could be a nod, Q - a question, :) - a smile, :( - a frown etc. - and mark on the scheme the number of instances when the T uses this strategy to address a certain student in a certain position. What you get is the Teachers action zone!

Scheme of

Legend of

Ss seating arrangements

Ts ttending strategies Task 2: Effect of differences in age and motivation Before the start of the lesson, ask the class teacher for the names of three students: one unmotivated, one with instrumental and one with integrative motivation. Is there a difference in their behaviour (e.g. the number and type of the questions they ask, the activities they prefer, the errors they make etc.) and how does T motivate them or sustain their motivation (e.g. by selecting appropriate topics for discussion, by a focus on accuracy/fluency etc.)? Does T employ different approaches to motivate and involve Ss of different interests and/or age in classroom activities? Give examples.

Ss name and motivationLearners behaviour

Teachers provision

1.

2.

3.

Task 3: Teaching mixed ability groups Before the start of the lesson, ask the teacher for the names of 2-3 students, representative of the different levels in the group (i.e. a slow S, a bright S and/or one of average ability). Observe how they read, communicate and perform in other classroom activities. Note how T adjusts his/her approach to accommodate to their level (e.g. simplifies Qs and increases wait time for slower learners, assigns faster Ss additional tasks or asks them to assist in error correction, etc.).

Ss name

and levelSs signs of level

Teachers attending strategies

1.

2.

3.

Observation Sheet (sample 3)

name of student: date: . time:

school: ................................

grade/ class:

coursebook and unit: .......

class teacher: ...

level of proficiency: ...........

elt methodologist: .....

Topic: Developing the receptive skills: reading and listening comprehension (integrating the four skills)

/Reading: Harmer, J. (1991). The Practice of English Language Teaching. London: Longman, pp. 181-233/________________________________________________________________________

Task: What does the teacher do before, during and after the activity? How many times is a text read or listened to and for what purposes? Does T check comprehension of the task instructions - how? Is there a time limit for the students when reading a text? Does anything precede Ts gathering of feedback (e.g. pairwork of some kind)? Make notes under the following headings (use a separate sheet for each skill):Lead-in

T directs task

Ss do the task

(type of task)T directs

feedbackFollow-up

Observation Sheet (sample 4)

name of student: date: . time:

school: ................................

grade/ class:

coursebook and unit: ......

class teacher: ...

level of proficiency: ..........

elt methodologist: .....

Topic: Teaching grammar and vocabulary (integrating it with work on the skills)

/Reading: Harmer, J. (1991). The Practice of English Language Teaching. London: Longman, pp. 56-90 & pp. 153-179 & Wajnryb, R. (1992). Classroom observation tasks. CUP, pp. 85-7/________________________________________________________________________

Task: This observation is less structured when observing classroom activities aiming at the teaching of grammar or vocabulary, make an ethnographic record of the activity with a view to answering the following questions (use a separate sheet if necessary):

When and how does T present new items and structures in or out of context; all of them at once or selection is made and T proceeds in gradual steps? Are links made to what students already know? Is the new item / structure previewed before taught how/ where? Does T allow students to discover its meaning, form and/or use from context and examples (inductive approach) or does s/he use more overt and direct methods of teaching (deductive approach)? Are any visual aids used (e.g. pictures, time-lines, body language, etc.) copy any relevant information from the board? What eliciting techniques does T use to check students comprehension? What language is used for presenting new items / structures? If English is used, how does T make sure all students understand? Are new items / structures practised?

How does T practise new items and structures in or out of context? To what extent did the tasks and activities require students to make connections or inferences about the system of language? What form does controlled practice take: is repetition (coral and individual) employed; does T drill new items / structures how? Is freer communicative practice also provided how? Is personalization involved in any way?

How does T recycle items and structures already taught? How does s/he integrate it with work in other areas and skills?

Observation Sheet (sample 5)name of student: .....................................

date: . time:

school: ................................

grade/ class:

coursebook and unit: ................

class teacher: ...

level of proficiency:

elt methodologist: .....

Topic: Developing the communicative skills: speaking and writing (integrating the four skills)

/Reading: Harmer, J. (1991). The Practice of English Language Teaching. London: Longman, pp. 122-151/____________________________________________________________________________________________________________

Task: What does the teacher do before, during and after the activity? What is the purpose of the activity to practise the skill in a controlled context or to provide students with an opportunity for free communication? When developing writing skills, is the focus on the process or the product? Does T check comprehension of the task instructions? Does s/he provide a model? Is there a time limit

given? What patterns of interaction does T employ? Take notes under the following headings (use a separate sheet for each skill):Lead-in

T directs task

Ss do the task

(type of task & interaction pattern)T directs feedback

Follow-up

p

r

actice

product

ion

Observation Sheet (sample 6)name of student: .....................................

date: . time:

school: ................................

grade/ class:

coursebook and unit: ................

class teacher: ...

level of proficiency:

elt methodologist: .....

Topic: Lesson planning implemented: opening / closures, lesson phases and transitions. Timing and patterns of classroom interaction

/Reading: Doff, A. (1992). Teaching English. CUP, pp. 57-61; Wajnryb, R. (1992). Classroom observation tasks. CUP, pp. 38-39 & pp. 74-84 & Gower, R. and Waters, S. (1983). Teaching practice handbook. Heinemann, pp. 41-48/

_________________________________________________________________________________________________________________________________________________Task: List all the activities of the lesson, noting down their timing, pattern(s) of interaction employed by the teacher (at the different stages of the activity) and their rationale within the framework of the whole lesson and its aims (You will need to discuss the latter with the class teacher prior to observation). What does T do to organise the activity, how does s/he monitor students performance and collect feedback, does s/he extend it in any way to integrate it with the other activities in the lesson? Is the order of activities in the coursebook followed rigidly, or does T adapt it to the needs of the specific group, modifying tasks, changing order and using additional materials? Are mixed abilities provided for? How? Comment on the effectiveness of the lesson. (Use another sheet if necessary.)

Phase of lessonActivity and materials usedLearners behaviour

Teachers behaviour

Pattern of interactionTiming

Rationale

Observation Sheet (sample 7)name of student: .....................................

date: . time:

school: ................................

grade/ class:

coursebook and unit: ................

class teacher: ...

level of proficiency:

elt methodologist: .....

Topic: Teaching Skills and Strategies: Giving feedback and error correction

/Reading: Gower, R and Walters, S. (1983). Teaching Practice Handbook. Oxford: Heinemann & Scrivener, J. (1994). Learning Teaching. Oxford: Heinemann/_________________________________________________________________________________________________________________________________________________

Task: List all the activities during the lesson and describe the feedback given by the teacher (incl. positive) and the error correction strategies employed (use the table below for the latter). Comment on their purpose and effectiveness. Are mixed abilities provided for? How?

Activity

(including its aim e.g. accuracy or fluency)

Type of detected errors (N.B. some may not be discussed e.g. during fluency-aiming activities)Ts error correction strategy (e.g. finger correction, repeating the sentence up to the error, etc.)Time of correction (during or after Ss answer, at the end of the activity, later)Who corrects(teacher-, self- or peer-correction)Comments

Now answer the question: What did I learn from this experience?