TESOL Certificate Programs

Observation Notebook

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

Name of Observer Yingrui Yang ( Fifi )

Date
02/20

Observation Environment

(include URL if the class

was online)

Extension center

Class
Skill/Content
Grammar

Observation # 01
Class
Teacher
Level/Number
(Beg./Int./Adv.)
Int
Karen Gregg
400 Level

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 ABLE TO apply correct grammar into speaking their daily life.
Notes while observing:

Last Updated: 8/6/2015 19:08 a8/p8

1 T said, Today is partner day. T called over the students name.

2 T handed materials to Ss and asked Ss to turn to page 7
3 T asked the answer in class and wrote on the board.
T did those things:
Analysis answer and question. Using time line to explain. Asking students when they
had dinner yesterday, let students involve in class. Add grammar question into it. Using
students daily life, they will feel comfortable and easier to get it.
4 T spelled irregular verb to students
5 T asked Ss to turn to page 5( last class homework) and checked answer
6 T asked Ss if she changes the sentence order, dose the sentence still make sense and
correct grammar as well.
8 Drawing a time line on the board and explaining with it.
9 Write while sentence on the board and write when below while. Then asking Ss
can those two words switch.
10 while and when is similar in sentence, using example to explain.
11 Focus on material, Ss give their answer. Using example( when you listen your
favorite music, what is your reflection ). Ss have to use grammar to speak their reflection.
12 Keep asking question. Are be doing and did do similar? Telling Ss those two have
different meaning and usage.
13 Peer work( asking daily life and using grammar). Teacher pick one student to ask
daily life. Ss pay their attention on teacher question. Bring Ss life into class, let them feel
comfortable and interesting. Ss are passionate into class.

14 Activity. Turn off the light and using grammar( while) into it. Asking Ss describe the
action that teacher did it. Encouraging Ss give their answer.
15 Turn to page 8 ( mixed question). Past progressive & Simple past.
16 Peer work. Discuss question and try to give answer.
17 Drawing a time line on the board.
18

Explain it by using time line.

19 Vocabulary is difficult, teacher explain it by activity. Also describe it by using

grammar( this class have been taught).
20 Giving homework. Based on material, tomorrow will give answer and quiz( using
tense) on Thursday.
(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).
Activity is very important, Ss can get more by using this method. Time line is good
method to explain grammar as well.
Brain research, I learned in Linguistic class. When activities use in teaching, people will
learn more and get more, no matter young or old.
Grammar methodology class, Using time line explain grammar effectively.
Teacher has to control the class and guide Ss. Teacher use activities and peer work in the
class. However, this is intermediate level. So that is not using specific rationale in class.
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.

Yes, I will. Such as T asked Ss daily life by using specific objects and some activities.
I dont know where I will teaching, hopefully, 16 Ss in one classroom. And I will teach
intermediate level, Ss are around 14-18 years old. They need to pass TOEFL/ IELTS
exam. Thus, my goal is to help them to pass the exam. Be specific, I will focus on
listening and speaking part.