Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Teacher Observed: S
Observer: Alejandra de Antoni
Date: October 26th 2009
Class: 4th Year.
School: P (Buenos Aires City)
Number of Learners: 10
Age: 16/17 years old
Length of Lesson: 40 minutes
Level: Intermediate
Observer: Alejandra de Antoni
Teacher Observed: S
Introduction:
This is the final report of my classroom observations for Methods II (a subject on TEFL
to teenagers and adults).
I must admit that this course in particular was a very nice one to observe since all the
students seemed really interested in the lesson’s topic “The Secret Gardener,” which is
a book they had been reading at home.
It was a speaking lesson because they spent the whole period talking about and
discussing the book. The most remarkable thing was that it seemed that all the
students had read the book at home and, therefore, they were prepared to discuss it. I
am placing great emphasis on this fact because it is not always the case that all
students read the books they are assigned. It is something remarkable both from the
part of the students and the teacher. It is great to see that students have done such a
time-consuming task at home (reading nowadays is not anymore teenagers’ cup of tea)
and it is also great that the teacher succeeded in making her students read!
As regards the report itself, I will analyse the language of questions following a very
interesting classroom observation task1 taken from the book “Classroom Observation
Tasks” by Ruth Wajnryb. To do so, I have collected 20 questions asked by the teacher
during the lesson as well as 5 teacher question-student answer sets. After presenting
you with the data collected, I will analyse it following the “After the Lesson” and
“Reflection” sections provided by the task.
Data Collected
1st Set
2nd Set
1
See the Appendix to have a complete view of the Observation Task I followed in this
report.
3rd Set
4th Set
T: You said that she was born in India… Why was she born in India?
S: Because at that moment Britain controlled India.
5th Set
Firstly, I will classify the questions asked by the teacher into the categories provided by
the task:
Secondly, after classifying the questions, it can be said that there is a pattern quite
easily recognisable: most of the questions call for a “short retrieval answer” (which
means that students are asked to give information they have already worked on, i.e.
they are asked to give information taken from the book they have read).
It is important to point out that, even though most of the questions were not
challenging and did not ask for the students’ opinion or reflection, it was certainly
because of the type of lesson they had that the teacher opted for these questions. It
was a lesson in which they were talking about the book they had to read and, most
probably, the teacher was asking these questions so as to check whether they had
actually read it or not. As I said before, it is sometimes really difficult to make students
read something and, consequently, the teacher may have decided to ask these
questions so as to make sure that the students needed to have read the story in order
to be able to answer them. I would even say that, after completing this “checking”
stage, the teacher may start a second stage in which students will be asked to give
their opinion on the story. However, since I only observed thirty minutes of a work that
takes more than just a 40-minute lesson, I am certain that this is by no means a clear
picture either of the students or the teacher.
Thirdly, I am going to classify some of the questions according to their difficulty from
the learner’s point of view. I am going to rank them from the easies to the most
difficult.
EASY
DIFFICULT
Following my own criteria for this classification, I would say that the factor that
increases difficulty is related to the amount of information and the kind of answer that
we are asking our students to give. In the first one, students were simply asked to take
a look at the sentence written on the board and to say what its subject was. They only
had to look at the board. They were not asked to think or analyse anything and the
answer was 100% restricted. There was only one subject in the sentence; therefore,
there was only one possible answer. In the second question, I thought it was a bit more
difficult because the student was asked this question not because the teacher wanted
him to say whether it was simply past or not but because she wanted to help the
student realise that, because of the time reference she used, the appropriate tense
was Present Perfect. Since answering the question implied a lot more than just saying
“yes or no” I decided to classify it as being more challenging than the first one.
Questions 3 to 7 are “short-answer/retrieval-style questions. I have classified them is
this particular order because I took into account the level of difficulty these questions
had from the learner’s point of view. For instance, question 3 was easier than the other
four because it only required students to say who Ben was and that could be said in
very few words (e.g.: he was Mary’s father). Each of the other four, in the order I put
them, asked for more and more information and the students may have found it
difficult to not only to construct their answers but also to justify them. In these four
questions, I think, students were not simply asked to retell the story but find a way of
isolating the required information and to justify or explain certain events resorting to
what they had read. As regards the last question, I thought it was the most difficult one
for the learner because he needed not only to have read the book but also to be able to
give his opinion on what he had read and to justify his answer.
Fourthly, I am going to rank the question-and-answer sets I have recorded. They will be
ranked according to the level of complexity of response so that (1) will the response
requiring the least challenge to the student and (5) will be the response requiring the
greatest challenge.
1
T: She spent a lot of time with Collins, they became friends and he started behaving
different, how?
S: He stopped being angry all the time.
2
T: What was the reason? Why?
S: Because of a terrible disease.
3
T: He spent all day in his bedroom. Why?
S: He had something on his back.
T: So he didn’t want to show himself.
4
T: You said that she was born in India… Why was she born in India?
S: Because at that moment Britain controlled India.
5
T: Why was that morning strange?
S: Because she felt something wrong was happening.
As you can see, there is a connection between the type of question and the complexity
of its answer. I think that the more the question deviates from asking the student to
recall information, the more challenging the question is. For instance, if the student is
just asked to retell what he has read, the question is not going to be too demanding for
the only thing the student has to do is to remember what he read. However, when the
students are asked to explain why something has happened, i.e. to give their opinion
on the events, finding appropriate answers becomes more difficult. For example, if we
take the fourth set, we can clearly see that the student has gone through some kind of
reasoning in her mind before answering the question. In order for the student to give
such an answer, she certainly has to make a connection between the woman that was
born in India, her parents’ nationality, her parents’ job (in this case her father’s
because he was a British officer working in India) and the fact that, even though her
parents were born in Britain, they were living in India because of her father’s job. The
student has certainly analysed the events with which she was presented in the story so
as to answer the question. Finally, as regards the fifth set, I would say that this is the
most challenging one because the question was open to the student’s interpretation of
the story. Saying that something is strange is completely subjective and, consequently,
the student’s account on such judgement will certainly oblige him to think about what
has happened in the story that morning and to make the necessary connections
between the events and the idea of them being “strange.”
Reflection
The very first thing I realised when I was collecting the data was that we (teachers) ask
A LOT of questions! What is even more interesting is the wide variety of reasons for us