Unit 1

UNIT 1: TASK 2- OBSERVATION
JUAN CARLOS BENJUMEA ORTIZ
ID NUMBER: 79680537
COURSE:
PEDAGOGICAL EXPERIENCE I
GROUP:
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)
DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
MARQUETALIA , MAGDALENA
2019
Lesson observation form
Session: 1 __X 2___3___
Institution: Pino Verde SchooL
Instructor: Sarah Nickersom Course __5° Peer/Observer: Daniela Holguín Montoya Date and
Time March 1ST/ 2019, 1 Hour
Use criteria that apply to format of course observed.
Review Section Quantitative assessment over 10 points. Description/Comments
1. TOPICS
(The topics is appropriate when it comes about the curriculum and the students level)
10
The topic was concrete poems.
Poems that show their meaning through form and shape.
2. SUBJECT MATTER CONTENT
(shows good command and knowledge of subject matter; demonstrates breadth and depth of
mastery)
The observed had excellent knowledge of the topic to be taught. Yet she had some
pronunciation mistakes that although did not interfere with the message, can be fossilized by
students.
3. ORGANIZATION
(organizes subject matter; evidences preparation; is thorough; states clear objectives;

emphasizes and summarizes main points, meets class at scheduled time, regularly monitors
on-line course)
10
The instructor is very organized and evidenced well-structured activities to reinforce students
learning the vocabulary related to concrete poems.
4. RAPPORT
(holds interest of students; is respectful, fair, and impartial; provides feedback, encourages
participation; interacts with students, shows enthusiasm)
10
The class was developed in a very nice environment. Students felt free to practice the new
vocabulary they were learning. The teacher had a very good attitude towards the class.
5. TEACHING METHODS
(uses relevant teaching methods, aids, materials, techniques, and technology; includes variety,
balance, imagination, group involvement; uses examples that are simple, clear, precise, and
appropriate; stays focused on and meets stated objectives. The class is interactive and
presents challenges to the students)
10
The observed presented very good activities that were aligned with the communicative
approach the institution’s methodological agreements seeks for.
6. PRESENTATION
(establishes online course or classroom environment conducive to learning; maintains eye

contact; uses a clear voice, strong projection, proper enunciation, and standard English)
10
The teacher presented the topics in a very dynamic way in order to make it easier and less
traditional. The observed also demonstrated self-confidence and comfort while presenting the
topic.
7. MANAGEMENT
(uses time wisely; attends to course interaction; demonstrates leadership ability; maintains
discipline and control; maintains effective e-platform management)
There are nineteen students in the class, fact that does not help with the use of L1 in class. The
observed should come up with a strategy to have students use L2 to communicate not only
with her but also among them.
8. SENSITIVITY
(exhibits sensitivity to students' personal culture, gender differences and disabilities, responds
appropriately in a non-threatening, pro-active learning environment)
10
The observed is very respectful and generates a very good environment in the class. Students
evidenced self-confidence at the moment of participating, despite of the fact that they are in a
very basic level.
9. ASSISTANCE TO STUDENTS
(assists students with academic problems)
10
When developing activities, the Teacher always monitored students’ production. At the same
time, she provided personalized feedback and concept- checked.
10. PERSONAL
(evidences self-confidence; maintains professional comportment and appearance)
10
There is absolute evidence that the observed maintained a professional comportment as well
as a neat presentation of the topics on the board.
11. PHYSICAL ASPECTS OF CLASSROOM (state location and physical attributes of classroom,
number of students in attendance, layout of room, distractions if any; list any observations of
how physical aspects affected content delivery)
10
The classroom is big enough and really light up with enough chairs and room for also having
different seating arrangements.
Format taken from: https://www.isu.edu/media/libraries/college-of-technology/pdfs/faculty-

staff-docs/ClassroomObservationForm.doc
Strengths observed: The observed is very patient and helps students develop their skills. She is
very creative and proposes very good activities for the class.
Suggestions for improvement: The observed needs to be more demanding with the use of the
English in class.
Overall impression of teaching effectiveness: The teacher had a very effective way of
introducing the vocabulary and structure that would be used to describe concrete poems in
such a way that in the end the students could describe some topics without hesitation.
References:
• Oxford, R. (2001). Language learning strategies. Chapter 24. The Cambridge guide to teaching
English to speakers of other languages. Cambridge: Cambridge UP. Recovered from
https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667206.025
• Richards, J & Renandya, W. (2002). Methodology in language teaching. An anthology of

current practice. Chapter 2. Cambridge: Cambridge UP. Recovered from
Session: 1 __ 2_X__3___
Instructor: Anna Kempkers. Course __8° Peer/Observer: Daniela Holguín Montoya Date and
Time March 1ST/ 2019, 1 Hour
1. TOPICS
10
The topic was simple past to describe trips and experiences.
mastery)
10
The observed shows excellent command of the vocabulary and structures seen in class. During
this session, students use the simple past to describe trips and experiences.
3. ORGANIZATION

on-line course)
10
The observed evidenced a lesson plan that contains a lesson aim in which the language is going
to be presented in a communicative way. It contains a warm up, the presentation, practice and
production that are aligned with the aim of the class.
4. RAPPORT
10
There was a friendly and nice environment, which facilitates the process of learning. The
teacher had a nice and appropriate attitude towards her students at every moment of the
class.
5. TEACHING METHODS
(Uses relevant teaching methods, aids, materials, techniques, and technology; includes variety,
10
The observed had assorted activities to present the vocabulary students would need for the
class as well as the structure in such way that students were engaged and had different tasks
to be developed in class.
6. PRESENTATION

10
The teacher used a context to develop the topic and to present it in a communicative way,
which students were able to draw the conclusions about the rules of the grammar presented.
She used a very understandable English according to the level and her voice had a good
projection in the classroom.
7. MANAGEMENT
10
The observed has done an excellent job. Nevertheless, it is necessary to come up with a
strategy in order to lower the use of L1 in class even when they addressed to her.
8. SENSITIVITY
10
The teacher always showed respect and a good attitude towards students during the class. She
used different interaction patterns to make students participate actively and have the same
opportunities to interact in class.
10
The teacher provided timely and appropriate feedback along the class to reinforce the learning
of the target topic and vocabulary.
10. PERSONAL
10
The observed maintained a positive and enthusiastic tone during the session. The students
showed interest and willingness to participate in the activities she proposed for the session.
10
The classroom is big enough and really light up with enough chairs and room for also having
different seating arrangements.
Strengths observed: The observed evidenced a good class and an excellent rapport with her
students. The class had assorted activities, which made of this session a nice one. Students
were hooked in the activities and evidenced understanding of the topics in their wrap up
session.
Suggestions for improvement: The teacher should be stronger and come up with a strategy to
have students use L2 when communicating in the classroom.
Overall impression of teaching effectiveness: The overall performance of the students

evidenced a good management of the information received when producing their own
dialogue.
References:
Zahorik, J. A. (1986). Acquiring teaching skills. Journal of Teacher Education(March–April), 21–

25.
Janks (1997: 246) Focus on Form in Classroom Second Language Acquisition
Van Lier, L. (2001). Language awareness. Chapter 23. The Cambridge guide to teaching English
to speakers of other languages. https://bibliotecavirtual.unad.edu.co
Session: 1 __ 2___3_X__
Instructor: John Alexander Ospina. Course __10° Peer/Observer: Daniela Holguín Montoya
Date and Time March 1ST/ 2019, 1 Hour
1. TOPICS
10
The topic was a presentation about some globalization aspects.
mastery)
10
The teacher has an excellent knowledge and mastering of the topic to be taught. His native
pronunciation helps students follow patterns of pronunciation and intonation proper of a
natural language.
3. ORGANIZATION

on-line course)
The instructor did not evidence a lesson plan nor the strategy to be used in the class. Fact that
did not let the observer know exactly what to expect as the final production or wrap up.
4. RAPPORT
10
Excellent rapport and respect among teacher –students.
5. TEACHING METHODS
(uses relevant teaching methods, aids, materials, techniques, and technology; includes variety,
10
The teacher had a few activities proposed for the class. He spent a lot of time listening the
positions of the students about globalization aspects and take advantage of the high level they
have for the course they are in.
6. PRESENTATION

10
The observed always kept eye contact and projected his voice and intonation in a proper way
to keep students attention.
7. MANAGEMENT
8
Although the teacher kept students discipline in class, there was no a dynamic participation.
Consequently, the time was not well used because each activity took more than 15 minutes in
55 minutes-class.
8. SENSITIVITY
10
The teacher was very respectful and courteous to address to students.
10
In this aspect, the teacher dedicated the necessary time to every student when they were
mispronouncing a word or when they had intonation problems.
10. PERSONAL
10
The observed manages his self-confidence and his presentation as a teacher in an excellent
way.
10
The classroom is spacious enough and could have been used to hold some extra activities that
would have benefited students.

Strengths observed: The teacher has an excellent knowledge of the grammar and the
vocabulary as well as the intonation patterns and phonetics. He is also very respectful and
dedicated time to every single student’s production.
Suggestions for improvement: The observee needs to be trained again on how to implement
different strategies and techniques in class to make it more dynamic and prepared for the
different kinds of students they have in their classrooms.
Overall impression of teaching effectiveness: The effectiveness of the observer’s teaching
could not be noticeable because the teacher emphasized mostly on pronunciation and
intonation patterns.
References:
• Oxford, R. (2001). Language learning strategies. Chapter 24. The Cambridge guide to teaching
English to speakers of other languages. Cambridge: Cambridge UP. Recovered from
• Richards, J & Renandya, W. (2002). Methodology in language teaching. An anthology of

current practice. Chapter 2. Cambridge: Cambridge UP. Recovered from
FINAL REFLECTION.
The observations we carried out for this second task, let us not only learn but also reflect on
our daily tasks with students and how to find the way to make it easier for them to learn a
language they are not exposed to the whole day. These three observations were carried out at
the Pino Verde School in Pereira- Risaralda, the groups selected to be observed belong to the
categories A1 and B1 of the Common European Framework of Reference.
According to this, teachers have the responsibility of the process because they need to provide
to their students all conditions to get the new knowledge. The teachers or experts in the
subject should provide the material (the content). It should always be authentic (the main
purpose of teaching skills is to enable students to deal with authentic information despite their
level of English), up-to-date (the informational exchange is growing more intense), and
relevant for the students’ specializations (they ought to be given the information
representative for their target language use situation).
STRENGHTS
In general the teachers observed, did a great work and they have and excellent knowledge of
the functions, grammar structures and the lexis to be taught in each of the visited levels. Some
of them evidenced a lesson plan for the class in the format required by the school as well as
the steps to be developed.
Two of them evidenced great organization even before the class began. It means that teachers
had the material and the technological tools settled down by the time the class was going to
begin. Something that has a lot of importance when beginning the class was to share with
students the objective of the class, therefore, students knew what was expected from them
and what vocabulary and strategy they were going to use. Another good aspect observed in
the rapport and friendly environment that teachers provided, as well as the interest teachers
showed at the moment of checking their production during the classes.
To make the classes more interesting and dynamic, two out of the three teachers used
technology in class as a tool to use the language properly.
WEAKNESSES
In fact, there were two weaknesses that were noticeable in the three classes, and it is the way
teachers work on the listening skills. They assumed that listening to a piece of information and
read it at the same time is more than enough to develop the sub-skills.
Their allowing students’ speaking Spanish make the program weak and the other students do
not feel the need to make their best effort.
AN IMPROVEMENT SUGGESTION FOR THE OBSERVED TEACHER.
The teacher must take into account concrete material to work with the students because it
provides to the students many benefits. It is important too, to act the dialogues and
exaggerate the accent of any word when she considers necessary because students need to
pay attention all the time.
CONCLUSION
As a conclusion, I can say that this was a good practice to improve our performance as
teachers. Our peers give us a lot of knowledge and they reflect the methodological agreements
proper of the institution they work for.
As a teacher we have to set learning goals and then transform them into an instructional
program with the timing of activities. One of our main tasks will be selecting, designing and
organizing course materials, supporting the students in their efforts, and providing them with
feedback on their progress.

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UNIT 1: TASK 2- OBSERVATION

JUAN CARLOS BENJUMEA ORTIZ

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

Session: 1 __X 2___3___

Institution: Pino Verde SchooL

Use criteria that apply to format of course observed.

Review Section Quantitative assessment over 10 points. Description/Comments

Poems that show their meaning through form and shape.

2. SUBJECT MATTER CONTENT

(organizes subject matter; evidences preparation; is thorough; states clear objectives;

(establishes online course or classroom environment conducive to learning; maintains eye

(assists students with academic problems)

(evidences self-confidence; maintains professional comportment and appearance)

Format taken from: https://www.isu.edu/media/libraries/college-of-technology/pdfs/faculty-

• Richards, J & Renandya, W. (2002). Methodology in language teaching. An anthology of

Lesson observation form

Institution: Pino Verde SchooL

Use criteria that apply to format of course observed.

Review Section Quantitative assessment over 10 points. Description/Comments

The topic was simple past to describe trips and experiences.

2. SUBJECT MATTER CONTENT

(organizes subject matter; evidences preparation; is thorough; states clear objectives;

(establishes online course or classroom environment conducive to learning; maintains eye

(assists students with academic problems)

(evidences self-confidence; maintains professional comportment and appearance)

Overall impression of teaching effectiveness: The overall performance of the students

Zahorik, J. A. (1986). Acquiring teaching skills. Journal of Teacher Education(March–April), 21–

Janks (1997: 246) Focus on Form in Classroom Second Language Acquisition

Lesson observation form

Institution: Pino Verde SchooL

Use criteria that apply to format of course observed.

Review Section Quantitative assessment over 10 points. Description/Comments

The topic was a presentation about some globalization aspects.

2. SUBJECT MATTER CONTENT

(organizes subject matter; evidences preparation; is thorough; states clear objectives;

Excellent rapport and respect among teacher –students.

(establishes online course or classroom environment conducive to learning; maintains eye

The teacher was very respectful and courteous to address to students.

(assists students with academic problems)

(evidences self-confidence; maintains professional comportment and appearance)

Format taken from: https://www.isu.edu/media/libraries/college-of-technology/pdfs/faculty-

• Richards, J & Renandya, W. (2002). Methodology in language teaching. An anthology of

AN IMPROVEMENT SUGGESTION FOR THE OBSERVED TEACHER.

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Session: 1 X 2_3___