PROFESSIONAL DEVELOPMENT COURSE

OBSERVATION 1 GUIDELINES
(Written Report Draft 1: March 14
Written Report Final Product incorporating feedback:
April 11)
Adapted from: Classroom Observation Tasks. Ruth Wajnryb (2004) CUP

AIM: This task will encourage you to consider learners from the point of view of their
individual motivation for learning, and their autonomy as individual learners. Observe
additionally, the learning environment those Ls might be exposed to. Previous to the
observation, you should expose yourself to recommended bibliography that talks about the
topic of Autonomy, Motivation, the Learner, Factors affecting learning, the language
user, etc.

*Important: Observations are to be carried out INDIVIDUALLY

OBSERVATION 1 Motivation & Autonomy (Chart 1a, p. 3)

PROCEDURE
Before the Lesson:

1. Go through the course program and be aware of the issue of observation (P.4-5)

2. Make the necessary arrangements with the institution where you are going to do
the observation. You could also observe beginner students from our Bachelor
Program if you have previously agreed with the teacher through a written
request. Schedule yourself for the observation taking into account time limits
3. Make yourself familiar with the chart on page 2.
4. Choose a range of about four students, to comment on their motivation for
learning. Consider their reasons for wanting to learn the language. Comment in
the column marked Motivation whether you consider it to be high or low.
Otherwise make a relevant comment.
5. Explore Autonomy in those particular learners

During the lesson:

1. Consider these students’ behaviours/roles in class and the degree to which they
synchronize and co-operate with the teacher. For example, consider a student’s:
- response to the teacher;
- involvement in tasks;
- willingness to ask when uncertain;
- tolerance of other students, etc.
- learning initiatives, taking risks, etc

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OBSERVATION (Chart, 1b p.4)

The Learning Environment

AIM: This observation is designed to refine your awareness of the learning environment.
During the same lesson you will be watching and listening for anything that you think
contributes to making the learning environment one in which students learn better. You
will also become aware of factors that hinder or impede learning and detract from the
effectiveness of the learning environment. Broadly, then, you are looking for factors that
range from the size of the room, the seating arrangements, the acoustics, aspects of the
teaching behaviour or the classroom dynamics. You will also, for a short period during the
lesson, focus on 1 student and note the external factors during that period that seem to
shape their learning involvement (spend about 12 minutes ). Choose someone you have a
good view of, but try not to make them aware of your attentions.

After the Lesson (For the Written Report Draft 1 sent on line to the course e-mail
pdceli@hotmail.com on March 14th).

Written report guidelines to organize the essay (Program P.7 & 8)

1. Consider the data you have collected. Comment on any connection between Columns 2
& 3.
2. How important is it that a teacher knows their students well enough to understand the
various motivations and autonomy for learning the language?
- What means/methods might a teacher use in order to activate motivation and
autonomy in an EFL class?
- Which of these strategies could you use in your own teaching situation?
3. Consider your own attempts to learn another language. How would you define your
motivation? How successful have you been? To what extent do you link your success
rate with your motivation? Or to what extent do you think your success or otherwise
affected your motivation? How do consider yourself as a learner in terms of autonomy.
Support with evidence from your learning experience in this course and in other areas
4. Include in the report at least two references from the studied bibliography.
5. Word Limit: 550. (not including the information in the charts)

REFLECTION 1a
This task has involved you in actively considering various motivations & autonomous
behaviour that affect learners in their learning experience. In What way might this
experience affect you when you assume a teaching role?

REFLECTION 1b
If you were to describe the learning environment of one class you participate, what would
you say? Can you identify any conscious strategies you use to generate this environment?

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Student´s Motivation
number
Good Attitude: From the beginning of
Student1 the class she is attentive for the
instructions of the following activity’s,
during the session she was who
participates the most in the three
activities proposed by the teacher always
rising her hand and answering properly.
High Motivation: During the activities
she is constantly keen to learn more,
searching in her notes, words that she
cannot remember in the moment, and she
was always pleased to help their peers
pushing them to raise their hands in order
to answer the questions of the teacher.
Student 2 High self-esteem: No matter if he
mispronounced a word the teacher or his
partner correct him and he seems very
happy because he learn the correct way
to pronounce the word, and also brag
whit his partner and that is a boost for him
to participate more and learn even more.
Collaborative learning: During the three
activities proposed by the teacher he is
always with is partner, taking notes,
encourage his partner to participate more
and in 2 occasions was arguing about the
pronunciation of two verbs, eat and
swimming.
Autonomy
Risk Taker: At time the teacher asks to
the group some words for example: “Give
me one action that you do in your free
time” she rise her hand to answer even
though she does not have the correc
pronunciation of the word, she take the
risk and say it out loud.
Note-Taking: Since the class starts, he
starts to take notes about the instructions
that the teacher was giving before the
activity began, during the activities he
was writing all the verbs and key words
that he find interesting and in a few
occasions he ask to the teacher how to
pronounce a specific verb.
Self-awareness: He was conscious
about his own learning process, he take
advantage of all the input he receives and
enjoy the process of learning a second a
language.
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Student 3 Introverted participation: Since the
beginning of the first activity she is
avoiding to participate because the whole
class was dedicated to oral interaction
and repetitions of verbs and she was shy
all the time and also does not have the
support from another partner to push her
to take part in the activities.
Absence of risk taking: She is only a
passenger on today class, the only thing
she do is laughing about others mistakes
and that is it, never rises is hand or
contributes with some verbs to the
activities.

Low motivation: From the very

beginning of the first activity it was
noticeable that she does not want to
participate because the activity is say
actions of daily routines and she seems
not very comfortable with the idea to
speak aloud.

Low level of self-confidence: The Lack of {SAC}: Despite the fact that the
Student 4 student in this case is sitting in the back institution have a separate room for the
of the classroom in his “comfort zone” he class of English students do not take
was asked to say some words related to advantage of the input that is in the walls
daily routines but he refuses not only in is filled with posters also, either do not
this activity but also in the activity of take advantage of his dictionary or the
repeating verbs. notes that have been taking throughout
the school period.
Low motivation: There is no evidence
motivation he is always laydown in the
chair, not eye contact with the teacher, he
only sits properly when the teacher is
nearby, and he never rises his hand or
ask to his peers for some information.

Extraversion: As a result of this behavior

the teacher asked him to come out on the
board to do a mimic about one action that
teacher told him in secret (the verb was
cooking) to perform it to his classmates,
surprisingly he perform the activity very
good and he asks to the teacher if can do
another round and the teacher gives him
a more challenging verb and that was
live, he says “complicated” but he did it
perfectly.

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OBSERVATION
Chart 1a: Autonomy & Motivation (objective evidence)
EVIDENCE: Learning Behaviour

Chart 1b: Learning Environment (Objective evidence)

A B C D

Physical Factors: Teaching Behaviour Learning Behaviour Others

Size of room, dominant language dominant language
lay out, acoustics, used, interaction used, participation

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