Методические рекомендации по педагогической практике для студентов (стр. 4 )

Date:

A = 10 - very good

B= 9-good

С = 8 - fairly good

D = 7 - satisfactory

E = 6 - fail / unsatisfactory

Telescopic or microscopic viewing?

CLASS OBSERVATION TABLE A______________

Class........................ No. of learners...........................

Л$е of learner*........................ Length of lesson........................... Level.........................

Observer........................ Teacher observed...........................

USE THIS SIDE TO ANSWER QUESTIONS 1-7

1.  List all materials and equipment used in this lesson (e. g. textbook, blackboard, audio-visual aids).

2.  What do you think the aim of the lesson was? Do you think the teacher's objectives were achieved? Give reasons.

3.  Mow much time did the teacher talk compared to the amount of time learners spoke (e. g. 50-50%)?

4.  1 low much time did the teacher use English compared to her native language (e. g. 20-80%)? How much time did the learners use English versus their native language?

5.  Describe the learners' participation (very active for most of the time, etc.). How were the learners called upon? Did any volunteer?

6.  What was the general behaviour and attitude of the learners during the lesson? What was the general atmosphere of the class?

7. How often did the teacher praise her learners? How were errors handled?

USE I HE REVERSE SIDE TO ANSWER QUESTIONS 8-9

8. Use part of the reverse side to draw a sketch of the classroom. Notice what is on the walls and where any equipment is located. How are the desks arranged (in rows facing the blackboard, etc.)? Where is the teacher most of the time?

9. Use the rest of the back of this sheet to make notes on the different language activities in the order that they occurred (e. g. review of homework, 5 minutes, individual learners read aloud answers, teacher corrected errors).

Telescopic or microscopic viewing?

Class observation table В Use of transitions

Class_______ No. of learners______ Ago of learners __________ Length of lesson__________

Level ________________ Observer________________________ Teacher observed_______________

Aims of the lesson______________________________________________________________________

Materials used ___________________________________________________________________

Aims of the Observation Task

•  To observe how а teacher makes transitions between one; point in the lesson and tins next task or activity which is different

•  To reflect on how a teacher's marking transitions affects learners' ability to follow the lesson and see connections between the parts of the lesson

Instructions

When a teacher moves from one task or activity to the next. She often marks this point with a word, such as OK. Now or a phrase or sentence, as in I am going to ask you some questions. or And for my next point. In your observation, examine a 45-50 minute lesson and look for the following points. As you observe, put a tick (ü) in the appropriate boxes in the left-hand column. If you have time, write down in the right-hand column tin: word(s) used for the transitions. One example is provided.

Transitions markers	Actual words used by the teacher ;
a word
a phrase/sentence ü	Now let's do some reading, OK?
pause/silence
other (write here):

Add up (he results: For each of the above categories, what was the total: Write this number in each box and circle it. Mow many transitions were there in the entire lesson?

TOTAL NUMBER:______________

Post-observation questions

1  Which kind of transition did the teacher use most often?

2  Did the teacher use one transition marker several limos?

3  Which transitions seemed the clearest to you?

4  Choose two of the transitions. Write an alternative transition for each one.

5  What have you learnt from doing this observation task?

Mentee's professional competence

Mentee's name_________________ Mentor's name___________________

Class_________________________ School_________________________

Number of the lesson__________________ Course-book____________________

Date_______________

Description of achievement	Mentor's comments	Level reached
1 Planning skills		poor	fair	good	excel
• Objectives set is clear and attainable
• Lesson is not isolated but part of a theme/curriculum
• Tasks are logically sequenced and sufficient for attaining lesson objectives
• Balance of activities and appropriate patterns of interaction
• Genuine communication
• Anticipation of difficulties
2. Use of materials and resources
• Blackboard organization
• Use of audio materials
• Handouts and self-designed materials
• Visual aids
• Effective usage of the textbook
• Use of classroom space
3.Implementation
• Activities are appropriate to the objectives
• Pace and timing
• Dealing with 'drop-outs'(latecomers, class clowns, authority pushers, etc.)
• Rapport with pupils
• Use of gestures, miming, body language, humor
• Encouragement and appraisal of pupils
• Brief and clear instructions
• Questioning techniques
• Pupils' involvement
• Achievement of aims/objectives
• Awareness/treatment of errors
• Including of cross-cultural component
• Pupils' evaluation and assessment
• Accuracy and appropriacy of language
• Interpersonal dynamics
• Ability to improvise/adapt
• Emotion control
• Pitch of voice

Questions for reflection on observation