Patrick CO#1

Date: September 4, 2018

Time: 10:00-10:50 a.m.

Topic/Skill: Grammar: Grammar/Session A; Complex prepositions and vocabulary

This grammar lesson concerned complex prepositions and vocabulary, especially as applied to preparing for the GRE exam. After initial greeting of the students (4 were present, 1 joined shortly after class began), attendance was taken and the topic for the day was noted.

Teacher Presentation: The teacher used many visual aids projected on a white board. For example, internet resources, classroom materials, and GRE examples were projected on the white board. The teacher ensured that documents were enlarged (he changed the pitch, so students at the back of the room could easily read the printed materials, especially paragraphs excerpted from GRE practice materials. The teacher engaged the students in conversation and individual and small group activities to keep a balance between teacher-centered and student-centered activity. The major portion of time was spent in student activity—providing opportunity for application of vocabulary words (i.e., GRE-type vocabulary) and prepositional complexities.

Classroom Management: While the students were generally attentive, they seemed a bit sleepy, but may have found it challenging to engage after a long, holiday weekend. Because the teacher announced the presence of a visitor, perhaps the students felt a bit nervous and were more hesitant to speak. The teacher did note that the visitor was there to observe him in particular, and not the students. The teacher kept the pace moving, and activities varied, but focused on the skills of the lesson, which promoted student engagement. He circulated the classroom often to observe student work, assessed progress, and noted difficulties students had with the activities.

Student Participation: Students participated without need for constant or excessive prompting. His use of ongoing questions (elaborate, etc.) promoted student engagement in developing further the concepts under discussion/exploration.

Feedback Provided: Students were apprised of the purpose of the lesson. The teacher provided praise appropriately and encouraged participation by asking additional questions, posing various situations to encourage thinking/learning about vocabulary and use of complex prepositional phrases. For quizzes, the teacher encourage a balanced view of assessments in general—it is most important to see assessments as indicators or progress and where additional work it needed. A perfect score is not the point of study. Rather, learning and applying grammar in proper use is the point. The teacher previewed upcoming exams and activities--so students could anticipate expectations and how to prepare for assessment.

Lesson(s) on teaching you learned: I was pleased to note that the teacher used many of the techniques recommended in our TEFL textbook (Snow and Campbell). Because we are TEFL students, I was particularly interested in observing a skilled TEFL teacher in action, and, noting how those techniques used were similar to what the textbook authors described as useful techniques. For example, using praise appropriately and variably; keeping track of time so the pace of the class moved forward without loss of time or student attention; providing multiple opportunities to engage students vs a pure lecture approach; providing good discussion about choosing vocabulary based on context (GRE prep paragraph), Using student discussion as opportunities for students to practice, and, permit the teacher opportunities to assess student oral and “English-thinking” skills; and, calling on students to help them engage in discussions, observing their comments, and helping them practice English skills—to develop comfort in speaking another language.