p.p1 11 years old. The period was after break

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Teaching Observation Report1.0. Setting My YL classroom observation was on the 30 of November 2017 at 9:30 in the morning at Al Mostaqbal schools. I observed an English course, to be specific reading and grammar. The teacher I was observing has a bachelor degree in languages and translation. The school as a whole and the classroom I observed, concerning the context, had different nationality students who have diverse cultural backgrounds and ethnicity like, Syrians, Lebanese, Egyptians, Jordanese, Palestinian, Sudanese and Saudis. The class had 20 students, and it was wide enough to contain more than 25 students. The students are in grade five, 11 years old. The period was after break time and each class in the school stranded in line in preparation to go to their classes. While students are in line, a teacher was announcing which class did better in cleaning after their lunch. The students went up from the playground to their classes. The class I am observing was decorated with lots of posters and students’ artwork. 2.0. Prepration The classroom chairs were arranged in groups, where each group had four students. The chair arrangement showed how the teacher prepared before a head her lesson. Moreover, the projector was on, and the students’ book was showing on the board as a soft copy. Thus, it was clear the teacher was preparing for the lesson which allowed a smooth beginning for the class. There were some electronic difficulties in the middle of the lesson, where the projector stopped working suddenly, but the teacher handled it very fast and used the actual book instead. The teacher asked the students to take their seats, and they did so silently. The teacher started the class by giving the students their homework back corrected with the teacher notes. The teacher spends about 5 minutes discussing the right answers to their grammar homework. The lesson started with a greeting song as a warmer; then the teacher made them together revise and say what the rules of the class are aloud, like if you have questions raise your hand and if you need the bathroom take the pass card with you. It is evident that in every class they have to revise those rules aloud. After they revised the rules, they clapped their hands as an encouragement for themselves. The teacher used caregiver speech; she was accommodating to the level of the students and their age by using simple slow speech. Then the teacher revised the previous lesson materials, which was grammar, present perfect. Some students participated in the revision by giving sentence examples of the present perfect. However, when the teacher intended to check their understanding of the previous lesson she kept asking general questions such as “Do you have any questions?”, “Did you all understand that?”, “Everybody is following me?”, Or “Does that make any sense?”. And most of the students sit in quiet nodding, and the teacher doesn’t recognize whether they understand or not. They might be too confused to respond, and too embarrassed to reveal their lack of comprehension in front of other classmates. I believe such broad questions are merely not enough to determine whether or not students understand.  3.0. Lesson Delivery The new lesson is a reading lesson about recycling,  the teacher started the lesson by asking the students to open their book to a specific page, and she asked them to highlight the new vocabulary she is mentioning in the reading then she asked students to try to translate it. I believe she could improve the introduction to such vocabulary, by giving them some activities that will help prompt student schema, background knowledge, and interest. For example, they could guess the topic by the title or use a video to introduce the topic. The teacher didn’t activate their prior knowledge or build up that knowledge before reading at all, even though the topic, recycling, is an excellent topic to draw some of the student experience on. The teacher used guided reading as it provided a chance to promote students talking, reading and thinking their way through a text while aiding the students in developing proper reading strategies. Every student has her own copy of the reading. The chosen text is new for the learners and based on their developmental needs. After the teacher highlighted difficult words, she picked some students to read aloud while the rest are listening. The teacher was monitoring the reading and assisting where necessary. When every student finishes her reading part, they will explain what they understood. The students were explaining their understanding using their mother tongue, where I believe they should be using English. The teacher then explicitly teaches and clarifies the text meaning and seek some opinions from the students. For example, asking “what are the appropriate material or old rubbish that we could recycle.” And whenever the students answer her questions, she awards them with a prize box, where students can pick their gifts without knowing whats inside the box. As I mentioned above, whenever she is moving to another task and wants to check the student understanding and assess the lesson outcomes, she uses general questions like “do you understand?” and students answer with a yes while some of them didn’t understand. The students in groups had to come up with several materials they could recycle into something else and then present their sentences in front of the class. The teacher was monitoring their progress by walking around and assessing the groups. This activity could be improved by actually recycling something, and then each gourd could present their work to the rest of the class. Fast finishers are left to do nothing, they were waiting and chatting, which caused others who were still working to be disrupted. She could, for example, hang a poster on the wall called “teacher I’m done!”  and in the poster, there will be some activities a student can pick from to do while waiting, for example, help your friend, draw a picture, write in your diary or read a book. Each group picked a student to present their sentences, the students were shy to talk, but the teacher was standing beside them and guiding them through their presentation. When the next class bell rang, the teacher suddenly stopped her lesson, said her goodbyes and left the class. She didn’t have any closure activity, and she didn’t emphasize on any key information, summaries important information or review what they just learned. There is much activity she could have done, like asking the students to write on a piece of paper what information they liked the most and then wad it up. When all of them are done, they could throw the papers up in the air, and each student picks up the nearby paper and reads aloud. 3.0 Accommodation of young learners. The lesson didn’t have any realia or visuals; the teacher was not aware of other learning styles the students had, and how to encourage the weaker styles. I think using several learning styles inside the classroom will help strengthen the students learning experiences. She could, for example, recognize visual and kinesthetic learners by bringing some old rubbish or ask students to bring old clothes, cans or any other material and try different recycling methods inside the class. She didn’t acknowledge that children are energetic or physically active nor that they love relating new ideas to themselves. Instead, the lesson was mainly in theory, because they were reading and answering general questions. 4.0 Reflection After observing the class, I realized that there is more than teaching and being with children. There is no right way to teach, but there are acceptable methods a teacher should follow. Also, a good teacher should create a sense of belonging in the classroom. The whole learning experience of the class was partially good. On the one hand, the lesson wasn’t personalized, lack excitement and fun, and the lesson objectives were vague and confusing. Also, Activities were not varied and didn’t to meet the needs of learners. On the other hand, the students do most of the talking, technology was used, and the classrooms routines were evident because students know precisely what is expected of them to do. 

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