Classroom Observation Guidelines Essay

Custom Student Mr. Teacher ENG 1001-04 28 September 2016

Classroom Observation Guidelines

This handout aims to guide you in the process of constructing an observation report. Please consider all the elements stated here so that your final product is well achieved. The Report Content: Lesson objectives (SWBAT). Explicitly include the lesson aim or the objectives that either the teacher revealed to you or that you have identified from the lesson s/he was guiding.

Class overall description. Write in a narrative-descriptive style all the information you collected in the first page of the observation format. You must describe in detail all the information that contextualizes the reader of where the observation took place. Tasks/techniques/activities (student and teacher actions). This is where you construct a narrative de- scription of how the activities were developed in the session and the responses to these activities (you may include verbatim speech if necessary).

Reflection section: Based on the questions provided by the professor, construct your reflection in narra- tive style pointing out by the addition of numbers where each question is being answered. Remember that the questions do not have to be answered in order, but numbers corresponding to each of the ques – tions are expected. Also, the use of cohesive devices is expected as well so that a flow in the ideas is per – ceived.

The report must be written in formal English, and it should be no longer than 3 pages of typescript; a page is a letter sized (2. 0 space). You will leave a margin at both sides of the script (2. 54 cm on all sides). The font to be used is Times New Roman – 11. What you will not write about You must remember at all times that you are not an inspector or a journalist. It is not your role to criticize what you see in the classroom, to suggest what the teacher should have done or should not have done.

You have only a very partial vision of the full process of learning – you do not work with the teacher day after day, nor do you follow a class throughout a year. Your future colleagues who welcome visitors to their lessons deserve our respect. Observation report outline: First section of OR (1-1. 5 Pages approximately) 1. Grade: 2. Number and level of students: 3. Class overall description: 4. Lesson objectives: 5. Activities: Second section of OR (1. 5-2 Pages approximately) 6. Reflection: Guiding questions: 1. What positive aspects regarding each category were evidenced?

2. What aspects to improve regarding each category were evidenced? 3. What you would do differently? Why? 4. In what ways might this learning experience serve me in my: course, program, future career, life generally, etc.? 5. What is the value of this observing experience? Why do you think this?

Teaching techniques Linguistic outcomes Students’ responses – Classroom management (ground rules, time management, grouping, strategies to manage disruptive behavior, teacher talking time- student talking time- giving instructions- use of L1 and L2) – Lesson planning ( inclusion ofstandards, stages of the lesson, sequencing, pacing, integration of skills) – Use of material (variety, purpose, pertinence, design, appropriateness) – Learning strategies (metacognitive, affective, social, memory, cognitive, compensation)

Skills: what did you observe in terms of language development? Was the learning objective achieved? Assessment procedures: How was students’ comprehension and production checked? Reactions towards the class, material, activities, and topic. The students’ participation, engagement, and interest in the process. The affective factors (anxiety, motivation, attitude).

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  • University/College: University of California

  • Type of paper: Thesis/Dissertation Chapter

  • Date: 28 September 2016

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