Report on Classroom Observations

Report on Classroom Observations

Table of Contents

Introduction1

Classroom Observations2

Aspects of Classroom Management3

Reflection on Classroom Observations5

Teacher-Student Relationship inside the Class and Classroom Environment5

Feedback/Correcting Mistakes5

Motivation6

Comparison of Teaching-Style7

Authenticity8

Reflection on First Micro-Teaching11

Teacher Student Relationship11

My Teaching Style14

Feedback14

Reflection on Second Micro-Teaching15

Context16

My Teaching Style17

Ways to Increase Students Interest17

Feedback and Evaluation of the Entire Process19

Lesson Evaluation20

Student's Profile and Context of Learning22

Feedback and Evaluation of the Entire Process22

Lesson Plan Discussion23

Learner's Opinion24

Reflective Learner -The Teacher25

Conclusion26

References27

EDUC 5301: Developing Personal Practical Knowledge of ELT

Introduction

“Reflective practice, a popular item in current second-language teacher education and development programs, can help bridge the gap between a teacher's beliefs and classroom practices” (Farrell, 1999:1)

Since the beginning of my MA program I have been exposed to a great amount of different teaching and learning theories and beliefs and that helped me to develop my own opinion and categorize in my mind which theories and beliefs are more effective and “pedagogically correct” but without having the opportunity to test them and link the taught theories with practical experience and knowledge. However, in the second semester, as part of the MA TESOL studies and more particular during the module EDUC 5301 we had the opportunity to link the theories we have been learning for the last 6 months with practice by performing observations of two language lessons in the language centre of the University of Leeds and by carrying out two micro-teachings.

But what we can consider as “reflective practice”? Cruickshank and Applegate determine reflection as a process that helps “teachers to think about what happened, why it happened, and what else could have been done to reach their goals” (1981: 553).

As it is commonly accepted among the educators, researchers and student teachers, observation which is commonly linked with reflection can be one of the most important methods to expand the professional development of a teacher. Of course, observation without reflection cannot be fruitful in a tremendous way.

In this assignment I will try to reflect on my experiences gained during the MA TESOL studies program but more specific from the observations and the two micro-teachings that took place during March/ April 2012 and link some of the theories that we have been learning with the practical knowledge. The assignment will be divided in two parts. In the first part of the assignment I will analyze and reflect on my two observations while in the second part I will describe, analyze and reflect on my two micro-teachings. Moreover, I am going to present the two action plans for my future development as a teacher and link any conclusion made with the Cyprus educational context.

Classroom Observations

As part of the module EDUC5301 we had to perform two observations which took place at the Language Centre of the University of Leeds. In the lessons that are held from the Language Centre undergraduate and postgraduate students attend English classes either as a compulsory or optional lessons in order to increase their linguistic competence and their general level of English Language and be able to comprehend and participate in academic lectures as well ...