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Classroom Observation Report
Ⅰ.Introduction of the Classroom Observation
The school is Ding-pu elementary school. The grade of the classroom is third. The course which I observed is the course of English. There are two teachers in the classroom. The foreign teacher’s name is Mr. Deon whose mission is teaching English and takes the activities. In addition to the foreign teacher, there is a Co-teacher whose mission is assisting the foreign teacher and manages the classroom. The common teaching materials are the textbook named and the workbook. The decorations in this classroom are full of alphabet chart, vocabulary chart, and posters of sentences and conversation. There are many interest activities in the class.
Ⅱ.Brief Summaries about the Teaching Process and Activities
The classroom observation always students do something after teacher order them. In the blackboard, there are something illustrates the vocabulary taught to the students
Step 1 The co-teacher greets students and assigns the homework.
Step 2 The foreign teacher reviews the alphabet and the vocabulary and student repeat the word after the alphabet which teacher says.
Step 3 The foreign teacher uses some pictures and asks some questions about this picture to students.
Step 4 The foreign teacher requests some students to go ahead.
Step 5 The foreign teacher and the co-teacher demonstrate how to play the dual game.
Step 6 Two students hold the picture in front of them facing away from each other
Step 7 Let students turn around and say “He/She is_____ which are told from the picture. The first one answer the correct answer will get extra point.
Step 8 The co-teacher plays the CD in the CD player. The foreign teacher asks students open their textbook and listen it from the CD player in the first time.
Step 9 The foreign teacher asks students repeat the sentences they heard in the second time.
Step 10 The foreign teacher tells them that He will play as A in the dialogue. And all students play as B in the dialogue.
Step 11 The foreign teacher said A’s dialogue and students said B’s dialogue.
Step 12 The foreign teacher tells them that He will change the role plays as B in the dialogue. And all students also change their role and play as A in the dialogue.
Step 13 The foreign teacher said B’s dialogue and students said A’s dialogue.
Step 14 The foreign teacher sends out three whiteboard and many whiteboard pens to each row.
Step 15 The foreign teacher explains the rule of the game to students.
Step 16 The foreign teacher reads the sentences and students have to write down the number of sentences in the whiteboard in the first in the game.
Step 17 The foreign teacher says the word and let students write the word on the board. Each student can only write down one letter and then has to pass the board to the one sitting behind.
Step 18 The foreign teacher requests students write the sentences in English and Chinese translation in their workbook.
Step 19 The foreign teacher assigns their homework. The co-teacher lets students stand up to appreciate the foreign teacher.
Ⅲ.Conclusion: Including My Critiques and opinions
I found that the teacher uses many techniques in different methodology of English teaching likes translation which refers in The Grammar-Translation Method, dialog memorization which refers in the Audio- Lingual Method, and peripheral learning which refers in Desuggestopedia. The teacher uses the body language like clap his/her hands to forbidden students doesn’t do something and request students must be quiet in the class.
The social climates are very good. The variety in learning activities includes the dual game, the whiteboard game, and dialog memorization. There are many interest games to make students like the class and help their learning in the topic. There are many props includes the picture which teacher made, and the whiteboard. I never know the little whiteboard can help students to write something even use in the activity.
I feel very satisfied to the activities which teacher gives to students. But there are one thing isn’t so good. It is the classroom management. I found the teacher can’t manage the classroom in the activity easily. There are noisy I can’t bear. And I also found the problem. Students seems to can’t practice saying English and discusses their opinions. The teaching seems to lack the practice of saying like the discussion to their partner or say their opinion. I don’t know whether the students lack the ability of discussing and saying their opinions or not.
Ⅰ.Introduction of the Classroom Observation
The school is Ding-pu elementary school. The grade of the classroom is third. The course which I observed is the course of English. There are two teachers in the classroom. The foreign teacher’s name is Mr. Deon whose mission is teaching English and takes the activities. In addition to the foreign teacher, there is a Co-teacher whose mission is assisting the foreign teacher and manages the classroom. The common teaching materials are the textbook named and the workbook. The decorations in this classroom are full of alphabet chart, vocabulary chart, and posters of sentences and conversation. There are many interest activities in the class.
Ⅱ.Brief Summaries about the Teaching Process and Activities
The classroom observation always students do something after teacher order them. In the blackboard, there are something illustrates the vocabulary taught to the students
Step 1 The co-teacher greets students and assigns the homework.
Step 2 The foreign teacher reviews the alphabet and the vocabulary and student repeat the word after the alphabet which teacher says.
Step 3 The foreign teacher uses some pictures and asks some questions about this picture to students.
Step 4 The foreign teacher requests some students to go ahead.
Step 5 The foreign teacher and the co-teacher demonstrate how to play the dual game.
Step 6 Two students hold the picture in front of them facing away from each other
Step 7 Let students turn around and say “He/She is_____ which are told from the picture. The first one answer the correct answer will get extra point.
Step 8 The co-teacher plays the CD in the CD player. The foreign teacher asks students open their textbook and listen it from the CD player in the first time.
Step 9 The foreign teacher asks students repeat the sentences they heard in the second time.
Step 10 The foreign teacher tells them that He will play as A in the dialogue. And all students play as B in the dialogue.
Step 11 The foreign teacher said A’s dialogue and students said B’s dialogue.
Step 12 The foreign teacher tells them that He will change the role plays as B in the dialogue. And all students also change their role and play as A in the dialogue.
Step 13 The foreign teacher said B’s dialogue and students said A’s dialogue.
Step 14 The foreign teacher sends out three whiteboard and many whiteboard pens to each row.
Step 15 The foreign teacher explains the rule of the game to students.
Step 16 The foreign teacher reads the sentences and students have to write down the number of sentences in the whiteboard in the first in the game.
Step 17 The foreign teacher says the word and let students write the word on the board. Each student can only write down one letter and then has to pass the board to the one sitting behind.
Step 18 The foreign teacher requests students write the sentences in English and Chinese translation in their workbook.
Step 19 The foreign teacher assigns their homework. The co-teacher lets students stand up to appreciate the foreign teacher.
Ⅲ.Conclusion: Including My Critiques and opinions
I found that the teacher uses many techniques in different methodology of English teaching likes translation which refers in The Grammar-Translation Method, dialog memorization which refers in the Audio- Lingual Method, and peripheral learning which refers in Desuggestopedia. The teacher uses the body language like clap his/her hands to forbidden students doesn’t do something and request students must be quiet in the class.
The social climates are very good. The variety in learning activities includes the dual game, the whiteboard game, and dialog memorization. There are many interest games to make students like the class and help their learning in the topic. There are many props includes the picture which teacher made, and the whiteboard. I never know the little whiteboard can help students to write something even use in the activity.
I feel very satisfied to the activities which teacher gives to students. But there are one thing isn’t so good. It is the classroom management. I found the teacher can’t manage the classroom in the activity easily. There are noisy I can’t bear. And I also found the problem. Students seems to can’t practice saying English and discusses their opinions. The teaching seems to lack the practice of saying like the discussion to their partner or say their opinion. I don’t know whether the students lack the ability of discussing and saying their opinions or not.
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