Observation Write-ups✍

Observation Write-ups

During my online teaching practice, there were two observation sessions conducted by my supervisors. Observation is a crucial aspect of teaching practice; however, it is important to recognize its nature and limitations (Richards, 2007). To address these limitations effectively, attention must be given to various teaching methods and strategies. The feedback provided by the supervisors during these observations was instrumental in refining my pedagogical approach and correcting my instructional mistakes.

The first observation took place on December 10, 2020, from 3:30 p.m. to 5:30 p.m. The lesson focused on the topic of punctuation. The class comprised three girls and two boys, all from Grade 7 at R/Kalawana National School. While the students were generally interactive, one girl, being an introvert, participated via the WhatsApp group or Zoom chat box. The class was homogeneous, with all students being Sinhalese and possessing intermediate English proficiency.

To achieve the lesson’s objectives, I began with an engaging warm-up activity, "Simon Says," which set a positive tone for the lesson. This was followed by a YouTube video on punctuation, designed to activate students' prior knowledge. To further assess their understanding, I used Concept Checking Questions (CCQs). Students then read a short paragraph from their textbook to identify both familiar and new punctuation marks, and I discussed the answers with them. The introduction of new punctuation marks was done through a PowerPoint presentation.

Feedback from students indicated that the most engaging part of the lesson was the online punctuation game. According to the supervisors, the lesson was effective due to the engaging warm-up and the use of attractive teaching aids, resulting in a student-centered and active class environment. Additionally, I provided students with specific phrases to minimize disruptions, which proved successful. I made a concerted effort to correct pronunciation errors and to give clear, simple instructions throughout the lesson.

Punctuation Speed Check Online Car Game

      

      The final observation took place on January 1, 2021, from 10:30 a.m. to 12:30 p.m. The focus of this lesson was on poetry, specifically poetic devices, as both the students and I needed a departure from the routine of grammar and vocabulary instruction. I began the session by wishing a "Happy and Prosperous New Year!" to my supervisors and students. The lesson commenced with a warm-up activity in which I sang a short song and the students were asked to mime it. Subsequently, students read a short poem aloud, and I elicited the poetic devices they had previously learned. New poetic devices were introduced through a PowerPoint presentation. A cloze version of a poem was then distributed, and students were instructed to fill in the gaps based on a provided picture. Following this, I played an audio recording of a poem three times, asking students to draw four pictures corresponding to each stanza. They produced four illustrations related to the life cycle of a butterfly. For the productive task, students read a poem from their textbook aloud, were divided into breakout rooms, and discussed the poetic devices present in the poem. They later presented their findings and creative interpretations to the class, accurately identifying the poetic devices. Throughout the lesson, I provided immediate feedback, except for homework. Both observation lessons utilized a Task-Based Learning (TBL) approach, where students engaged in meaningful tasks using the target language. This approach effectively motivated students and facilitated the development of their language fluency, allowing them to create a natural, personalized context relevant to their experiences with the language.

    

Their drawings of the poem

      According to the supervisors, my class was engaging, and I made significant efforts to address previous mistakes during this lesson. From my perspective, these observation sessions provided me with invaluable experience and guidance for advancing my teaching career. I am grateful for the support and advice offered by my supervisors. I would also suggest that greater recognition of our efforts and dedication be given, particularly considering the challenges we faced during our first online teaching experience. In conclusion, I will continue to strive to enhance my teaching practices, improve lesson design, and apply effective methods to achieve success as an educator.

References

Harmer, J. (2010). How to Teach English. 6th, edition. Ed. Pearson. England.  

Richards, J.C. (2007). Beyond training: Approaches to teacher education in language teaching. Language Teacher, 14, 3-8.