Class Observation
八年级英语听课记录
八年级英语听课记录Title: Class Observation: Eighth Grade English LessonIntroduction:I recently observed an eighth-grade English class and would like to share my observations and insights from the lesson. This class was focused on improving students' listening skills in the English language. Throughout the class, the teacher employed various strategies and techniques to engage the students and enhance their listening abilities.Classroom Environment:The classroom was well-organized, creating a conducive environment for learning. The desks were arranged in a semi-circle, allowing for better interaction between the teacher and students. The walls were adorned with English vocabulary posters and student artwork, creating a visually stimulating space. The teacher's desk was situated at the front of the classroom, providing easy access to teaching materials.Warm-up Activity:To start the lesson, the teacher began with a warm-up activity designed to activate the students' prior knowledge and generate interest. The activity involved a short video clip related to the topic of the lesson. The students were encouraged to discuss the video in pairs, share their thoughts, and predict what the lesson might be about. This activity effectively captured the students' attention and prepared them for the upcoming listening tasks.Listening Activities:The teacher utilized a variety of listening activities to develop the students' comprehension skills. The first activity involved a listening passage with multiple-choice questions. The students were instructed to listen carefully and select the correct answer. After the passage was played, the teacher played it again, pausing at different intervals toallow students to answer the questions. This approach helped the students to concentrate and reinforced their ability to listen for specific information.Another activity focused on improving the students' ability to understand the context of a conversation. The teacher played an audio recording of a dialogue between two native English speakers. The students were provided with a transcript of the dialogue and were tasked with matching the dialogue with the corresponding pictures. This activity aimed to develop the students' ability to comprehend the meaning of the conversation through context clues.Group Work and Discussion:The teacher frequently incorporated group work and discussion activities to encourage student participation and interaction. The students were divided into small groups and given a short listening passage. They were then required to work together to answer comprehension questions related to the passage. This collaborative approach not only fostered peer learning but also enhanced the students' listening and speaking skills.Furthermore, the teacher organized a class-wide discussion after each listening activity. The students were encouraged to share their answers, opinions, and thoughts on the listening passages. This discussion allowed for a deeper understanding of the materials and provided an opportunity for the students to express their ideas in English.Vocabulary Expansion:Throughout the lesson, the teacher emphasized vocabulary development. After each listening activity, the teacher introduced new vocabulary words from the passage and encouraged the students to use them in sentences. This approach aimed to expand the students' vocabulary repertoire and improve their overall language proficiency.Conclusion:In conclusion, the observed eighth-grade English class effectively focused on enhancing the students' listening skills. The teacher employed a variety of engaging activities, such as warm-up exercises, listening passages, group work, and vocabularyexpansion, to create an immersive and interactive learning experience. By incorporating these strategies, the teacher fostered a positive and engaging classroom environment, allowing the students to actively participate and improve their English listening abilities.。
英文版课堂观察量表
Evaluator:_______________________Evaluator:_______________________Evaluator:_________________________Evaluator:_______________________Evaluator:__________________________Evaluator:______________________Evaluator:__________________________Classroom Observation Task 8 The learnersThis task may help you to see a lesson from a student‟s points of view.Task: As you arrive in the classroom, choose (privately!) one student to focus on in your observation. Watch this student throughout the lesson and make notes under theEvaluator______________________________ Date____________________________Classroom Observation Task 9 Errors and correctionThis task focuses on learner errors in oral production the teacher or learners deal with Task: Note down some student errors. Categorize each error (e.g. wrong tense, wrongEvaluator______________________________ Date____________________________Classroom Observation Task 10 Thoughts and questionsThis form may help you recall what happened in a lesson and remind you of your own thoughts at that time.For each box, note down a specific thing that you observe in the lesson and thenEvaluator______________________________ Date____________________________Classroom Observation Task 11 Stolen goodsAs you observe the lesson, note down several things that you would like to “steal” from this teacher and the lesson in order to make them part of your own teaching. This may include personal qualities, teaching skills and techniques, activities, classroom atmosphere, etc. Include notes to help you remember any important detail. You may also want to record why you felt good about the stolen goods. Finally, choose something youEvaluator______________________________ Date____________________________Classroom Observation Task 12 What helps people learn?What is there about the activities, the teacher and the students that helps to create conditions for effective learning? What things you observe that seem to play a part in hindering learning?Evaluator______________________________ Date____________________________performances. Place in the space before each statement the number that most nearly1.___________Objectives for this presentation were made clear to students.2.___________Presentation was well planned and organized.3.___________Presentation style was appropriate and effective.4.___________Relevant examples, metaphors and analogies were used to establishconnections with students' previous experiences and learning.5.___________Class time was well used.6.___________Critical thinking and analysis was modeled and encouraged.7.___________Instructional techniques required a majority of students to be actively involved.8.___________Respect for diverse opinions was communicated.9.___________Warm, accepting, open classroom atmosphere was evident.10.___________Instructor interest in information was communicated.11.___________Instructor interest in student learning was communicated.12.___________Instructor mastery of subject matter was clear and thorough.13.___________Appropriate and effective use was made of audio-visuals, computer orother instructional technology to support presentation objectives.14.____________ Related easily with students.15.____________Integrated information from other areas within and outside of her/hisdiscipline.16.____________Was sensitive to feelings of students.17._____________Demonstrated enthusiasm for teaching and learning.18._____________Discovered student misunderstandings and misconceptions.19._____________Students attended to what was happening in class.20._____________Moved around the classroom with ease as interacted with students. Total Number___________Comments on instructorSignature of Observer Date of Feedback。
Unit 8 Classroom observation and Self-evaluation
• 3、评教学程序 • (1)看教学思路设计 • 教学思路设计,符合教学内容实际，学生实际； 有一定的独创性，给学生以新鲜的感受；教 学思路的层次，脉络清晰；教学思路实际运 作的效果好
• (2)看课堂结构安排 • 课堂结构也称为教学环节或步骤, 一节好课的结构 是：结构严谨、环环相扣，过渡自然，时间分配合 理，密度适中，效率高。 • 教学环节的时间分配与衔接恰当 • （a）．计算教学环节的时间分配，要看教学环节 时间分配和衔接是否恰当，要看有没有“前松后紧” 或“前紧后松”的现象，要看讲与练时间搭配是否 合理等。 • （b）．计算教师活动与学生活动时间分配，要看 是否与教学目的和要求一致，有没有教师占用时间 过多，学生活动时间过少的现象。 • （c）．计算学生的个人活动时间与学生集体活动时 间的分配。要看学生个人活动，小组活动和全班活 动时间分配是否合理，有没有集体活动过多，学生 个人自学、独立思考和独立完成作业时间太少的现 象。 • （d）．计算优差生活动时间。要看优、中、后进
• One of the most important attributes of good teaching is self-awareness: the ability to reflect on one’s own teaching and so gradually improve and develop one’s skill as a teacher. • This unit is concerned with developing this self-awareness; it encourages to think critically about what happens in their own class, and to be prepared to observe and comment on each other’s teaching.
Some Thoughts on Class Observation 美国教师的教学方法
Some Thoughts on Class ObservationBy解忧知识Today we watched a video and observed the history class that taught by an American teacher.We were all impressed by the unique and effective teaching methods and learned a lot from the teacher.Associating new knowledge with students’real life or experience can serve as a strong motivation as well as help students to understand the knowledge thoroughly.Besides,before coming to new teaching contents, teachers need to have students prepare for it both in knowledge and psychology and thus motivate their interest in learning(Yang&Xiao, 2003).The beginning of the video left a deep impression on me.The teacher deliberately ignored students’unwillingness and opened their bags without permission.In the next class,the teacher asked students how they felt about that experience.They all said it was unfair that the teacher searched their bags.Then,the teacher associated that small incident in their daily life with the history of people’rights being violated.Students’attention therefore was immediately captured.I noticed the students began to listen to the teacher carefully and fell into a deep thought.Group work can help students brainstorm ideas along with enhancetheir ability of cooperation.As I observed,the American teacher also implemented this method in class.She asked students to discuss in group and each student was required to list five unfair things that had happened to them.In this way,students had the chance to relate their own experience to the discussed topic.We have many opportunities to have group work in Mrs Chen’s class as well.We don’t get such opportunities in other classes very often,but I do believe it is beneficial and necessary.I am always excited about the original and creative ideas that generated from our group discussion.Homework should be closely related to teaching contents,however, the forms of it should be various and effective(Yang&Xiao,2003).The American teacher did a fantastic job in assigning homework.Before the first class,she asked students to find out some information about the new unit as homework.Thus,students could perceive the new knowledge in their own ways before they were told and taught by others.Then the second assignment given by the teachers was to search more details about the topic by students themselves.It would definitely increase students’interest in learning and desire for knowledge.More importantly,it can help to form their capability to learn and think independently.And the last homework was to let students to prepare a presentation using the materials they had searched and possibly adding their own experience aswell.Meanwhile,they were encouraged to make the presentation in various ways.As a result,some students presented their finding together with their personal experience and feelings,while some students did the role play as presentation.We also frequently do presentations,but I am afraid the way we’re doing it is rather single.Therefore,we can learn from the video and try to make it diverse and fun in the future.Reference：Yang,LR&Xiao,JF.(2003)The Art of English Teaching.GuangXi: GuangXi Education Press.。
observation的动词
observation的动词观察是指通过直接或间接的方式，借助各种工具或方法，对事物、现象、行为等进行系统性的感知和记录。
作为一种基本的科学方法，观察在诸多领域中都起到了至关重要的作用，无论是科学研究、社会调查还是教育教学，都需要借助观察这一技能进行准确、客观的描述和分析。
以下是几种与观察相关的动词：1. ObserveObserve是观察的基本动词，它可以指用眼睛或其他感官对某事物或现象进行仔细的观察和记录。
例如，我们可以使用显微镜观察细胞的结构，或者在实验室中观察化学物质的化学反应过程。
2. MonitorMonitor主要指对某种情况或者现象进行不间断的观察和记录，以便及时调整和处理。
例如，在医院的重症病房中，医生们需要对病人的生命体征进行持续的监测，以便及时采取救治措施。
3. SurveySurvey主要是指对人群、社会现象或者地区进行综合的调查和评估。
例如，政府机构可以对某个地区的居民进行人口普查，以便更好的了解其人口结构和发展状况。
4. InspectInspect通常指对某个事物或者场所进行全面性的检查和审查，以确定其是否符合相应的标准和要求。
例如，在食品卫生方面，政府部门可以对餐饮场所进行定期的检查和审查，以确保食品质量和安全性。
5. AnalyzeAnalyze主要是指对某种事物、现象或者数据进行细致和深入的分析和研究，以便了解其内在的规律和机理。
例如，在经济学领域，经济学家会对市场行情进行细致的分析和研究，以便提供更有针对性的投资建议。
以上是几种与观察相关的动词。
通过这些动词的使用，我们可以更准确、系统地描述和分析各种事物和现象，从而更好地理解和应用它们。
teaching observation
Classroom Observation ReportName:张芳芳Number：11131227 class：11英2ST eacher: Zhou liStudents:四川省成都市石室联合中学Date:2004.5.2Contents：The topic of this unit is it’s a party.Teacher Zhou will lead the students to read the text.Before entering into the text,teacher Zhou guides the students to have a look at the involved vocabulary.Then she finish the test by different ways,including speaking,listening,reading ,writing and role playing.Procedure：Step1.sing a song with hand claps.Step2.have a conversation with students to lead in the vocabulary in the text.(exactly,plan for,dance,balloons and decorations),then read after the teacher.Step3.show a picture and ask the students when they will have a party. Step4.listen and answer who is in charge of the party.Step5.read the sentence and judge which one is right or wrong.Step6.read the text in pairs.Step7.have a discussion and answer the questions in pairs.(one ask thequestion,the other one answer the question.)Step8.fill in the blanks according to the dialogue.Step9.role play between the students and teacher.e back to student Zhang Qi’s birthday party, and have a group talk about how to plan for his party .My comment:after watching the teaching video,i will give my comment from the following three parts.Firstly,in a general view,teacher Zhou makes a big success.She is in charge of the class.the lovely students also give an excellent performance.the success of the public class belongs to them both. Secondly,from the teacher’s aspect,teacher Zhou really does a great job.i will prove it to you from the following aspects.1.Good teaching manners.As a teacher,one should pay attention to his or her manners when giving lessons in class.i think teacher Zhou is an expert in this aspect.she is grave but active and infectious.Elegant appearance ,calm manner,enthusiasm,love for students blend well.2.Good pronunciation and intonation. The teacher’s pronunciation and intonation is very standard compared with some teachers.it is clear, exact and pleasure.3.Be capable of managing classroom. 3.1Zhou starts the class with a big “bang”----an English song with hand claps which draws students attention, interest and also makes the atmosphere active.;3.2speakclearly;3.3make sure her instruction are clear;3.4Be mobile:walk around the class.3.5 look at the class when speaking,and learn how to scan.3.5 show herself as supporter and helper to the students.3.6choose topics and tasks that will activate students. 3.7 be warm and friendly to the students.3.8anticipate discipline discussion and act quickly.3.8 prepare lessons throughly and structure them firmly.3.9develope an effective questioning techniques.4.0vary her teaching techniques.4.Good student grouping. Zhou mainly adopts three kinds of student groupings:pair work,group work and individual study.in step 7 and 9,she let the students work in pairs,in step 10,group work is used.The other steps,students do by themselves. Individual study is of great importance form of learning for the students with the opportunities to process information and consolidate learning in a quiet manner in their own pace.It should also be noted that individual study is different from individualized learning.We believe individualized learning is not a mere management issue but a matter of approach.5.The role of the teacher.Controller. An appropriate degree of control of the teacher over the class is vital in formal language teaching .The teacher controls the pace so that activities run smoothly and efficiently.for instance,when students do skimming and scanning tasks,it is very important for the teacher to control time.When asking questions,the teacher controls the whole class so that everyone has equal chance. Whenstudents do reproduction activities,the teacher’s control can make sure the students use certain target language items and their reproduction has a degree of accuracy. When talk about the advantages of teacher control,we stick to appropriate degree of control. Over-control will do less harm to students than no control at all. Besides,different activities need a different degree of control.Some teachers use terms like control practice,half-controlled practice,and free practice to indicate where control is needed and where control should be relaxed.We believe that the more communicative an activity is,the less control it needs. Zhou takes charge of the class, she is a controller of the class and she acts well as a controller.But from the video,i find that the answerers are always the same ones.some students do not get the chance to voice themselves.in this point, Zhou should better her control.Assessor.it is generally believed it is a major part of a teacher’s job to assess the students’ work.According to Harmer,as an assessor,the teacher does two things,that is,correcting mistakes and organizing feedback.Harmer insists that correcting should be gentle. Gentle correcting involves showing that incorrectness once her students answer her question,she will give a simple comment on anizer.The most important and difficult role that the teacher has to play is to be an organizer .Nowadays,many approaches and methods advocates task-based activities.So one of the teacher’s major tasks is to design and organize tasks that students can perform in the class.It is doingthis that teachers have the most freedom and most challenge,and it is where the teacher can exert creativeness in an unlimited way.While students are doing the activity teacher Zhou walks around the classroom and overhear what the students are saying.If some students are not doing the right task,Zhou will helps and rectify.So under the guide of Zhou,the class runs smoothly and the activities are all finished successfully .No doubt Zhou is a experienced organizer.Prompter,when students are not sure how to start an activity,or what to do next,or what to say next,the teacher should give appropriate prompts. Zhou asks her students different questions and guide them to find the exact answer.besides,when they sing a song,Zhou give them a demonstration so that it makes her instructions clear and easily understood.Participant.Task- based teaching methods encourage the students to participate in students’activities.Once the teacher has finished giving instructions and the activity has started,there is no point for the teacher to stand in front of the classroom doing nothing(as many teachers do).Besides,monitoring the class,the teacher can also join one or two groups as an ordinary participant.However,the teacher should change her role once she joins the students.She should not dominate or appear to be authoritative,though students regard it is a good chance to practice English with someone who speaks it better than themselves. It seems Zhou does a good job in this role.6.The adaptation of teaching methods.Task-based Language Teaching(TBLE).The mainly teaching methods used in the class is Task-based Language Teaching.a.Task-based language teaching demonstrates a number of advantages for enhancing language learning. One of them is that it provides an interactive learning environment to promote interactive language learning and the opportunity for authentic use of the target language. Such interactive language learning experience is in congruence with the discourse-based second language acquisition theories which emphasize the role communicative interaction plays in second language learning. Besides, for the students, the authentic material will sustain interest, increase enjoyment and build confidence, enabling students to communicate successfully and fluently.b. Task-based language teaching ensures the learner-centeredness. It challenges the traditional teaching model during which it is always teacher-centered and too much emphasis is laid on linguistic knowledge and grammar. With TBLT, the teacher can designs teaching tasks and get the students involved in the learning activities. So the students may cooperate with each other and think actively by practicing English. Here teacher may be a task-designer, a hierophant, a monitor, or an assess mentor. What role would the teacher play depends on the step of the task.c. In the course of accomplishing the assigned tasks by the teacher, students are required to cooperate or discuss with each other bycommunicating frequently, so learning now becomes more active and activities become more communicative, which may improve their ability of cooperative language learning and autonomous learning as well as communication.d. TBLT combines the input and output properly. Different linguistic features and integration of the four skills (listening, speaking, reading and writing) could be easily acquired by learning by doing. So, TBLT may help enhance learners’ learning motivation and acquisition of the target language. In addition to that, it may as well develop students’ language awareness, enabling them to perceive and understand patterns and then apply them in their own speech and writing.By finishing tasks or activities,teacher Zhou completes his class. Although there are about ten activities,but they are all finished within the time.Besides,the activities are all within the capacity of the students so students can understand it and complete them successfully. Communicative Language Teaching.This kind of methods focus on communication in real life, CLT helps students to build up the relationship between the communicative functions and the sentence structures.From the video,it is easy to find that Communicative Language Teaching methods also plays an important role in this class.teacher Zhou asks students to communicate to solve the questions she has asked. Then the students finish the tasks by communicating.Total Physical Response.a.It can quickly caught the attention of students, to attract students to participate in activities, and let them learn English in the experimental experience personally on the scene;b.It can provide a learning environment closely linked with real life, so that students can learn English in the cycle of repeated practice and a variety of activities;c.It can take advantage of the coordination of stud ents’ left and right brain, and can also help students develop left brain and increase the efficiency of language learningd.It verifies the idea that happiness is a basic human need;e.It regards sentence as a teaching unit, learning and practicing English in a whole sentence, and also pays attention to language’s content and meaning, which is beneficial to cultivate students' ability to communicate with others;f.It creates language situations through the use of a large number of charts, notes and other teaching aids. In the class,at first,Zhou guides the students to sing a familiar song with hand claps.this way can involve the students into class as soon as possible and can activate the class very soon.Audio-Visual Methoda.Audio visual teaching makes the class more interesting;b.It shortens the teaching time and improves the efficiency of teaching;c.It selects appropriate audio-visual mediae.Audio visual teaching media has changed the way of learning, reducing the labor intensity of teachers.Teacher Zhou uses the muti-media to have the class and also show a picture to the students.this way ensure that the time is enough and reduce the burden of the teacher.7.The deficiency of Zhou’s performance. a.Sometimes, Zhou’s voice is a bit low so that it may affect the listening efficiency.b.The opportunities do not come to the most students.from the video,there are almost the same students answering the questions asked.although we need volunteers,but i think,as a teacher,she should involve more students into the activities as possible as she can.Thirdly,from the students’aspects,obviously,they do a good performance.1.They are active enough.They try to answer the teacher’s questions voluntarily.2.They do well in English. They pronounce well and their listening is also not bad. 3.They have a sense of collaboration.No matter whether the pair work or the group work,they all make it in the instruction of their teacher.4.They can finish a task own their own.The students not only know how to cooperate but also can master the spirit of individual study .of course,they also have some shortcomings.1.some students do not take part in the activities.Always the same students answer the questions.2.I find a boy students is revolving his ball pointpen.In a word,the good performance of teacher Zhou and the students reaches the success of the public.It is of great luck for all of them.。
class observation
what to observe?
• in a language learning classroom, there is a lot to observe: • teaching behavior and learning behavior, patterns of interaction, different learning styles, different teaching strategies, patterns of group dynamics,etc.
Observe the use of teaching aids.(the board, real objects, puppets, textbook, handouts/worksheets, flashcards/cue cards wall charts/pictures, posters, maps, pictures, video, radio, or computer.) observe materials used in class teaching carefully with the purpose of identifying the teaching goals they achieve
Notice how the teacher establishes "set" in the classroom the major teaching strategy used in the class observe how the teacher makes elicitation observe the teach’s questioning strategies observe how the teacher show incorrectness
observation的用法
Observation的用法1. 什么是observation？Observation是英语单词，意为“观察”或“观测”。
在科学、医学、心理学等领域中，observation指的是通过观察和记录来收集信息、数据和现象的过程。
这种方法是科学研究中最基本、最常用的方法之一，可以帮助研究者获取客观、真实的数据。
2. Observation的目的和重要性2.1 目的•获取信息和数据：通过观察，研究者可以获得关于目标对象的信息和数据。
这些信息和数据可以用于验证假设、推断关系、发现规律等。
•揭示现象和变化：通过观察，可以发现和记录目标对象的行为、特征、变化等。
这有助于研究者理解现象背后的原因和机制。
•建立理论和模型：通过观察，可以收集到大量的实际观测数据，这些数据可以用来验证已有的理论和模型，或者为新的理论和模型提供支持。
2.2 重要性•客观性：观察是一种客观的方法，可以直接获取到目标对象的真实情况，避免了主观因素的干扰。
•实时性：观察可以实时记录目标对象的行为和变化，不受时间限制，可以获取到详细和准确的数据。
•全面性：通过观察，可以获取到目标对象的全面信息，包括外观、行为、环境等多个方面。
•灵活性：观察可以根据需要进行调整和改变，可以选择不同的观察方法和观察对象，以满足研究的需要。
3. Observation的方法和技巧3.1 直接观察直接观察是最常用的观察方法之一，研究者直接观察目标对象的行为、特征等，并记录下来。
直接观察可以通过肉眼观察、使用仪器设备等方式进行。
在进行直接观察时，需要注意以下几点：•选择合适的观察场所：观察场所应该与目标对象的行为和特征相关，并且能够提供清晰的观察条件。
•保持客观：观察者应该尽可能客观地记录观察到的信息和数据，避免主观偏见的影响。
•记录详细信息：观察者应该记录下观察到的行为、特征等详细信息，包括时间、地点、频率、持续时间等。
3.2 间接观察间接观察是通过观察目标对象的间接证据来获取信息和数据的方法。
英语老师上课过程记录范文
英语老师上课过程记录范文English Class Observation Report.Date: [Insert Date]Teacher: [Insert Teacher's Name]Class Duration: [Insert Duration, e.g., 45 minutes]Class Level: [Insert Class Level, e.g., Intermediate]Objectives for the Day:1. To introduce new vocabulary related to [topic].2. To practice speaking skills through role-plays and discussions.3. To enhance reading comprehension with a passage on [related topic].4. To revise grammar points learned in previous lessons.Classroom Environment:The classroom was well-organized with clearly labeled sections for worksheets, reference books, and multimedia equipment. The desks were arranged in a semi-circle, facilitating interaction between the teacher and students. The overall atmosphere was encouraging and welcoming, with bright colors and inspiring quotes displayed on the walls.Teacher's Approach:Teacher [Teacher's Name] began the class with a warm greeting and a brief review of the previous lesson. Shethen moved on to introduce the new vocabulary, using visual aids and real-life examples to illustrate their meanings. The students were engaged in the lesson, actively participating in the word association games designed to consolidate their understanding.The speaking activities were particularly noteworthy. Teacher [Teacher's Name] divided the class into pairs and assigned roles for a scenario related to the topic. This approach not only helped the students practice their speaking skills but also fostered teamwork and collaboration. The role-plays were followed by a debriefing session where the teacher provided feedback and suggestions for improvement.For reading comprehension, the class read a passage together, followed by a series of questions designed totest their understanding. Teacher [Teacher's Name] encouraged open discussion, inviting students to sharetheir opinions and insights. This approach fosteredcritical thinking and fostered a culture of respect for diverse viewpoints.The grammar revision segment was handled efficiently, with the teacher summarizing the key points and providing examples to illustrate their application. She then conducted a series of exercises to test the students' grasp of the grammar rules.Student Engagement:The students were actively engaged throughout the lesson. They responded promptly to the teacher's questions, participated in group discussions, and showed enthusiasm during the speaking activities. The teacher's use of interactive techniques and real-life scenarios kept the students engaged and interested.Observations and Suggestions:Overall, the lesson was well-structured and engaging. Teacher [Teacher's Name] displayed excellent command of the subject matter and a passion for teaching that was evident in her enthusiasm and dedication. Her ability to connect with the students and foster a positive learning environment was particularly noteworthy.However, there were a few areas where further improvement could be made. Firstly, the teacher could incorporate more technology-based resources, such asinteractive whiteboards or online platforms, to enhance the learning experience. Secondly, more opportunities for individual practice, such as silent reading or writing exercises, could be included to cater to the needs of different learning styles.Conclusion:Teacher [Teacher's Name] delivered an effective and engaging lesson that met the objectives set for the day. Her innovative teaching methods and passion for the subject were evident in every aspect of the class. With some minor adjustments and the incorporation of technology-based resources, the lessons could become even more dynamic and inclusive.This observation report highlights the strengths and areas for improvement in Teacher [Teacher's Name]'s teaching style. It serves as a valuable tool for self-reflection and professional development, enabling both the teacher and the students to benefit from continuous improvement.。
ClassroomObservationWorksheet（worksheet）
ClassroomObservationWorksheet（worksheet）Classroom Observation WorksheetInstructor_____________________Course_________________________ ________Date________________________Observer_____________________________ ____ Directions: Below is a list of instructor behaviors that may occur within a given class or course. Please use it as guide to making observations, not as a list of required characteristics. When this worksheet is used for making improvements to instruction, itis recommended that the instructor highlight the areas to be focused on before the observation takes place.Respond to each statement using the following scale:Not observed More emphasis Accomplishedrecommended very well1 2 3Circle the number at the right that best represents your response. Use the comment space below each section to provide more feedback or suggestions.Content Organization Not observed More emphasis Accomplished very well 1.Made clear statement ofthe purpose of the lesson 1 2 32.Defined relationship or thislesson to previous lessons 1 2 33.Presented overview of thelesson 1 2 34. Presented topics with alogical sequence 1 2 35. Paced lesson appropriately6. Summarized major pointsof lesson 1 2 37. Responded to problemsraised during lesson 1 2 38. Related today’s lessonto future lessons 1 2 3 Comments:Presentation Not observed More emphasis Accomplished very well 9. Projected voice 1 2 3so easily heard10. Used intonation 1 2 3to vary emphasis11. Explained ideas 1 2 3with clarity12. Maintained eye 1 2 3contact with students13. Listened to student 1 2 3questions & comments14. Projected nonverbal 1 2 3gestures consistent withintentions15. Defined unfamiliar terms, 1 2 3concepts, and principles16. Presented examples to 1 2 3clarify points17. Related new ideas to 1 2 3familiar concepts18. Restated important ideas 1 2 3at appropriate times19. Varied explanations for 1 2 3complex and difficultmaterial20. Used humor appropriately 1 2 3to strengthen retention &interest21. Limited use of repetitive 1 2 3phrases & hanging articlesComments:Instructor-Student Not observed More emphasis Accomplished very well Interactions22. Encouraged student 1 2 3questions23. Encouraged student 1 2 3discussion24. Maintained student 1 2 3attention25. Asked questions to 1 2 3monitor students’progress26. Gave satisfactory 1 2 3answers to studentquestions27. Responded to 1 2 3nonverbal cues ofconfusion, boredom,& curiosity28. Paced lesson to allow 1 2 3time for note taking29. Encouraged students 1 2 3to answer difficultquestions30. Asked probing 1 2 3probing questionswhen student answerwas incomplete31. Restated questions 1 2 3and answers whennecessary32. Suggested questions 1 2 3of limited interest tobe handled outside ofclassComments:Instructional Materials Not observed More emphasis Accomplished very well and Environment33. Maintained adequate 1 2 3classroom facilities34. Prepared students for 1 2 3the lesson with appropriateassigned readings35. Supported lesson with 1 2 3useful classroomdiscussions and exercises36. Presented helpful audio- 1 2 3visual materials to supportlesson organization & majorpoints37. Provided relevant written 1 2 3assignmentsComments:Content Knowledge Not observed More emphasisAccomplished very well and Relevance38. Presented material 1 2 3worth knowing39. Presented material 1 2 3appropriate to studentknowledge & background40. Cited authorities to 1 2 3support statements41. Presented material 1 2 3appropriate to stated purposeof the course42. Made distinctions between 1 2 3fact & opinion43. Presented divergent view- 1 2 3points when appropriate44. Demonstrated command of 1 2 3subject matterComments:45. What overall impressions do you think students left this lesson with in terms of content or style?46. What were the instructor’s major strengths as demonstrated in this observation?47. What suggestio ns do you have for improving upon this instructor’s skills?。
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ACE LESSION OBSERV ATION FORM
Observer’s Name: Teacher’s Name: David Pratt
Date: July, 5th, 2011 Class/Level: high beginner (Integrated skill 100) ﹟of Students: 14
Please make specific comments on what you observed in each category.
1.Objectives: What were the objectives of the lesson? Were they clear, specific and appropriate
to the level? Was the lesson agenda on the board and/or stated in the weekly course outline?
The objectives of the lesson were to review some words students had learnt, to teach students how to pronounce and understand some new words and expressions, to practice reading comprehensions, etc. Students have had this lesson for more than one month, so they were quite familiar the procedures and steps of the lesson, even we, as observers for the first time maybe only once, still did not think David gave a class without clear or specific focuses even he did not write down on the board.
2.Lesson Structure:Did the lesson progress through clear stages (engage, study, activate,
wrap-up). What happened during each stage?
Step 1: dictation
At the very beginning of the class, David did a dictation of 7 words sharing similar pronunciation which Saudi Arabian students may be confused. Then he corrected them in spelling and pronunciation. 15m
Step 2: text
Engage: ask students to tell their understandings about the key words in the unit, such as culture and geography. Teacher elicited some relative words from students and wrote on board such as: desert, weather, food, clothes, transportation, etc and let students make a comparison between Saudi Arabia and Canada. 15m
Study Focus: students were asked to go through the text by themselves in 10 minutes. Then students were asked to pair work to guess the meaning of some unfamiliar words. Teacher was walk around to catch the words most of students did not know and wrote them down on the board. When students had some misunderstandings or difficulties in expression and understanding, teacher would explain patiently and vividly. 25m
Study Practice:students then were divided into groups to discuss and find the answers to questions at the end of the text. 15m
Step 3: short quiz 30m
Short quiz in reading comprehension with true/false and multiple choice was held unexpectedly, meanwhile the teaching assistant asked students to go out of the classroom one by one to check their pronunciation by reading aloud 5 words on paper.
munication: How did the teach use their voice – projection, clarity, ‘level appropriate’
speed? Were instructions clear? How did the teacher ensure that students understood explanations/instructions?
David was good at using his intonation, speed even gesture to capture attention of students. Even
his instructions and explanations were very clear, he still asked students to make sure whether they understood exactly or not
Teacher asked questions from students for clarification.
4.Teaching Materials: What kinds of materials were used? Was there a variety of aids, such as
texts, handouts, realia, OHP, video, etc?
Textbooks, test paper
5.Classroom Rapport: What was the ‘mood’ or atmosphere of the class? What was the rapport
between students-teacher and students-students?
Relaxing, interesting, interactive
students-teacher: relaxed
students-students: cooperative
6.Student participation: Were all students interested and involved throughout the lesson? How
were student-student and student-teacher interactions managed effectively? What was the ratio of teacher talking time t students talking time?
Yes.
Student-student: the pair work and group discussion gave a good chance for students to communicate with each other.
Student-teacher: cooperative, interactive
Student 70%
7.Activities: What kinds of activities did you observe? Was there a variety of activities planned
and used: group work, pair work, teacher-student, student-student? Did the pace from activity to activity seem appropriate?
Pair work, group discussion, teacher-student, student-student
8.Monitoring and Error Correction: Were the students monitored while they were working?
When were the students corrected? How were the students corrected?
Yes.
If it is a pronunciation mistake, it will be corrected right after the mistake.
The teacher offered the correct pronunciation.。