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Class observation table B

The document outlines a class observation task aimed at analyzing a teacher's use of transitions during a lesson. It includes a structured table for recording materials, lesson aims, and various observations regarding teacher and learner participation. Additionally, it provides questions for reflection on the effectiveness of transitions and overall classroom dynamics.

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Class observation table B

The document outlines a class observation task aimed at analyzing a teacher's use of transitions during a lesson. It includes a structured table for recording materials, lesson aims, and various observations regarding teacher and learner participation. Additionally, it provides questions for reflection on the effectiveness of transitions and overall classroom dynamics.

Uploaded by

caminitoreddy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Class observation table B

Use of transitions
CLASS OBSERVATION TABLE A
Age of learners ___ Length of lesson -- Teacher observed
Class .................. No. of learners ............ Age of learners ...............
Length of lesson Observer ................... Teacher observed
Class -- - No. of learners - Level
-
Observer Aims of the lesson Materials used
Level
USE THIS SIDE TO ANSWER QUESTIONS 1-7. 1. List all
materials and equipment used in this lesson (e.g. textbook,
blackboard, audio-visual aids).
Aims of the Observation Task
• To observe how a teacher makes transitions between one point in the lesson
and the next task
or activity which is different
• To reflect on how a teacher's marking transitions affects learners' ability to follow
the lesson
and see connections between the parts of the lesson
2. What do you think the aim of the lesson was? Do you think the teacher's
objectives were achieved? Give reasons.
Instructions When a teacher moves from one task or activity to the next, she
often marks this point with a word, such as OK, Now, or a phrase or sentence, as
in I am going to ask you some questions, or And for my next point. In your
observation, examine a 45-50 minute lesson and look for the following points. As you
observe, put a tick() in the appropriate boxes in the left-hand column. If you have time, write
down in the right-hand column the word(s) used for the transitions.. One example is
provided.
3. How much time did the teacher talk compared to the amount of time
learners spoke (e.g. 50-50%)?

FAITESTITUINTHIFFFFFFFFFFF
4. How much time did the teacher use English compared to her native
language (e.g. 20-80%)? How much time did the learners use English versus
their native language?
Transitions markers | Actual words used by the teacher
a word
5. Describe the learners' participation (very active for most of the time, etc.).
How were the learners called upon? Did any volunteer?
a phrase/sentence
!
Now let's do some reading, OK?
pause/silence
6. What was the general behaviour and attitude of the learners during the
lesson? What was the general atmosphere of the class?
other (write here):

14
Jed

7. How often did the teacher praise her learners? How were errors handled?
Add up the results: For each of the above categories, what was the total? Write this
number in each box and circle it. How many transitions were there in the entire lesson?
TOTAL NUMBER: _
Post-observation questions 1 Which kind of transition did the teacher
use mast often? 2 Did the teacher use one transition marker several times? 3
Which transitions seemed the clearest to you? 4 Choose two of the transitions. Write
an alternative transition for each one. 5 What have you learnt from doing this
observation task? >
USE THE REVERSE SIDE TO ANSWER QUESTIONS 8-9 8. Use part of
the reverse side to draw a sketch of the classroom. Notice what is on the walls
and where any equipment is located. How are the desks arranged (in rows facing the
blackboard, etc.)? Where is the teacher most of the time? 9. Use the rest of the
back of this sheet to make notes on the different language activities in the order
that they occurred (e.g. review of homework, 5 minutes, individual learners read aloud
answers, teacher corrected errors).
LA

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