The focus of class instructions was divided among the four skill areas: listening, speaking, reading, and writing.
Students received considerable feedback for all the activities during the lesson. It was noticeable that both verbal and non-verbal feedback was given in a positive and encouraging way. This was done immediately after the student had said or written something.
“Re-enforcement should be positive and criticism constructive not negative”. Reece & Walker (2003), p.78
Mostly, the learners were encouraged to participate verbally. By being directly and appropriately challenged, they became more actively involved in the lesson and more enthusiastic about the topic. The teacher paid particular attention to students’ verbal language i.e. pronunciation, accent and grammar. She also focused on written language by providing suitable forms of assessment and tasks.
The learners were encouraged to assess themselves and one another during the lesson. When a mistake was made, the students were given the opportunity to correct themselves. Also when someone pronounced something incorrectly or structured a sentence oddly, the same student had the chance to try to say it again correctly. All the feedback was given in a very positive manner and the teacher used a lot of humour i.e. the teacher used mimics while explaining the meaning of yawning or sneezing. She maintained excellent eye contact with her students throughout the lesson, recognising the importance of this. The use of humour is a valuable tool that I have incorporated into my own teaching practice and feel it compliments my teaching style to a great degree.
The teacher showed that she knew who her students were and she also knew her students’ needs, strengths, weaknesses and interests; she used this knowledge to facilitate their learning progress. A variety of classroom interactions and discussions that reflected a number of strategies for managing the differentiation gave different students chances to learn (differentiation).
“...a way to get students to "wrestle with profound ideas, call on students to use what they learn in important ways, helps students organize and make sense of ideas and information, and aids students in connecting the classroom with the wider world”.
Tomlinson (2000), p.97
The layout of the room was conducive in providing interaction and the involvement of everybody. The table arrangement enabled the learners to face each other when working in small groups. The welcoming surroundings i.e. maps, flags, greetings from different countries appealed to the students; this increased their willingness to learn and made them part of the environment in which they were working.
The classroom atmosphere was supportive, inspirational and relaxed. The teacher treated her students as individuals, and tried to make them believe that to try is the most important thing and that making mistakes is part of the learning process.
“Dealing with adults is very different to dealing with children…... It is important that you show concern for individuals and treat them like colleagues”
Reece & Walker (2003), p.174
I thought that the development of the observed session was very inspiring and very well conducted. The teacher clearly showed her experience in not allowing mistakes, both spoken and written, to go un-noticed. Her speed in spotting and correcting mistakes was also, I noticed, appreciated by her students; they clearly felt their effort was rewarded and the teacher was able to continually assess progress. My teaching style is very similar and I feel it gives me the platform upon which student progress can be better assessed and monitored.
“The role of the tutor has been a purveyor of information: the teacher was the fount of all knowledge”
Reece and Walker (2003), p.45
The teacher skilfully brought out students’ wishes to learn in a manner that, I hope one day I can emulate. Furthermore, the teacher’s enthusiasm to teach was very important in making the lesson successful.
Upon completion of the lesson the tutor recapped on the aims and objectives of the session and then gave them an insight into what would be covered next time around, hereby giving students the opportunity to plan in advance.
“Aims are like compass directions, indicating the general direction in which the teacher wishes to travel”.
Petty (1993), p.292
I felt that the proforma I selected best suited the environment that I was to carry out this observation within. It contained all the relevant areas that I would look for under my observation and felt any notes that needed to be made would be done so on an notebook, as I did not want the proforma to be the only item upon which to base my findings, instead I wanted it to serve the purpose of being some guidelines.
I have learnt from this teaching experience that a tutor should always be prepared, they should ensure that learners are engaged at all time with a sense of belonging and that a teacher should be prepared to provide positive, encouraging and constructive criticism at all times. I feel that having observed this teacher fills me with optimism and the desire to further enhance my teaching method and styles. I noted down several things that I would like to “borrow with pride” from this teacher and her lesson, in order to make them part of my own teaching practice; these include some of her personal qualities and teaching techniques. At the moment I have little to offer her in return, except my respect.
FENTO Standards: B1 a-f; B2 a-c
G1 d-f; G2 c-e; a-e
Minimum Core: 2.4, 3.1, 3.4, 3.4, 4.3, 4.8, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 8.1, 8.3, 8.4
Word Count: 1237
References
Petty, G 1993: Teaching today. Cheltenham: Stanley Thomas.
Reece I and Walker S., (2006). A Practical Guide to Teaching Training and Learning. 6th Edition. Sunderland: Business Education Publishers.
Reece I and Walker S., (2003) Teaching, Training and Learning. A Practical Guide- 5th Edition. Sunderland, UK. Business Education Publishers Ltd.
Tomlinson C A (2000) How to Differentiation Instruction in Mixed-Ability Classrooms. Indiana University: - Bloomington
Petty G (2001) Teaching Today Cheltenham, UK. Nelson Thornes Ltd.
Bibliography
Petty G., (2004) . 3rd Edition. Cheltenham: Nelson Thornes Ltd.
Reece I and Walker S., (2006). A Practical Guide to Teaching Training and Learning. 6th Edition. Sunderland: Business Education Publishers.
Reece I and Walker S., (2003) Teaching, Training and Learning. A Practical Guide- 5th Edition. Sunderland, UK. Business Education Publishers Ltd.
Tomlinson C A (2000) How to Differentiation Instruction in Mixed-Ability Classrooms. Indiana University: - Bloomington
Petty G (2001) Teaching Today Cheltenham, UK. Nelson Thornes Ltd.
Huddleston, P & Unwin, L (1997) Teaching and learning in further education: diversity and change, London: Routledge.
Boud, D. Cohen, R. & Walker, D. (1993) Using Experience for Learning. Milton Keynes: SRHE and Open University Press.
Kolb D (1994). Experiential learning: Experience as the source of learning and development. Prentice Hall: New Jersey.
Petty, G 1993: Teaching today. Cheltenham: Stanley Thomas.
