This document contains an observation table and reflections from a student observing a grade 3/2 English language class. [1] The observation table tracks the reasons three students spoke during the lesson, including repeating words, answering questions, and participating in paired or group work. [2] The reflections note that answering open-ended questions from the teacher was the most common reason for speaking, while whole-class repetition was least common. [3] The student felt the teacher spent too much time talking and not enough on student interaction and evaluating their work.
This document contains an observation table and reflections from a student observing a grade 3/2 English language class. [1] The observation table tracks the reasons three students spoke during the lesson, including repeating words, answering questions, and participating in paired or group work. [2] The reflections note that answering open-ended questions from the teacher was the most common reason for speaking, while whole-class repetition was least common. [3] The student felt the teacher spent too much time talking and not enough on student interaction and evaluating their work.
This document contains an observation table and reflections from a student observing a grade 3/2 English language class. [1] The observation table tracks the reasons three students spoke during the lesson, including repeating words, answering questions, and participating in paired or group work. [2] The reflections note that answering open-ended questions from the teacher was the most common reason for speaking, while whole-class repetition was least common. [3] The student felt the teacher spent too much time talking and not enough on student interaction and evaluating their work.
This document contains an observation table and reflections from a student observing a grade 3/2 English language class. [1] The observation table tracks the reasons three students spoke during the lesson, including repeating words, answering questions, and participating in paired or group work. [2] The reflections note that answering open-ended questions from the teacher was the most common reason for speaking, while whole-class repetition was least common. [3] The student felt the teacher spent too much time talking and not enough on student interaction and evaluating their work.
Observation Table: Reasons for speaking in the classroom
Class: Grade 3/2
Number of learners: 36 Length of lesson: 9:00 9:45 Teacher observed Language: English Learning Goals: Exploring I can see talk about what you see. Materials used: A3 paper, flash cards, data show.
Reason for speaking Shaikha Amna Fatima
Learner repeats word / phrase EE 1 after teacher whole class Learner repeats word / phrase EE E 2 after teacher group / pair Learner repeats word / phrase A 3 after teacher individual Learner answers direct question EEE EEE A 4 from teacher Learner answers open question EEE EEE EEE 5 from teacher 6 Learner asks teacher a question EEE E AAA
Learner answers a partner in EE AA A
7 Paired work activity Learner answers a group member 8 in group work activity Learner answers the teacher EE EEE EEE 9 informally 10 Learner answers peer informally
11 Other reason for speaking
12 Other reason for speaking
1 Bachelor of Education, Primary Education Degree
Reflections on Observation Task 1: Chit Chat
Read the questions below and write your answers
What was the most common reason for speaking? learning answer open question from teacher.
What was the least common reason for speaking? Learning repeated word (whole class)
Were there any boxes with no ticks? yes
How much of the lesson was spent on the teacher using Teacher Talk, in your opinion? 20 min.
Do you feel it was an appropriate amount of talk? Why / Why not? No, student will not keep attention and feel bored.
What do you think is an appropriate sequence of interaction patterns? Before the activity+ evaluate.
Now consider how much Arabic was used. Do you think it was used appropriately? Why? / Why not? No , she didnt use Arabic language only English.
Reflection for Bonus Points
You do not have to do this activity. However, if you want a higher grade, you must do it. If you are interested in thinking about this subject more, consider the following reflection.
Choose one of the following questions (A, B, or C) and write your answer:
A. Why is talk important for teachers?
Why is talk important for learners? (Think about the What and How.)
B. Why is it important to think about using English for varied purposes in the classroom? For example, not just for giving an example, but also for correcting, for praising, for everyday uses, like asking for help, or asking to borrow something?
C. What role do you think Arabic should play in the English classroom?
