The summary observed that the teacher began the class with a smile to make students less nervous. She introduced the lesson topic through slides and examples to demonstrate grammar rules deductively based on the GTM method. Throughout the class, the teacher emphasized writing skills and used only the target language to fulfill principles of direct method. Student interaction was limited but the teacher actively corrected errors and asked questions to students. Overall, the summary observed that the teacher employed a variety of effective teaching techniques aligned with principles of CLT, GTM, direct and interaction methods to engage students and help them improve their writing skills.
The summary observed that the teacher began the class with a smile to make students less nervous. She introduced the lesson topic through slides and examples to demonstrate grammar rules deductively based on the GTM method. Throughout the class, the teacher emphasized writing skills and used only the target language to fulfill principles of direct method. Student interaction was limited but the teacher actively corrected errors and asked questions to students. Overall, the summary observed that the teacher employed a variety of effective teaching techniques aligned with principles of CLT, GTM, direct and interaction methods to engage students and help them improve their writing skills.
The summary observed that the teacher began the class with a smile to make students less nervous. She introduced the lesson topic through slides and examples to demonstrate grammar rules deductively based on the GTM method. Throughout the class, the teacher emphasized writing skills and used only the target language to fulfill principles of direct method. Student interaction was limited but the teacher actively corrected errors and asked questions to students. Overall, the summary observed that the teacher employed a variety of effective teaching techniques aligned with principles of CLT, GTM, direct and interaction methods to engage students and help them improve their writing skills.
The summary observed that the teacher began the class with a smile to make students less nervous. She introduced the lesson topic through slides and examples to demonstrate grammar rules deductively based on the GTM method. Throughout the class, the teacher emphasized writing skills and used only the target language to fulfill principles of direct method. Student interaction was limited but the teacher actively corrected errors and asked questions to students. Overall, the summary observed that the teacher employed a variety of effective teaching techniques aligned with principles of CLT, GTM, direct and interaction methods to engage students and help them improve their writing skills.
Senior Lecturer Department of English East West University Language is a way of expressing a persons’ mind but when it is about learning , following a methodology
is a must . The process of explaining how to learn a foreign language is called language teaching. There
are numerous methods and guidelines that one must adhere to in order to master a target language. To
teach a foreign language, teachers typically employ a variety of techniques. The purpose of this report is
to demonstrate how to observe a classroom setting and learn about the teaching strategies employed in
that particular course. Furthermore, one should pay attention to the course's interesting and engaging
elements as well as its distinguishing characteristics.
In the noticed classes, it was seen that the educator began the class sagaciously. All through the class the
succession the instructor utilized was very reasonable. At the earliest reference point, she began the class
by presenting the subject , then she showed the theme through certain slides where she likewise utilized a
few guides to make things more understood. This guideline additionally reflected the rule of GTM, where
students study grammar deductively. Here, first the teacher shows rules alongside models and afterward
requests that students notice it and to apply the guidelines. ( Freeman and Anderson , 2016 )
As it was a composed course, the points were particularly associated with grammatical principles. The
educator assisted the students with improving their precision concerning composing abilities. The
substance picked for this course was fitting for the students and it for the most part matches the GTM
technique rule that says that it is important for students to learn about the grammar or form of the target
language . (Freeman and Anderson, 2016 ). She used the time in a very much arranged way and
completed the point conveniently. She arranged each illustration as indicated by her arrangement. This
sort of technique goes with the standard of "GTM strategy " which is known as the role of the teacher.
The educator is the power of the study hall (Freeman and Anderson, 2016). Toward the finish of the talk,
she gave a little modification and permitted understudies to pose any inquiries if necessary. The teacher emphasized not only on writing as well as speaking. She gave students a clear idea about
what they are going to study for the day. She was very helpful and enthusiastic while taking the class.
Whenever she teaches us something new , she demonstrates the word with a variety of picture-filled
slides. This matches with the principles of direct method which claims that different kinds of realia-based
materials should be used to teach (Freeman and Anderson ,2016). Throughout the class, the instructor was
using target language from the very first moment, for example, greetings and discussing the topic of the
last class. This principle of teaching also fulfills another purpose of the direct method principle which is
not using native language (Freeman and Anderson ,2016). We observed the classes were less interactive
as they were little student to student interaction. According to Freeman and Anderson (2016), the
interaction method followed the principle of GTM, where the teacher-student interaction is prioritized .
The teacher started with smiley greetings which makes the students less nervous and less pressuring. This
particular method from our class observation matches with the CLT as CLT cares about students' feelings
(Freeman and Anderson ,2016). Vocabulary and Pronunciation was emphasized over grammar, students
could speak and write based on what they have learnt. The principle of direct method shows us that these
areas should be emphasized for learning foreign languages (Freeman and Anderson ,2016 ).In the
question-answer sessions, students played very energetically and if the answer was wrong ,the teacher
made it correct which matches with GTM, where teachers correct student's errors promptly (Freeman and
Anderson ,2016). The teacher gave students a task to write about what she had taught on that day. The
topic was how to write compare and contrast paragraphs, so she gave us an open floor to write about
anything that is relevant to the topic. It’s the best opportunity to show creativity and increase vocabulary
exploration. This is how evaluations are accomplished in conformity with the direct method’s technique.
(Freeman and Anderson ,2016) .
While showing the example the educator made no pair or gathering in the class . She posed inquiries
exclusively. She urged them to get clarification on some pressing issues or to offer their perspective.
Some of them lifted their hand and put out their viewpoints or showed their concerns by addressing. This
strategy goes with the standard of "the direct technique" . This principle discusses that the purpose of
language learning is communication. Students ought to clarify pressing issues and answer them too for
better correspondence framework . ( Freeman and Anderson,2016) The connection between the instructor
and the students was agreeable. The communication was from two different ways . However at first the
student’s were not talking however at that point when the educator made the class encouraging then they
began conversing with the instructor too with one another. This coordinates with the guideline of " direct
strategy " which is called student teacher interaction ( Freeman and Anderson, 2016) whenever the
instructor had difficulties, she was gracefully addressing them. When students in the class struggled to
understand a particular concept during class, the teacher used examples from the real world to make the
concept seem more understandable. While resolving issues, she displayed less dominance. This fits with
the "CLT method" principle's discussion of the teacher's role.
The illustration's particular results assert that students would have the option to be gifted for composing
parts , new settings and clarify correspondence thoughts . Through the example students were more taken
part in visual and composing settings. So they ought to be more empowered in creating pursuit for
upgrading elocution . Subsequently they will foster every one of the four abilities in their way of learning. Reference:
1 . Freeman & Anderson (2016 ) Techniques and principles in language teaching, fifth edition .
