CLASSROOM OBSERVATION REPORT

Name: Nur Mohammed Iqbal Bin Shahrulniza

Matric’s No: D20211098946

Course Code: BIP 3132

Course Name: Analysing Language Classroom Practice

Course Group: A

Course Lecturer: Dr Intan Safinas Binti Mohd Ariff Albakri

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Table of Contents

No. Content Page

1.0 Introduction 3

2.0 Classroom Observation 4

2.1 Lesson Structure 4

2.2 Classroom Management 4

2.3 Teaching Activities 5

2.4 Teaching Strategies 5

2.5 Teacher’s Materials 6

2.6 Teacher’s Language 6

2.7 Students’ Language 6

2.8 Student Interaction 7

3.0 Classroom Observation Instrument 7

4.0 Conclusion 9

5.0 References 10

6.0 Appendices 11

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1.0 Introduction

One way that educators analyse and assess the teaching and learning process is through

classroom observation. This works closely with reflective practice. It entails keeping a close

eye on a teacher's lessons, student participation, and classroom dynamics. Giving instructors

constructive criticism, finding out where they may make improvements, and raising the bar

for successful teaching are the main objectives of classroom observation (Schön, 1987). The

individuals can vary from academic supervisors to colleagues and educational staff.

Classroom observation is crucial for various reasons, contributing to the improvement of

language instruction, the development of effective teaching strategies, and the enhancement

of English as a Second Language (ESL) students' language acquisition (Glickman et al,

2014). There are important procedures to do while observing a classroom such as field notes,

checklists and follow-up conversations (Thomas & Richards, 2011).

This report will delve into the classroom observation of a lesson recorded in Witz

Language School. The recorded lesson was retrieved from YouTube. The person carrying out

the lesson is an individual named Andrew Drummond. He specialises in Teaching English to

Speakers of Other Languages (TESOL). In the lesson, there are 15 students from various

language backgrounds. They are in the intermediate level of English proficiency The

recording’s duration is 21 minutes and 7 seconds. The focus of the lesson is on “Vocabulary”

where Andrew Drummond used “Jobs” as his theme. Looking back to classroom observation,

the eight elements are important. In this report, the elements of a proper classroom

observation are explained thoroughly based on the video.

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2.0 Classroom Observation

This section is divided into 8 subsections. Each subsection exhibits the observation elements

through what has been retrieved from the video.

2.1 Lesson Structure

The lesson shows to be a lesson that is properly planned to cater for all of the

students’ needs. This can be seen through the teacher starting the class with a good

“warmer” session which also can be called “set induction”. The lesson has a clear

structure which is filled with effective activities. The activities, on the other hand,

were coherent because each part of the lesson was connected. In addition, the

teacher’s pace can be easily followed by the students and this means that the structure

is good and effective for the classroom.

2.2 Classroom Management

The teacher managed the classroom well because the students listened to all of his

instructions attentively. The students were seated in a “U” shape, putting the teacher

in the centre of attention. The teacher knows how to set up the students into pairs and

knows how to control the whole class. The time management of the teacher is also

good because the lesson was not dragged into overtime.

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2.3 Teaching Activities

The teacher did several activities which correlated with one another. He started with a

job guessing game where all of the students participated by working in pairs. Next, he

did a “Show and Explain” activity where he showed several pictures and asked the

students to guess the job shown in the picture. The teacher then proceeds to teach

about the spelling and word stresses of the words. Other than that, the teacher also

used a “mini-quiz” where each of the students had to answer individually before

instructing them to complete the next quiz by working in pairs. The final activity was

the one all the students enjoyed the most because they had the freedom to be as

imaginative as possible by doing roleplays in pairs or trios. All of the activities have

proven to be effective and appropriate in helping the students learn new vocabulary.

2.4 Teaching Strategies

The teacher mostly used a “whole-class” discussion while conducting his activities.

This includes the teacher scaffolding the students through answering questions

together and also by giving ideas to the students. The teacher also employed

collaborative learning to allow the students to speak more during the lesson. The

voice projection, intonation and word pronunciation from the teacher are exceptional

due to the fact he is a native English speaker. The teacher did not change his strategies

too much to make the students understand the class better. The activities carried out

started easily and their difficulty increased over time but at a controlled pace by the

teacher.

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2.5 Teacher’s Materials

The teacher mostly used printed papers for the lesson. He prepared several sets of

pictures and quizzes to aid during the activities. He also used the whiteboard to

explain the words to the students. It is a very conventional way of teaching but the

students still gained many new vocabularies at the end.

2.6 Teacher’s Language

The teacher used English throughout the whole lesson and his instructions were clear

to the students every time. The teacher mostly used questions to test students’

understanding and also to make sure the students were paying attention to him. The

teacher used many forms of positive feedback towards the students’ answers. His

explanations were short and concise, making the students learn easier.

2.7 Students’ Language

The students only used English during the lesson. They had several errors in

pronouncing the words correctly but the teacher still helped them by giving positive

reinforcements through feedback and discussions. The students’ proficiency in the

English language was considerably adequate because they did not make any

grammatical errors.

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2.8 Student Interaction

Interactions between students were along the lines of proactive discussions. They

were eager to discuss questions in pairs and also with the teacher. The students were

very responsive towards the teacher and the students seemed like they had time to

complete all of the activities given by the teacher. To prove that the students

understood the lesson during the imaginative roleplay where they discussed freely

while adding whatever prior knowledge on jobs into their discussion with the teacher.

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3.0 Classroom Observation Instrument

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4.0 Conclusion

In conclusion, the lesson taught by Andrew Drummond is a good lesson because he is

experienced in TESOL. The class was interesting because the students interacted well and

that proves that they understood what the teacher explained. The most important part is that

everyone in the classroom conversed in English. Overall, the lesson I observed was an

effective lesson that had minimal errors and the most amount of positive impact on the

students.

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5.0 References

Drummond, A. (2016, January 22). How to teach vocabulary (PPP) TESOL / CELTA.

https://www.youtube.com/watch?v=AbRxBPY1vsc

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). "Supervision and Instructional

Leadership: A Developmental Approach." Pearson.

Richards, J. C., & Thomas. (2011). Practice Teaching. Cambridge University Press.

Schön, D. A. (1987). "Educating the Reflective Practitioner: Toward a New Design for

Teaching and Learning in the Professions." Jossey-Bass.

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6.0 Appendices

YouTube Link: https://youtu.be/AbRxBPY1vsc?si=poqOz_ttrjpmQ7ro

The teacher explains about jobs.

The teacher gives instructions on the quiz

Students having discussions

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