1.1

1. Taken fromScrievener,J. Learning Teaching. Macmillan Publishing Limited, 2005
Universidad Católica de la Santísima Concepción
Facultad de Educación
Pedagogía en Educación Media en Inglés
“Observation task”
Subject: Teaching Practice II.
Name: Katherine Jofré Novoa.
Concepción, 2014.

2. Taken fromScrievener,J. Learning Teaching. Macmillan Publishing Limited, 2005
CLASSROOM OBSERVATION TASK 1: Options and decisions
The term ‘classroom management” refers to the moment-by-momentdecisions made and actions taken by
the teacher in class, e.g. writing on the board, giving instructions, organizing the class into pairs, etc. For
every decision made, there will have been other options thatthe teacher did notchoose.
For each of the following headings:
1. Note one example ofa classroom situation in the lesson you are observing. Whatdoes the teacher do?
2. Note one or two options that the teacher had at that pointin the lesson, butdid notchoose.
Example: Dealing with unexpected problems
Situation: A student arrived twelve minutes late for the lesson.
Action: Teacher said “hello” politely. (The studentthen sat down quietly and found out what was going
on from his neighbor.)
Other options: Teacher could have asked why the student was late.
Teacher could have pointed outthe time to the student
Student participation in the lesson
Situation: T asks the whole class what they see in the picture and nobody answered.
Action: T addresses some students directly.
Other options: T could have provided the first answer and then ask the students to participate again.
Grouping of students; arrangement of seating
Situation: Ss were supposed to exchange their answers and give feedback to each other.
Action: T asks the Ss to sit in a semi-circle and then to work in pairs.
Other options: T could have asked their Ss to sit in rows or to work on their own.
Setting up activities; instructions
Situation: T delivers the instructions, but some Ss misunderstood them.
Action: T exemplifies the instructions and asks a studentto explain what he has understood.
Other options: T could have done the firstexercise to reach students understanding.
Board; classroom equipment; visual aids
Situation: T uses the board to group vocabulary ofthe parts of the house into different categories.
Action: T draws a brace map and asks the Ss to brainstorm some vocabulary related to each category
Other options: T could have used a PPTpresentation with the vocabulary that she wanted to teach in each
one ofthe categories, for example;as in this case were parts ofthe house the T could have used a picture ofa
kitchen with a microwave, processor, etc.
Dealing with unexpected problems
Situation: T forgother pencil case upstairs.
Action: T asks the Ss to rearrange the sits and to sit in a circle, while the Ss were doing itthe T went
to look for her pencil case.
Other options: T could have asked the Ss ifthey can borrow a marketof them.
Teacher’s role and participation
Situation: Ss complete a worksheetin pairs.
Action: T moves around monitoring Ss and solving doubts.
Other options: T could have leftthem alone and just be sitting on her chair.
Other notes about the lesson
Ss were verytalkative andthe Tencouragedthemtoparticipate inthe class.