1. OBSERVATION TASK 9
CLASSROOM LANGUAGE: TRANSITIONS IN BREAKDOWNS
Breakdown is any type of interruption to a lesson from a minor to a major issue that does not
necessarily imply negativity, hostility or failure (Wajnryb, 1992). The breakdown may result from a
classroom management issue (e.g. late comers, a student’s cell phone, etc.) or from an unexpected
interruption (e.g. hiccups, an announcement, administrative issues, etc.). It may also happen due to a
problem, a misunderstanding (on an instruction) or an off-task exchange between the teacher and a
student or a group of students, between two students or two groups, among some students, or
between the teacher and an outside party (e.g. another teacher, the principle, a parent, etc.). In such
cases, “the lesson is unable to proceed whether for an individual or a group of students or for the
whole class” (Wajnryb, 1992, p.87). The teacher needs to repair the breakdown (solve the problem
or misunderstanding, if any) and continue with the lesson. No matter what the breakdown is, it gives
a real reason to use authentic language as part of the classroom interaction.
Using the observation tool as it is demonstrated below, observe a 40-minute lesson of two different
classes in order to find more about the teacher’s language to resolve the breakdowns.
Rating seriousness of breakdown:
3 very serious: T cannot continue with the lesson
2 serious: T spends some time for resolution
1 not serious at all: T spends less than a minute for resolution
EXAMPLE SCHEDULE FOR TRANSITIONS IN BREAKDOWNS
Seriousness of
Time &
breakdown
Source of
What happened? Language used for repair & negotiation
the
breakdown
Late comer 9:05 T does not say anything, nods when the student 1
1 student apologizes for being late.
Quarrel between two 9:17 T asks questions to understand the problem, 2
Ss because of 2 students then she matches the students with different
sharing one book pairs by saying: “…”
The vice principle 9:26 T waits until the vice-principle leaves, tells the 3
comes for an administration students that they will start listening to the tape
announcement from the beginning, gives the instructions again
and plays the tape. She says: “…”
The teacher’s group 9:32 Teacher reformulates the instruction, gives a few 2
work instruction is the whole class additional examples on how to go about the task,
not understood by gets them to re-start and closely monitors. While
students doing so she says:”…”

2. TEACHER’S TRANSITIONS IN BREAKDOWNS (Lesson 1)
Class: __8-E_______ Day: _____FRİDAY____/Time:08:40 Topic of the Lesson: PAST TENSES
Seriousness of
Time &
breakdown
Source of
What happened? Language used for repair & negotiation
the
breakdown
Students began to talk together and they began
An announcement about to ask questions about this program loudly.
dynet which is an English 08:45 Teacher was angry about this situation. She 2
studying program for didn’t answer questions and said they did not
students. have enough time with angirily voice and went
with the topic.
A quarrel between a boy 09:00 She changed their place and talk about their
and a girl who are on the behaviours which she don’t like and said if they 3
same desk. do that again she will do which is needed too.
And went on with the lesson.
A student’s asking This is the most important thing for the teacher .
question which is not 09:15 she is angry about the students which ask 3
about topic without questions freely. So she was very angry shouted
asking for speaking. the student and finished the lesson before break
time.

3. TEACHER’S TRANSITIONS IN BREAKDOWNS (Lesson 2)
Class: _6-c___ Day: ____friday___/Time: 09:40-10:20___ Topic of the Lesson: review of the
tenses
Seriousness of
Time &
breakdown
Source of
What happened? Language used for repair & negotiation
the
breakdown
Two students who came 09:45 She shouted them because of always doing this
late to the lesson. Two in her lessons and she did not want them in her 3
students lesson , said them to go near headmaster.
A student’s speaking with 09:55 She waited until he stopped his talking and
his deskmate loudly. One asked him a question about lesson. Of course he 2
student did not give true answer. She was very angry
about him. She said if he does it again, she will
give him zero “ 0 “.
A student’s telephone’s 10:00 She was very angry about that and took her
ringing telephone asked her about why she bring it to 3
1 student School..
Wajnryb, R. (1992). Classroom observation tasks. United Kingdom: Cambridge University Press.

4. Answer the following after the observation
1. In the case of the breakdowns you observed, what was the source of the breakdowns in
general?
In general the sources of breakdowns was about student’s behaviors which teacher does not
want in her lessons. Speaking with loud voice, asking questions which is not about lesson
and coming late are examples for that behaviours. Teacher was very angry about that.
2. Could the breakdown have been avoided altogether or could have been repaired more
efficiently? How?
Yes, I think breakdown could have been avoided altogether. Because lesson should go on in
normal way. Teacher could talk about the things which they don’t want in her lessons after
the lesson finished if she needed. Because breakdowns were always about the students.
3. In the case of the breakdowns you observed, what kind of a language was used to negotiate
meaning? Did the language pattern change according to the seriousness of the breakdown or
the student group? Please provide example from your data.
In the case of breakdowns I observed teacher used normal language to negotiate meaning.
Language pattern did not change according to the seriousness of the breakdown or the
student group. She talked in the same way. It is not only in that situation. Teacher used
same language every time. There is no changes.
4. In the case of a breakdown, how can a teacher minimize the interruption/ effect on the
lesson?
In the case of a breakdown, a teacher can minimize the effect on the lesson with avoidance.
She should not talk on every breakdown much. She can talk after lesson if it is needed.
5. What you have learned from this observation: How will this observation and your findings
contribute to your future teaching experience? What type of breakdown interruption
minimization techniques do you see yourself using in the future?
I learned from this observation sometimes we can avoid the breakdowns. Our lesson time is
very important. Passing this time with breakdown interruptions is not good. We should now when
and how we will behave and seriousness of our breakdown. I prefer avoidance the breakdowns.