Rocio observed a 4th grade English class at Escuela N. 6. The teacher displayed strong classroom management skills, maintaining students' attention through clear expectations, instructions, and cold calling. Students worked in rows and pairs on listening, identifying, reading, and writing exercises from their textbook. Additional review activities like a ball game engaged different learning styles. The teacher effectively followed the lesson plan, transitioning between activities and using materials like number cards and a word search. Student work decorated the bright, colorful classroom.

1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level.
Adjunto Regular a/c Prof. Estela N. Braun (2017).
Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján Ramos.
ETA MA John Brakke.
CLASSROOM OBSERVATION Nº
PRACTICE II (2017)
TRAINEE’S NAME: Rocio
School: Escuela N.6 Course: 4th C
1. Eye Contact:
Friendly eye contact, nice job scanning the whole room
2. Voice/ Intonation:
Strong, can take command of the classroom when needed (there were very few times
when you needed to do this, shows good classroom management)
3. Classroom Management Skills (discipline)
Classroom management was strong, showed that you could command the room when
you needed to give instructions or re-direct student behaviours
Management strategies: Cold calling. The students were chatty at the beginning of class.
When you said ‘listen’ to the group, that didn’t help much. When you began calling on
specific students to pay attention, they all did.
Expectations. You made sure that the whole group was following along. In the
introduction, they students did not all follow along, so you made them do it again
together and the participation was much better (nice!). You did this again when
counting the numbers… you didn’t stop until all the students participated.
Explicit instructions. “open your notebooks” and “Pasion sit down” are examples of
using positive language to encourage students to do the right thing
4. Teacher’s Roles:
Instructor, leader, facilitator

2. 5. Students’ grouping:
Students sat in rows + pairs
6. Stages in the class:
PRESENTATION.
PRACTICE.
PRODUCTION.
7. Macroskills:
Listening, identifying, reading, writing
8. Following the plan:
Nice job following the plan. A few notes:
The introduction was really good. The class understood that you were starting the day
and knew they had to pay attention. You gave instructions in English THEN Spanish.
This is good because if you do Spanish first they have less of a reason to listen to the
English instructions.
Your instructions were clear (noted above)
Allowing students to colour the numbers in set up the next activity nicely and allowed
time for you to write questions on the board (nice transition)
You have time limits and stuck to them
You walked over to a shy student so she could answer you directly (this shows a good
example of teaching for different learning styles. The students were engaged and
respectful during the ball game showing that you have set up a good classroom culture.
9. Use the blackboard:
Used blackboard to write the date and to write questions they will have to answer in
activities later in class.
10. Use of AIDS:
Teachers used large number flash cards (with written numbers on the back)
Also used a ball to play a review game (this shows that they are planning for a variety
of learners, specifically those who are kinaesthetic learners)
11. Materials prepared by trainees:
Student badges, number cards, word search puzzle

3. 12. Use of a textbook:
Students completed activities from the textbook. The other activities (review + game)
were created to support the textbook lesson
13. Rapport with the students:
Strong rapport with students. Built on respect.
14: Classroom setting:
Room bright and colourful, with work up on the walls and in the hallways outside of the
room (students can be proud of their work)
15: Methodological approach followed:
FINAL COMMENTS:
Great work! All of my comments are included above, if you have any questions let me
know.