This document summarizes an observation of a 6th grade English class in a rural school in Colombia. The observer notes that the class objective was for students to continue working on guides/worksheets while the teacher called on students one-by-one to check their progress. Students were working on activities related to topics like daily routines and telling time. The teacher's instructions were given in Spanish. Most students behaved well and worked diligently, though a couple were restless. Areas for improvement included the teacher speaking more English, having better organization when checking work, and allowing more time for activity completion.

1. Adapted by: Viviana Yepes
01. FORMATO GENERAL OBSERVACIÓN Y EVALUACIÓN DEL CONTEXTO
PEDAGOGICAL PRACTICE: CURRICULUM AND MATERIAL DESIGN
Observer’s name: Rossmim Alexandra Jaimes Sanguino
Observed teacher’s
name:
Yeyhawar Córdoba R.
Institution’s name: Conde San German Course/grade: 6-01
Country/city Pueblo Nuevo, La Esperanza, N.S Type: Urban _______ Rural ___X____
Start time: 6:45 am End time: 7:40am
Observed class’
objective:
Qualification of guides and continuation of the workshop.
ASPECTS TO OBSERVE
Statistics Boys: ___10___ Girls: ___10___
Class modality Virtual _____ Face-to-face __X___ Alternance _____ Other _____
Topics/contents of the class observed
For this first encounter students were doing the guides while the teacher called roll to grade
students' progress. In one of the guides, I could see that one lesson was "What do you do? - It's just
another day". They also did some activity points with "What time it is?" and the goal of the class
was to get to the topic "I never do that!”
Language level identified A1
Teaching/learning resources and
materials identified
Guides, dictionary, and notebook.
Number and times of the activities
developed in the class.
Each lesson of the module with which they work had an approximate of 4 to 5 activities due to time
issues some students did 1. I could observe that 4 girls were able to advance up to 3 points, but
they still lacked time to complete the assigned lessons.
Teacher’s instructions
"Guys, today we are going to work on the module while I call you one by one to grade your progress
with the activities. Those of you who are ahead will get extra points." These instructions were given
in Spanish as well as the rest of the class.
Behaviors in the learning environment
They were obedient, calm, judicious and diligent. There were 2 children who were a little restless
but they were not disorderly or unruly.

2. Adapted by: Viviana Yepes
GENERAL
RESULTS
Even better if… In general, how was the class?
The teacher must express himself more in English with them. Have a
little more order when grading and giving instructions, consider some
of the learning difficulties of the students and above all interact and
make English more spoken than just written or read.
The teacher should divide the children into groups to be able to work
in a more orderly and equitable way, since there were children more
advanced than others in the lessons to be done, give time to perform
points of the activities since there were several and some were
complex for some of the students.
1. Strengths: There is a good relationship between students and
teacher, there is respect. They understand what the teacher gives
them in the instructions, they are clear about what should be done
and if there are doubts, they approach the teacher with confidence to
solve them.
2. Weaknesses: The teacher does not use English much in the
classroom, speaks more in Spanish. In the classes I was observing, he
did not talk about specific topics, everything was to be developed in
the module and on the board, you had to follow what the guide was
giving you.
Other observations: The class is very systematized, the teacher arrives, grades, reviews, answers questions and that's it. The hours in this
institution are 55 minutes, so the time is less. The teacher does not have a block of hours, only 1 per day and 2 or 3 per week with the same
grade. Normally it is done in the same way and when it is evaluations they take into account other aspects that I do not know in depth.
Adapted from: British Council & Secretaría de Educación Distrital (2017). Convenio 1550 de 2017. Escuelas Formadoras y Maestros de Maestros EFMMa. Formato General de Observación Enfocada.