1. The document summarizes observations from a classroom observation of a trainee teacher, Mariel, during her practice teaching at a primary school. 2. The observer notes that Mariel made strong eye contact, especially when asking questions, though her voice needed more projection. She demonstrated good classroom management skills and control of student behavior. 3. Mariel directed the structure and timing of class activities, including a "there is/there are" exercise. Students sat in pairs at desks. The lesson included presentation, practice, and production stages working on various language skills.

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: Mariel
School: Escuela N.6 Course: 5th C
1. Eye Contact:
Strong, especially when asking questions
2. Voice/ Intonation:
Louder, sharper. Still need to use strategies to ensure all students are listening (still
competing with student voices)
3. Classroom Management Skills (discipline)
Much of the management handled by the lead teacher, as she knows the students better
Beginning of lesson was more chaotic, but later in the lesson you showed good patience
Demonstrated more control when giving instructions for activities (students listened)
Students need to know you will look for HANDS before you listen to yelling
(you did this during the game, stay consistent through the rest of class)
4. Teacher’s Roles:
Directed the structure of the class, and managed the timing of activities
Directed the conversation through your questioning (good!)
Showed this especially during the “there is/there are” activity explanation
5. Students’ grouping:
3 rows of desks, students sitting in pairs

2. 6. Stages in the class:
PRESENTATION.
PRACTICE.
PRODUCTION.
7. Macroskills:
Speaking, listening, writing, reading (all evident, some stronger than others)
8. Following the plan:
Plan was followed, timing of the activities varied
9. Use the blackboard:
Used to keep track of points for the game, students used to draw bugs, used to check
spelling of words from unscrambling activity, used to keep track of page numbers,
wrote the date on the board!
10. Use of AIDS:
11. Materials prepared by trainees:
Bug flash cards (very good, big images, students knew to use them), CD + player for
audio section)
12. Use of a textbook:
Most activities came from textbook during this lesson: audio, spelling, writing, numbers
0-100 activity + there is / there are activity
13. Rapport with the students:
Positive relationship with students, students very eager / energetic at the beginning of
the class, after they settled down you did a great job showing them that you were in
charge and they needed to listen in order to understand what to do for the activities
*told a student (cold call) that he would help you read the instructions. Although he was
hesitant, you said you would help him and he got through it no problem. Nice!
14: Classroom setting:
Colourful, bright, similar to first classroom, less student work on walls
15: Methodological approach followed:
FINAL COMMENTS:
From meeting after:

3. One highlight: You mentioned that students used more English during this lesson!
Area for improvement: You said that you wanted to work on your participation. There
were two groups in the back of the classroom that didn’t participate the way you had
hoped. Communicate this with the students. Especially the group of girls, who are
usually good at getting work done