This document provides feedback on an English language lesson taught by Inga Sharadze to 5th grade students in Batumi, Georgia. The feedback notes that the teacher demonstrated many learner-centered practices, including focusing on students, considering their needs, using a communicative approach, and keeping students engaged and speaking in English. Suggestions for improvement include clarifying objectives, providing more student choices, and moving from memorization to oral production. The teacher and observers discussed ways to further modernize lessons with more technology and establish democratic class leadership.
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1. English Language through Civic Education (ELCE) Program Georgetown University Center for
Language Education and Development
Name: Inga Sharadze (and TLG Dustin/volunteer Bob) Grade: 5th
Date: February 13, 2012 School: #14, Batumi
Module I Handout 13
Feedback on Lesson Plans and Micro Teaching
1. Which learner centered practices did the teacher show?
Focuses on the learner - yes
Considers student needs - yes
Incorporates a communicative approach to language - yes
Classroom is active and noisy - yes
Students have choices about their work - no
Students set goals - no
Students evaluate their progress toward objectives - yes
Classroom provides social context for language use - yes
Material is engaging for students - yes
2. What student-centered practices worked well in this lesson?
Fantastic opener with phrasal verbs (based on Simon Says). Vocabulary exercise. Warm-up with the
birthday song. Class involved and engaged. Inga spoke continuously in English. LOVED the drama
exercise. They really got involved (even costuming). Lots of speaking. Good use of the TLG. Inga
circulated around the class. Dustin circulated around room. FANTASTIC use of the number system to
get focus (students clearly they knew the rules). Good use of the book to fit into the subject.
The hand gestures with the songs and the VERY funny way you got us all to sing was great.
Good time management
Democratic-classroom! You gave up control to Dustin.
Workbooks looked organized and checked. Assigning homework and CHECKING homework
3.What suggestions do you have for improving this lesson?
Clear objectives. Did students have choices?
How to move students from memorization to production?
Providing choices for students?
Dustin and you circulated and truly participated with the class and by doing so, getting the teaching
students to participate as well.
2. Book work could have been pair work and another chance for production. Ask/read the sentences to
each other.
The contraction! They are/they're/their and pronunciation; I'm I am, etc.
breaking words into syllables
4. Post observation collaboration notes:
Working noise for the mandatories!
Establishing class leaders – democratically-elected leaders!
I would love to have a projector or more CD players to use all five senses. To modernize the class and
my structure and using more technology. Using more music. I love the books but I want more! To
speak and create more production versus memorization. Using the volunteers and the native speakers
more. Using the TA's more. Students don't like when they laugh at each other, especially mistakes. I
must reinforce that it's OK to make mistakes. Setting goals and rewards in relation to the real world.
Good grasp of scaffolding and progress testing. When there is a problem, I go back to reinforce.
Used notebook/netbook or CD's?
Very funny story about power going out and the elevator and power going out and keeping the class
flowing.
