The document summarizes an observation of an English lesson with the following key points: - The observer drew a diagram of the classroom seating arrangement and recorded every time the teacher interacted with students, noting the attending strategy used. - After the lesson, the observer reflected that the teacher was usually standing and moving around the classroom to monitor students. The teacher was able to be heard and seen clearly by all students and made eye contact when students answered questions. - The observer learned that preparing a variety of short activities helps engage students and gives more opportunities to practice the target language.

1. Universidad Católica de la Santísima Concepción
Facultad de Educación
English Teaching Programme
Teaching Experience I
OBSERVATION TASK 1: Focus on the learner.
Carolina Rojas
Teaching experience 1
Maria Lagos
Rocio Muñoz
Concepcion, September 2014.

2. OBSERVATION TASK 1:
Whiteboard
The Learner:
a) Observe an English lesson.
b) Draw a diagram with the seating arrangement in the classroom
Boy Boy
Gabriela
Boy Boy
…
Boy Constanza…
Girl Boy
Girl Boy
Boy
Girl Boy
Girl Boy
Boy Boy.. Boy Boy… Boy Boy Mirko.
c) Make sure you are seated in a position where you are able to observe when
and how the teacher attends to individuals –by names, surnames , gestures,
facing them or not, eye contact, or others.
d) For part of the lesson keep a record of every time the teacher interacts with
the students. Mark the appropriate box (with a dot or X) each time the
teacher attends to a particular student.
e) As the teacher’s use of names allows you to identify the learners, name
each box on your diagram.
f) Make notes of the actual attending strategy used by the teacher (e.g.
Attending strategies: name, nod, smile, eye contact, reprimanding look,
touch or others)
g) Note on your diagram whether the students are male or female and any
other distinguishing characteristics, such as difference in age,
nationality…………………………………………………………….)

3. After the lesson:
a) Reflect on your findings.
b) Note the teacher’s position and movement.
- When and where does s/he sit?
The teacher never sat down.
- When and where does s/he stand?
Most of the time, she was standing in the middle of the classroom, or she
was moving around the classroom.
- How near does s/he approach the learners at different parts of the
lesson?
She had a close relation with students; she was very kind when she
corrected their mistakes. Also, she was not rude toward Ss’ answers,
even though they answered mostly in Spanish.
- When does s/he move around?
While she was monitoring Ss’ work she was constantly moving around
the classroom.
- Does s/he project to all the learners?
Yes she did, she was standing in the middle of the classroom. That is
why all the students could hear and see her.
- Can s/he be heard and seen clearly by all the students?
Yes she was heard and seen by all the students.
- Does s/he make eye contact with individual learners?
Most of the time she asked open questions without asking anyone in
particular, but when someone asked something or gave an answer she
always made eye contact with the students.
c) What have you learned from this observation that you could apply to your
own teaching?
Something that caught our attention was the variety of activities that the teacher
had prepared. As she mentioned, when students do not have too much interest in

4. the subject the key is to get them engage by doing different activities, specially
short activities to Ss practice the target language as much as they can.