The document provides a running record of several English classes observed at Diego Fallón School. It describes the activities, lessons, and interactions during each class. The observer notes things like how long it takes students to get tablets, warm-up activities, lessons on vocabulary and grammar, worksheets and tasks students complete, and levels of student participation and use of English. The observer also provides comments and questions after each class to reflect on ways to improve methodology, class management, use of materials, and student learning and engagement.

1. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____23rd April 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______April 23rd _________________ TIME: _____9:45-10:40____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
The teacher arrives on time. The class
were in the English lab. The students took
a long time to organize, take their tablets,
signing some documents for getting the
tablets and finding the unit they were
going to work on that class.
After that, the teacher applied a warm-up.
She gave a paper to each line. In the
paper, they had to write what they
frightened them. Then they shared their
answers and the teacher and me reacted
about it.
Next, the teacher put a video with some
hobbies and activities. The video was very
appealing to the students’ age.
Finally, they had to classify the activities
portrayed in the video in hobbies or
sports, indoor or outdoor activities.
The teacher used signs or deconstruction
of the words to explain unknown
vocabulary. The teacher used English
almost all the time, but the students did
not. Actually, they spoke in Spanish only
when the teacher asked for it.
When the class finished, the students
organized the classroom and delivered the
tablets.
It takes too much for the teacher to
distribute the tablets. Would it be better to
have some students passing the tablets?
It would be great to negotiate rules from the
very beginning to avoid disorder and delays.
The students like competition. However,
they do not work together. How can we help
them to work collaboratively?
What can be done in order to encourage
students to use the target language?

2. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____4th May 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______May 4th _________________ TIME: _____6:30-7:25____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
The class was in the English lab. The
process of delivering the tablets was
faster. However, it is really time
consuming because there are some which
are drained out or damaged.
Firstly, the teacher checked attendance.
Then, she applied a warm up called
“Freaky Friday”. They had to try to report
what their classmates had said the
previous class. The students with the
most quantity of right answers got
positive points.
Then, the teacher checked the last activity.
After that, she put an audio about the
hobbies and the sports some guys
practice. With that info, they had to fill a
chart in the tablets. They barely
understood the message of the recording,
so the teacher and me supported all the
time.
The class finished, the students delivered
the tablets and organized the classroom.
The process of getting the tablets is
spending too much time. How can we
improve that? Maybe with rules?
This activity was quite gripping since it let
the students know each other.
Is the positive points system suitable?
The audios were in British dialect, that was
the reason why they did not understand it.

3. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____7th May 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______May 7th _________________ TIME: _____9:45-10:40____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
It was raining and the students did not
have a good attitude. It seemed they did
not want to work.
The teacher arrived and controlled
behavior in the class, the students were
really disconnected and did not want to
follow instructions.
The teacher explained the use of and/but,
she connected the last topic to deal with
this new topic. However, the students did
not want to work, hence, the teacher
formed work groups; it helped a lot to
improve the atmosphere.
There was constant monitoring from her
and me.
Finally, they turned in the worksheets.
I have noticed rainy days affect the students’
performance. What to do in order to avoid
those attitudes when it is raining?
The students felt bored when they have to
do worksheets. They do it mechanically.
I noticed they are working together more.

4. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____17th May 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______May 7th _________________ TIME: _____7:25-8:20____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
I organized a warm up called “electricity”
to check understanding regarding the last
topic. It was nice as they like competing.
Then, the teacher explained two new
words “because” and “so”. She started
explaining the topic with examples and
with rules. After that, the teacher gave
them a worksheet to be completed;
nevertheless, they seemed they did not
understand the topic; the worksheet was
no in accordance with their level. In that
way, I had to collaborate them. I noticed
they did not understand the topic.
Finally, the students turned in the
worksheets.
The students like competition; however,
they are individualistic. How to help them to
compete and collaborate at the same time?
The materials have to be adapted according
to the population.

5. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____22nd May 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______May 22nd _________________ TIME: _____6:30-7:25____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
The teacher checked attendance and
started the class. The class was in the
English lab. Hence, the students spent a
lot of time moving to the classroom and
getting their tablets.
Because there was no time. The teacher
asked them to read a text to work on love,
hate, want to, would like to… etc. In order
to explain this, she used examples,
mimics, among other strategies.
After that, they had to complete a chart; it
was done with the whole group. The
students were eager to participate.
Despite there were mistakes regarding
pronunciation and other language
mechanics, the teacher did not react
before it.
Moving to the English lab and getting the
tablets consume a lot of time of the class.
What to do so as to solve it?
The class was more dynamic because of the
teacher’s examples and way of explaining
the topic. There was a connection between
students and teacher.
There have been clear goals. This class was
to encourage them to participate, without
giving attention to formal aspects of the
language. In my opinion, it helps to improve
the class atmosphere; it becomes more
friendly and tension free.

6. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____28th May 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______May 28th _________________ TIME: _____10:40-11:35____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
The class was in the English lab. The
tablets were not delivered to save time.
First, the teacher made a brainstorming in
order to check what the students
remembered from the topic “hobbies and
sports”.
Then, she re-explained the topic “love-
hate-want-would like to” and connected
the two topics: hobbies and sports and
likes and dislikes. She made some
examples and explained them new
vocabulary regarding sports and hobbies.
Finally, they had to write 4 sentences with
each word (hate, love, want, would like to)
incorporating sports and hobbies. It could
be about a friend, relative… etc.
There were constant monitoring during
the production process.
I really like the fact that topics are not let “in
the air” the teacher connected them to
motivate the students to produce, however,
they do it only in a written way.
I do not agree with this sort of activities; for
me, they are discouraging and lacking of
meaningful intake.

7. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____5th June 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______5TH June _________________ TIME: _____6:30-7:25____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
In this class, the teacher was going to
evaluate the two last topics studied. So,
she gave them time to review and
rehearse the topics regarding
pronunciation and syntax. The exam
would be orally.
Then, the class was divided in two, she
worked with a group and me with the other
one. The dynamic was to say one
sentence using love-hate-like-want-would
like… and then reporting what they
classmates had said. It was successful.
They felt comfortable during the exam and
even they did not notice they were being
evaluate.
Giving them time to rehearse is a good
strategy to help them feel comfortable when
they have to speak. Especially in this case,
as they do not use English orally too often.
Team work and artifacts that involve their
lives motivates them to produce in the target
language. I felt very pleased with this
evaluation.

8. RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER: _William Alvarado__________________________________________
DATE: ____12th June 2018____________________________
CLASS: _______10A________________________ SCHOOL: __Diego Fallón_________________
DATE: _______12TH June _________________ TIME: _____6:30-7:25____________
Observations
Comments/reflection problematic questions
upon: methodology, class management, use of
materials, learning strategies, student-student
interaction, student-teacher interaction
The class was in the English lab. However,
the teacher tried to deliver the tablets in a
faster way with the help of some students.
However, it still consumes too much time.
The class started with a reading about 2
urban tribes: floggers and skateboarders.
The teacher read it aloud. After that, the
students had to do a reading
comprehension activity. They had to
complete a chart about what they (the
people mentioned in the reading) like, the
way they dress, what kind of music they
like… etc. They were really motivated as
they knew about the topic.
Finally, they shared their answers with the
group and the teacher gave feedback.
The strategy helped a little bit. Nonetheless,
we have to do something to solve this
situation as it is constraining the classes.
Connecting the topics with the students’
background and culture motivates them to
learn and produce in the target language.
When the teacher gives feedback, they feel
comfortable to participate.