Running record-of-the-class-observed

RUNNING RECORD OF THE CLASS OBSERVED
OBSERVER:LizethAbello Figueredo
DATE:April 24th 2018
CLASS:1 English SCHOOL:Carlos LlerasRestrepo
DATE: Tuesday April 24th 2018TIME:10:25 – 12:15
Observations
Comments/reflection problematic questions upon:
methodology, class management, use of materials,
learning strategies, student-student interaction,
student-teacher interaction
The teacher arrives late to class. She asks
them to sit. Then, all the students stand up to
say “Good morning”.
The teacher asks students to work in the same
groups they had been working since the first
class. There are 5 groups.
The teacher asks the students to finish the
book they had been reading since the
beginning of the year.
The teacher tells to the pre-service teacher
that the students must finish the book during
that class.
The teacher monitors each group’s
performance during the class. Some students
have not finished the book, and some of them
solve some reading comprehension activities
that are included on the books.
The students do not use English, and
translate everything they read.
The teacher insists they must finish the
reading.
By the end of the class none of the groups
finished the reading. So, they must finish the
next class.
The teacher arrives late to class and asks
students to be on time. If not, they would get a
memorandum. Would it be professional? Does
example teach more than only words?
What can be done to make students be more
responsible?
The teacher seems too soft, so, the students do
not care about finishing the book.
What sources should a teacher use to avoid the
use of Spanish in the classes?
The teacher does not push the students to finish
the reading. So, they do not care at all.

OBSERVER: LizethAbelloFigueredo
DATE:May 8th 2018
CLASS: 2 English SCHOOL: Carlos LlerasRestrepo
DATE:May 8th 2018 Tuesday TIME:10:25 – 12:15
Observations
The teacher arrives late to class. She and asks
them to sit. Then, all the students stand up to
say “Good morning”.
The teacher asks students about their
progress in the books. But, none of the
groups have finished the readings.
The teacher orders the students to finish the
reading of the books.
Two groups are doing the exercises from the
books. The exercises consist on completing a
sentence with a verb in its past tense.
Nevertheless, the students let the pre-service
teacher know, they do not know verbs in their
past form.
Some students get distracted and start
chatting and doing different activities.
The teacher lets the pre-service teacher know
that what they are doing is a project which
consists of four steps. First, the reading of the
book. Then, the creating of a dialogue to
prepare a role play. Then, the practice time.
And finally, the last stage which consists on
performing the role plays for the primary
school kids. That project would take the whole
school year to be developed.
The teacher class finishes and the students
did not reach the purpose, which was, of
course, to finish the book.
The teacher does not push the students to finish
the reading. So, they do not care at all.
Cellphones are useful tools when they have to
look up for vocabulary, but make students get
distracted in social networks.
Are always projects time-wasting and senseless
when they took too much time?
Why do teachers underestimate what their
students can do?
Why does the teacher think her students can do
more than a simple role play during the whole
year?

OBSERVER:LizethAbelloFigueredo
DATE:May 11th 2018
DATE:Friday May 11th 2018TIME:6:15- 7:20
Observations
The teacher arrives late to class. She asks
them to sit.
The students pay close attention to the
instructions from the teacher.
The teacher speaks in English and although
the students do not have the enough
knowledge to answer in English, they
understand teacher’s words.
The teacher uses movements and gestures to
let students understand what she says.
The students seemmore committed to finish
the readings because the teacher assigns
roles to each student.
Each group must select some aspects from
the books, assign a role to each person, and
write on a piece of paper the scenes they
selected, the characters, and the places.
The teacher monitors each group’s
performance during the class. The students
ask questions to the teacher.
The students get lost easily when the teacher
does not pay attention to them. Theyspeak to
the other and start doing different activities
such as using their phones and painting their
nails.
The teacher explains rules and asks them to
repeat in Spanish what they understood. This
strategy is very useful and makes students
participate.
Is the use of the mother tongue a really bad idea
in the second language learning and teaching
process?
The students get more interested on the activity
they have to do because it’s different.
What should a teacher do to avoid the use of
cellphone in the class?

DATE:May 15th 2018
DATE:Tuesday May 15th 2018TIME:10:25 – 12:15
Observations
The class starts at 10:35 am.
One student misbehaves and the teacher asks
him to pass in front and greet the rest in
English as if he were the teacher.
The teacher uses gestures to let students
understand what they are supposed to do
during the class.
The students start to work in groups; they
must select the last aspects of the role play.
Some groups start to assign roles to their
members.
The teacher makes students speak in English
to ask questions or ask for permission.
The students pay close attention to the
instructions from the teacher.
At 11.00 am, five students from 11th
grade
come to the classroom to develop an “accion
reparadora”. The teacher had previously
asked them to go classroom by classroom
exposing reasons for not arriving late to the
classes as a punishment for them because
they arrived late to one class the day before.
The teacher monitors each group’ advances
by revising their books’ activities.
One group lost the book and is not working,
but misbehaving and doing different things.
The teacher is not interested on giving them
another activity to do, to avoid time wasting.
The students understand without asking the
teacher to translate.
Some students are able to speak in English, but
feel shy to do it.
For my future teaching practices, would I ask my
students to be punctual if I am not?
A plan B is always necessary to avoid my ss
waste time.

DATE:May 18th 2018
DATE: Friday May 18th 2018TIME: 6:15 – 7:20
Observations
The class starts at 6:30 am.
The teacher explains comparatives by using
students as examples.
Gabriela is taller than Francisco.
Luna is smaller than Juan David.
The teacher provides images and asks
students to create sentences using the
images.
The teacher explains grammatical rules
regarding comparatives on the board and the
students pay close attention to the lesson.
The teacher uses English to explain the
lesson.
The teacher asks questions about the rules to
let students remember.
Students are interested on the new topic.
The teacher groups students into 7 groups to
make a competition. Each group is given a
piece of paper, they must write comparisons
between two places the teacher shows to
them. The first group that finishes and does
not have grammatical mistakes will get a
point.
Although most of the groups make mistakes,
they participate actively
By the end of the class, al the groups have a
point for their active participation.
Visuals are veryinteresting and encouraging for
students.
When a topic is interesting and related to
students’ lives, they feel encouraged to learn.
Competitions make students feel challenged and
interested on learning.

DATE:May 22th 2018
CLASS: 6 English SCHOOL: Carlos Lleras Restrepo
DATE: Tuesday May 22nd 2018TIME: 10.25-12:15
Observations
Students work with the pre-service teacheron
the class about comparatives until 11:30 am.
From 11:30 to 12:15 the students complete a
questionnaire about themselves regarding
their personal information.
The items to complete are :
 Height
 Age
 Time they get up
 Distance from home to school
The teacher explains the activity to the
students and groups them into 7 groups.
The students must complete the chart with
their own information. Then, they must ask
two classmates about their personal
information and write that on the chart.
The students are always asking questions to
the teacher, and when she does not pay
attention to them, they stop working and
misbehave.
Many students do not understand the activity
and asks many questions, make mistakes and
feel frustrated.
After finishing the questionnaire, the teacher
asks some students about the information
they wrote. Later, the students start to write
comparisons between themselves and their
classmates.
The students work properlyin the new
groups.
The students seeminterested on finishing the
activity.
The students use cell phones to look up for
vocabulary.
The teacher monitors each group.
The teacher receives their questionnaires and
sentences to grade.
Is monitoring a help for the students or the
opportunity to make them dependent and
useless?
When an activity is challenging or new, the
students feel stressed but encouraged to learn.
When the students work in different groups than
the ones they always work with, they show more
commitment and progress.

DATE:May 25th 2018
DATE: Friday May 25th 2018TIME: 6:15-7:20
Observations
The teacher arrives to class at 6:25 am, greets
the students and makes them sit to start an
activity.
The teacher organizes students into groups to
let them read a dialogue.
Students star to work properly in the groups
assigned.
Students use their cell phones as a tool to
search vocabulary.
Students use offline dictionaries to help their
understanding of the dialogue.
The teacher explains unknown words through
images.
The teacher assigns time to finish the reading.
Some students speak in English.
The teacher asks questions to the students to
make sure their understood the dialogue.
The teacher gives three different scenes, 1
group must performthe first one, 1 the
second one, 1 the third one, 1 the fourth, and
1 the fifth. The last group must interpret the
scene they liked the most.
Then, the students work in pronunciation and
select one scene from the dialogue to perform
in front of the class.
The teacher gives some time to the students
to read practice and memorize the dialogue.
Each group performs a role play based on the
dialogues. All the groups seem very
enthusiastic.
The last group on presenting the role play
decides to performthe whole scenes.
Students have fun with the activities and
perform the scenes verywell; they enjoy
performing the activities out of the class.
When the students are interested on the topic,
they use their cell phones in a proper way.
Should teacher continue to prohibit the use of
smart phones in the English class? Or, would it
be better to include new technologies to solve
tasks?
The students feel more comfortable of speaking
in English when they like the activities.
Students love to develop activities than require
movement.
How does a teacher know that the students need
and want to go beyond?

DATE: June 1st 2018
DATE: Friday June 1st 2018TIME: 6:15-7:20
Observations
The teacher arrives on time to class, greet the
students and explains the instructions of the
class in English. Then, she asks one student
to repeat the instructions in Spanish.
The students get into groups to work with a
text about a man who won the lottery.
The teacher assigns time to read the text .
The students start working with the help of
their cell phones.
Students translate the text to understand it.
Nevertheless, after some time, some groups
seem not be interested and start speaking
about different things such as personal and
informal topics.
Despite the students understand English, they
do not use it to speak.
The students select a scene from the story
and create a dialogue.
The teacher receives the dialogue to grade
and provide feedback during the next session.
The class finishes at 7:15 am.
In spite the text is not interesting for the
students, they like it because it has images and
easy vocabulary.
As the final product of the English class is to
present a role play, the students must get
familiar with the elaboration and all the
processes required to performa role play. That
is why; the teacher focuses on letting them
create their own dialogues.

DATE: June 12th 2018
DATE: Tuesday June 12th 2018 TIME: 10:25 – 12:15
Observations
Four students from UT (didactics class) come
to the class to develop activities related to
writing skills.
The teacher introduces the students from UT
and lets ss know about the activities they are
going to do.
The teacher controls behavior and noise by
counting from 1 to 5. (The students that
continue talking when the teacher says “5”
will get a negative point for the class).
Pre-service teachers fromUT start the class;
at first, students do not help them to do the
class. But, when they see the P-S teachers’
friendly attitude, they start to work.
Students do not understand the instructions.
So, the teachers explain them more clearly
without using Spanish.
The students are divided into 2 groups. One
group goes outside with 2 teachers, and the
other group stays in the classroom to work
with the other two teachers.
Class inside the classroom: the teachers ask
questions about ss’ personal information.
Then, the students read an autobiography,
and start to write their own. Then, the
students change their writings to receive
feedback and corrections from their
classmates.
The students receive corrections and
suggestions, improve their writing and read
them out loud for the class.
The class finishes at 12:10.
Teachers must look enthusiastic, friendly, and
respectful to make students work.
Why do not teachers use peer-review activities?
Do they think students do not have enough
knowledge to correct others’ mistakes?

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