CLASS OBSERVATION N°1

Class Observation N° 1

Saturday, September 03rd 2016

Module 7

Teacher’s Name: Luis Alexander Amaya.

On Saturday, September 03^rd 2016, I started the observation of classes in the Saturday Program at Don Bosco University from 1:20 pm to 5:40 pm. The students are between 12 -17 years old and they are in an intermediate level. In this new practicum I am working alone, and I will be observed and evaluated by my Mentor teacher Luis Amaya. It is necessary to say that Teacher Luis is a very nice teacher, respected and loved by his students.

Before came to the university, I was complete excited but at the same time very nervous. Honestly, I did not know what it was going to happen, since it was the first time as Teacher Assistant (TA), and the first time that I had to work with teenagers. Before to start the class, I introduced myself with the students and my teacher, I explained them that I was going to be with them for 10 weeks, helping the teacher in many activities and helping students as a teacher assistant.  I could notice that some students were surprised and shy about my presence,  but then, T Luis told them that it was not necessary to feel worry about me. Since that moment, students were very kind and friendly with me. 

Activity 1: Warm up (Soccer with hands).

The teacher began the class by asking students to stand up and make a circle in the center of the classroom. (I could notice that students were very excited, as they knew that T Luis develops good games).  A ball were used to develop this activity, SS had to bend their bodies; Moreover, SS had to open their legs and put their hands in the middle of their legs in order to pass the ball just with their hands. (It looked very difficult to pass the ball in that position, but when the game began, I could realize that students were enjoying the game and laughing a lot). If someone left pass the ball between his/her legs, T Luis, asked a question related with the last topic (Simple past, Past Continuous and Past Perfect).  At the end of this activity, almost all students were asked with a question, and they could answer it correctly.

(In my opinion, I really love this activity, because it was very interesting for students and appropriate to remember background knowledge. In the future, I would like to implement this activity with my future students).

Activity 2: Listening (Shopping).

Later, T Luis asked students two questions wrote on the board: Do you like shopping?  Why? Some students answered that they liked shopping, some others answered that they did not like it. T Luis asked why they did not like shopping. Most of the boys said that they did not like shopping because for them was bored. After this, T Luis asked students to read short information related with the topic in their book then, T Luis asked SS if they had some words that they did not know the meaning.  Some students raised their hands to ask the meaning of some words. T Luis explained each word and when all doubts were clarified T asked students to move to a listening section. SS had to listen to the audio and then, they had to match the images with the corresponding names. T Luis played the audio twice, and then he asked them to compare their responses with a classmate.

(Students were interested talking about shopping and they demostrated interest).

Reading Quiz

After the listening part, T Luis told the students that it was the moment to move to the lab (SS had a Reading quiz). SS and I were asked to move to the lab. There, T Luis explained the process to do the quiz (SS knew how to enter to their accounts and do the quiz without any issue), and 20 minutes later, the whole class had finished the quiz. We came back to the classroom and T Luis started the grammar section.

Activity 3: Grammar (Should – Ought to)

For the next activity, T Luis pasted on the board some flashcards with specific structures to use should/ shouldn’t and ought to. The use of each modal and the difference between them were explained. (I could realize that most of the students understood the use of these modals). After this explanation, SS were asked to work in their books, SS had to fill in the blank spaces the corresponding answer using the modals (should/ ought to). When SS had finished, T Luis checked each student’s responses.

Activity 4: Practice Grammar (Writing task)

Besides, when every doubt about the topic was clarified, SS were given a writing task to put in practice what they had learned. SS had to write 6 sentences using each modal (2 sentences per should, 2 sentences per shouldn’t and 2 sentences per ought to). When they finished, T Luis asked SS to stand up and share their sentences with two different classmates.

(I really liked the feeling that Students showed when T asked them about this game, they were very excited).

Activity 5: Listening (Sharks are coming)

Later, while students were standing up T Luis asked them if they remembered the game “Sharks are coming”, the whole class say “Yeeeeees”. (I really liked the feeling that Students showed when T asked them about this game, they were very excited). So, T Luis asked them “Sharks are coming” and all students answered “How many?” (In this activity T Luis involved me to play with them), T Luis said “two”, and as soon as I saw, all of them were in groups of two. Then, SS were asked to listen to an audio twice, and create a short conversation related with the audio. While SS were talking, T Luis supervised them and made CCQ. (I could notice that with this activity, T Luis corrected students in an appropriate way). After this activity, T Luis continued playing the game “Sharks are coming”. T asked the same question three times.

Activity 6: Extra activity (Speaking)

After played “Sharks are coming” and while the whole class and I were standing up and laughing, T Luis asked Ss to make groups of three. (In this activity I was included as well). T Luis explained us that we are going to play the game called “Rabbits and Jails”. Two students per each group were going to be the Jails and the other one, was going to be the Rabbit. SS were explained the rules of the game, when T Luis said “Rabbits”, every SS who was in the middle of the jail had to change to another jail, if the Teacher said “Jails”, the SS who were holding their hands, had to move in order to find a new Rabbit, but If the T said “Tornado”, the whole class had to move and create a new trio. (Honestly, I really liked this activity because made students smile and enjoy the moment). Then, students were asked to create two lines and create a real conversation using Modals (should/shouldn’t and ought to). SS have to talk face to face. T Luis gave them, 3 minutes to talk. After this, T asked to one of the lines to move to the right in order to talk with different classmates. When, SS finished this activity, T asked some volunteers to share their conversations with the whole class. Three groups presented their conversations.

Activity 7: New topic (Gerunds)

Finally, the last topic was taught. T Luis gave the information about the uses of Gerunds and how identify as a Subject or as an Object. Teacher explained the structures and gave to the SS some examples. Later, some grammar activities were developed, where SS had to work in their books, putting the Gerunds in the correct form. Then, SS had to create 4 new sentences using the gerunds as a subject and as an object, when they finished their sentences, SS were asked to share their sentences with their classmates.

(I saw that students were tired but they demonstrated interest in the new topic, giving examples and participating).