Lecturer of French
University of Michigan
Miriam Akoto's Teaching Portfolio
Classroom observation report, expert-teacher.
Course: FREN 302 - Grammar, Usage and Composition
No. of students in attendance: 11
During the course of the semester, I had the opportunity to observe a seasoned instructor from the department of French and Italian, University of Arizona. The course that I observed was French 302-Grammar, Usage and Composition. This course emphasizes on written communication. In addition, conversation and reading are targeted as means to inform writing. I felt very fortunate to have been able to observe this class.
The instructor stood behind the desk and occasionally walked around the class while the students sat in a circle and this made the lesson very participatory. Also, she created an environment that was conducive to learning in which all the students appeared to feel at ease due to her warm, friendly personality and also because she was approachable and appeared to possess a genuine interest in hearing her students' opinions.
The instructor starts the lesson with a quick revision of the previous lesson on prepositions that required students as a group to orally fill in the blank sentences with the correct preposition. Next, students had to do a 10-minute written activity that also required that they complete sentences using the most appropriate preposition. After this, a new topic “auxiliaires modaux” was introduced. Students were asked to form short random sentences with French modal verbs such as pouvoir, savoir, devoir and vouloir. After the instructor wrote these sentences on the board, students were asked to engage in a situated practice activity that required critical analysis and framing as they worked in pairs to come up with the construction and grammatical structure of each sentence as well as map out the pattern of certain peculiar verbs. Towards the end of the lesson, students practiced with more activities from the textbook as the teacher led a discussion of what the right answer was. The instructor walked around the room listening and eliciting more information. She also explained questions that students had. The students appeared to be interested and engaged on the topics they were discussing.
There are a couple of things that I learned from this instructor. One remarkable thing I noticed is that she incites her students to think and analyze for themselves; and also complements and motivates their responses.
Considering that this lesson is solely geared towards only one aspect of FL learning: the linguistic acquisition of grammar and vocabulary, it must be said that it does not integrate the principles of literacy (Kern 2003). According to Kern, literacy goes beyond academic skills, or the ability to read “decode” and write “inscribe”. He proposes a reunion of oral communication and written communication to improve the coherence of language study. This can be done by not simply giving learners texts to study but also by engaging them in conversations that will help them establish connections between language and content as well as the differences between their culture and that of the language of study. The important elements of Kern’s definition of literacy are that literacy is a source of interpretations, collaboration, conventions, cultural knowledge, problem-solving; reflection and language use were sadly missing from this lesson.
Having said that however, considering the overall course goals, I think the lesson was effective and successful in the sense that the lesson’s objectives were achieved. Still, my belief is that as long as such CLT oriented courses exist, the gap that exists between lower- and upper-level language learners will only get bigger. Literacy is a great way to bridge that gap and help students even at the lowest levels of foreign language learning gain an improved set of language skills across the four modalities: reading, writing, listening and speaking. If I could, I would change a couple of activities to reflect a more literacy-based approach. For example, the activity from the textbook on prepositions could have been taught more implicitly by asking students to look at a website, or watch a video in which prepositions are incorporated. Then, asking students what they see or notice about the form of the words and having them generate a pattern or rule themselves. Doing so not only stimulates their L1 background knowledge on the topic and enables them create meaning for themselves but it also helps them to internalize the forms better than simply memorizing them.
In conclusion, the thing that I learned most from this classroom observation experience was watching how the instructor elicits information from the students. She appeared to be extremely patient and waited for the students to come up with their responses. I believe this instructor to be highly effective and someone to whom I can use as a model.
CLASSROOM OBSERVATION REPORT 2
Course: FREN 310: Spoken French in Cultural Context
No. of students in attendance: 9
Time: 3.30- 4.45pm
I also had the opportunity to observe another seasoned instructor from the department of French and Italian, University of Arizona. The course that I observed was French 310: Spoken French in Cultural Context. This course has for its primary objective to cultivate the student’s ability to speak French correctly (with few mistakes) and authentically (intelligible to a Francophone speaker).Through the use of media such as films and songs, the course engages students in various activities—debates, roundtable discussions, role play, dialogues, interviews and Q/A sessions. The overall goal of Spoken French in cultural context is that students should be able to understand the essence of each film or song and ideally a majority of what is said without the use of subtitles or lyrics by the end of the semester. Students are expected to discuss the films watched or songs listened to in French with increasing accuracy and fluency. Students are expected to read the indicated pages in the textbook Cinema For French Conversation. The emphasis in this course is on developing a student’s ability to speak French, rather than on the interpretation of films or songs. I really enjoyed and learnt a lot from observing this class.
The instructor stood behind the desk and occasionally walked around the class while the students sat at their desks or moved to join groups to work on tasks assigned. Student participation was active and lively. Also, the atmosphere in the classroom was open, warm and accepting.
The instructor started the lesson with a written activity of a song entitled “Ma France à moi” by Diam (which they had started listening to the day before). In groups of three, students were tasked to draw conclusions from the song’s lyrics (American stereotypes and comparisons between the France that belongs to the author). These tasks required critical thinking. After this activity, the instructor went around making corrections of grammar points. Next, students were made to watch a YouTube video of the song with the lyrics simultaneously. She then led students in a discussion of the themes found in the song. This situated practice activity helped students to tap into their personal experiences and reflect deeply on the message of the song. Students also put themselves in the songwriter’s shoes by imagining the situational and cultural context of the song. The instructor then asked linguistic questions about the grammatical forms and vocabulary such as “What kind of genre is this?”, “Why does the singer use the possessive article “Ma”?”, “How do you know this?” “What are some new words and expressions found”, etc. The lesson concluded with a situated practice activity in which students filled in the blanks with the appropriate word or expression and grammatical structure in the song to enhance memorization. Students stayed on task from the beginning to the end of the lesson.
There are a couple of things that I learned from this instructor. First of all, she had a clear and discernible lesson plan which she gave to me at the beginning of the lesson so I could follow along. This was great and had all the goals and implementation of activities as well as the time allotted for them. Secondly, the instructor built on students’ prior knowledge and experiences by asking what was done the week before and building on that information to begin the day’s lesson. The instructor equally used technology well to advance instruction by means of the YouTube video of the song with lyrics. This lesson also incorporated some principles of literacy such as reflection and self- reflection in the task in which students were asked to put themselves in in the songwriter’s shoes by imagining the situational and cultural context of the song. It also integrated collaboration and problem-solving in that students were made to work in groups of three and draw critical conclusions from the song.
This lesson just like the previous one is also solely geared towards only one aspect of FL learning: the linguistic acquisition of grammar and vocabulary. The lesson could have achieved much richer results if the tasks and activities had included the cognitive and sociocultural dimensions too. For instance, in the final activity in which students were made to fill in the blanks, I suggest that that task be turned into a jig-saw puzzle of the lyrics of the song and be put in the beginning of the lesson instead of the end. Students will form different expert groups and try to put it in its original order. This will help them to have a wider context and more room to explore. Another thing is I noticed was that the instructor interrupted students whiles they were talking to correct either pronunciations, or some grammatical mistake. This I thought was not very helpful to the students as they felt sort of put on the spot.
All in all, I think the lesson was successful and the lesson’s objectives were achieved.
CLASSROOM OBSERVATION REPORT 3
Course: FRENCH 102
I also observed a peer instructor from the department of French and Italian, University of Arizona. The course that I observed was French 102, which I also currently teach. French 102 is a beginning language course organized around five general notions: communication, cultures, connections, comparisons, and communities. Students are introduced to traditional language skills interwoven with these five notions. They are also taught interpersonal communication skills and how to interpret written and oral texts with increasing accuracy and sophistication over the course of the semester. As a follow up course to French 101, the overall goal of the French 102 is to help students develop cultural and linguistic knowledge that allows them to feel comfortable in listening, reading, writing, and speaking in French. I really benefited from watching my colleague teach a lesson we had prepared together. It was like watching a movie and knowing exactly what is going to happen next! Not only was observing this lesson exciting, it also taught me a lot of teaching techniques and classroom culture.
The instructor stood behind the desk and occasionally walked around the class while the students sat at their desks to work on tasks assigned. Also, the atmosphere in the classroom was open, warm and accepting. Students stayed on task for most of the lesson.
The instructor started the lesson with a situated practice activity in which students looked at a set of pictures of food from different cultures and guessed where it was from based on how it looked. Students then looked at another set of pictures of dessert (cake, ice cream, etc) while the teacher led a discussion of deserts and cakes. This led to the question “what do we need to prepare a cake for example?” and students responded: “A recipe.” The instructor now asked: “What is a recipe?, What its use?, When is it used? and What goes into making a recipe?” Next, students were asked to look at a recipe website and explore the different kinds of cake recipes. These tasks required critical thinking. Students were asked to pay attention to the grammar and language used in the text. The lesson concluded with a transformed practice activity that asked them to write their cake recipe in pairs.
I learned a few things from observing this instructor. First of all, his tasks and activities were well-sequenced and had smooth transitions between them. This was great! Secondly, the instructor used different instructional materials like pictures of food and a websites as well to advance instruction and comprehension of subject matter. This lesson also incorporated some principles of literacy such as students’ use of cultural knowledge in the task in which they were asked to look at random pictures of food and guess what their origin was. This required that they tap in to their own experiences and background knowledge about particular systems of attitudes, beliefs, customs, ideals, and values. It also integrated collaboration and problem-solving in that students were made to work with their partners to create a new recipe.
This lesson was nicely done however I believe that there is still more room for improvement not on the lesson but on the classroom environment. Halfway through the class, I noticed many students were distracted, some were yawning whilst others just didn’t want to participate in the class. I feel that as instructors, we are in constant battle for the attention of students not just get material that attracts their attention and sparks their interest but also holding this attention for as long as possible. This may seem like a lost battle. But we do not have to stop! I think one reason why students lose interest and/or attention for that matter is when they feel like a task is too cumbersome or they just do not see the point or objective of that task or activity. To remedy this, I propose two things:
Scaffold the tasks in such a way that it seems fun and almost effortless to students. So for instance, the activity that required them to explore the websites could have done a involved a mind map or semantic map of some kind asking students to predict what they could find in a site like this before going into onto the websites. This not only eases up the cognitive load on students, it more importantly stimulates their schemata and wets their appetite for what is in store.
Clearly stating a lesson’s objectives and constantly repeating its significance on certain tasks is imperative to sustaining interest. I have noticed from my own classroom experiences that students are more incline to stay on task and participate more fully in a task if they actually know that it is important and relevant to their FL learning.
Having said that however, overall, I think the lesson was good!
CLASSROOM OBSERVATION REPORT 4
Course: FRENCH 101
No. of students in attendance: 19
I observed another peer instructor from the department of French and Italian, University of Arizona. The course that I observed was French 101, which I also currently teach. French 101 is a beginning language course organized around five general notions: communication, cultures, connections, comparisons, and communities. Students are introduced to traditional language skills interwoven with these five notions. They are also taught interpersonal communication skills and how to interpret written and oral texts with increasing accuracy and sophistication over the course of the semester. The main goal of this course is to help students develop cultural and linguistic knowledge that allows them to feel comfortable in listening, reading, writing, and speaking in French.
The instructor stood behind the desk and occasionally walked around the class while the students sat at their desks to work on tasks assigned. Also, the atmosphere in the classroom was warm and friendly.
The lesson began with a situated practice activity in which students read aloud a text on a word document about the musician Stromae. During the reading of this text the instructor occasions made corrections with pronunciation of words and phrases. After this, students are made to silently re-read the text again individually and this time try to pick out cognates and words that they are familiar with already. Next, students pick out words they are unfamiliar with and the teacher helps them understand what they mean. Students then do a comprehension task and answer true or false questions about the biography of Stromae. The instructor next has students work in pairs and look at a list of vocabulary words on food and form at least 7 sentences with these words. The instructor walks round the classroom giving help and translating words and or phrases for students. For the last 10 minutes of the lesson students were made to watch a YouTube video about “What not to do in France”. The teacher then led students in a discussion of the main ideas in the video which was mainly the do’s and don’ts of the French culture as opposed to the American culture. The lesson concluded with a transformed practice activity in which students were asked to suggest rules for tourists or visitors to France based on the video.
There are a few things I learned from this instructor. First of all, she listened very attentively to students responses and questions and answered them politely using voice inflection, smiling and gestures. This contributed to the overall classroom ambiance and a great atmosphere for student development. I have personally been in classes that are tense and uneasy and in a foreign language setting that could be very destructive to learning, so it was very refreshing to observe such a warm class. Secondly, the instructor used L1 for discussing main ideas and also for giving instructions and directions. This made the discussions richer and more participatory as students were more eager to express their thoughts and past experiences.
That said, there were a couple of things that I wish the lesson had included to make it more literacy based. One thing is that it is also solely geared towards only one aspect of FL learning: the linguistic acquisition and memorization of vocabulary. The lesson could have achieved much richer results if the tasks and activities had included the cognitive and sociocultural dimensions too. For instance, in the activity in which students were made to form 7 sentences with random words on food, I propose that that task be turned into a puzzle of sentences with those words used in varied contexts. Then ask questions like: “What is the context of this statement?”, “Can you develop a background story and link it to these statements?” Next, I would have students make propositions for other ways to express the same thoughts. Under what context could this be used and juxtapose it with the original statement. This gives students a chance to make textual comparisons and also help them to have a wider context and more room to explore. Another thing is I noticed was that the instructor used a lot of translation to give explanations to students. This makes students get lost trying to make a word for word translation instead of trying to understand the central idea of the text. Instead of using a quick English version of a word or phrase, use an easier more common synonym in French or worst case scenario use gestures and facial expressions to get their imagination working! Finally, the lesson seemed a little disjointed and it was hard to get the objective of the day.
This is one lesson that I'm afraid needs a little improvement and tailoring.
Classroom Observation Report
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students. The teacher was happy and cheerful to all the students. She never had to yell at the students for doing wrong or doing badly on work. She gave praise to the students for doing well. Even when the students got off track from the question she ask. She would just say that was interesting and go back to the question she started with. All the students were exited to answer question with their hands swing in the air. When I first got to the classroom the desks were in groups and later were moved into rows. To cut down on some of the talking between the students. All eyes were on the teacher when she talked waiting in anticipation. The class was well organized and everything was in placed. The students had their own lockers in the classroom. They had time before class started and before lunch to get out what they might need for the day. The teacher keeps control of the classroom. They also had a set time for the subjects everyday. The main emphases of the classroom were on reading, writing, and math. All homework assignments were written on the board for all the students know what is do the next day. Students had homework folders to take home, so their parents know how their child was doing in school and had to sign the folder and return it. When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.
In this essay, the author
- Describes how they visited a new school and learned about the enjoyment of teaching and how one has to adapt to each of the students.
- Describes how the teacher was happy and cheerful to all the students. she never had to yell at them for doing wrong or doing badly on work.
- Describes how students were given a responsibility in the classroom, such as bathroom monitors, passing papers out, and organizers. if there was trouble, the teacher asked the students to be honest.
- Narrates how the school had a dedication ceremony, which had the mayor, senators, school board members, and parents attending. the students were happier to see the mayor than anyone else.
- Describes how each day was a new experience for them. they found that the whole class was open and asking for their help.
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My Classroom Observation Experience
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive
More about Classroom Observation Report
Report on Classroom Observation
Teaching is the centre of all education related topics. So as a student of the Institute of Education & Research, we had to teach in real classroom environment. Before starting teaching in a real classroom environment it helps a practice teacher to acquaint them with the process, method, of teaching if they observe a class of a certain level before entering a class as a teacher.
At the first day in the school I had to collect my routine. Then I introduced with those teachers who used to take those classes before me. I asked them politely if they could give me the permission to observe their classes. Both of them cordially invited me to observe their classes.
I have observed 3 Social science lessons; among those I am analyzing the one below:
Day: Sunday (11/3/2007)
Time: 01.05 pm – 01.45 pm
At the 2nd day in my school morning I waited for him (Mr. Kamruzzaman; social science teacher of class Seven – B) to come to the class in front of the class. When he came and asked the class captain to clean the bench at the behind of the class to let me sit there. The class captain cleaned up and I sat there to observe the class.
When the teacher entered the class all the students stood up and when she told them to sit, they took their sits. At first he asked the students to give their homework copies. At this time he inquired about some students.
After seeing the homework copies, he stood up from her chair and started lesson. At first he showed a photograph of “Sangsad Bhabon” of Bangladesh and asked: Have you ever been their? Defining its significance to students he declared the lesson (evsjv‡`‡ki RvZxq I ¯’vbxq ch©v‡q wbev©Pb) of the class today. Then he started to explain the issues one by one. At first he started with the fact what is Election (wbev©Pb). Then he Drew the classification of Election on the board and asked students to copy it. By this time he also came to me and assured his best possible help to me. Then he started to discuss the issues one by one. After discussing the classification of election he clarified the board.
Then he started to discuss the eligibility to be voter. After that he wrote down the homework in the right side of the black board (short-answer question no: 2 of exercise. While writing the Homework he reminded the class captain to write down the information about the class at the right top of the board.
Having finished his lesson, then he told the students about I.E.R. He described I.E.R as a famous institute to his class and made me acquainted myself to his class as their teacher from next class. He also made the students aware of the fact that if any student behaves anything wrong to me then, he would take action towards that student.
Then she let me talk to the class for five minutes and left the class. I, then introduce myself to the class and talked to them till the class ended.
3.0 Main Features of the Observed Class:
A) Physical Facilities:
I. Location of the class: The class is in the right corner of the 3rd floor (Room No: 404) of the ‘L’ shaped main building.
II. Shape of the class: The shape of the classroom is almost squire. III. Doors and Windows: Windows (glass) are in the both right and left side of the class and the only door is in the right side of the class. The door is not very much spacious.
IV. Students’ Sitting System: Each one sits in a handled-chair. Chairs have a sufficient distance with writing tables. There are 6 columns and 10 rows makes sitting accommodation for 60 in the classroom.
V. Blackboard: The blackboard is put in the wall of the class. It is not portable but fixed. It is in the middle of the front wall to the students. The color of the black board is all right and it is smooth to write with chocks. The duster can easily wipe out the writings in the board.
VI. Lighting and Ventilation: The natural lighting is adequate for the class.
VII. Provision of Artificial lighting and ventilation: There are 6 electric fans and lights in the class. The arrangement is quite adequate for the class.
VIII. Teacher’s Table and chair: The wooden chair and a table are in the front side of the class. The chair is quite ok, as we should use in not for a long time to sit there while teaching , but the table was too heavy to move.
IX. Color of the class: The color of the walls in the class is white and brighter.
X. Other Furniture’s: There is a lecture table took place left corner of the classroom, so that teacher can use it while teaching. It is also fruitful to students to practice their speech.
B) Evaluation of the Teacher’s Proficiency:
i. Teaching Method: His teaching method is average. Sometimes he feels the need for recalling.
ii. Student Involvement and Participation: Student involvement and participation is not very high. More over most of the participants are the conventional good students and most of them are sitting in the 1st bench.
iii. Motivation: He created motivation for the class by showing the Photograph of ‘Sangsad Bhoban’.
iv. Classroom Questioning: After finishing the lesson, she didn’t ask any question to the students.
v. Dress up: The school has no specific dress for teachers. His dress up was suitable for the class.
vi. Use of Blackboard: He used the blackboard neatly. His writings are legible and can be seen from even the last bench. He also does not stand parallel to the board making the students facing his back. So the students take the advantage for side talking. Before going out of the class, he wiped the board.
vii. Punishment and reward: He didn’t use any Punishment and reward to absent student.
viii. Classroom control: His classroom controlling power is really strong. No student disturbed in the class while he gave his lesson. Only few students (about 7 out of 51) talked in the class while she was using the blackboard.
ix. Learning environment: The environment was calm and quiet which is an obvious condition for a math lesson. But the environment was not fear free because of his way of punishment.
x. Teacher student Relationship: Teacher student relationship is not friendly, but grim. he maintains a big distance with them. Students are afraid of him and they also respect him. The teacher is caring but not frank to the students.
xi. Way of expressing: He explained the issues clearly to the students with agile expression.
xii. Expertise in his particular lesson: He has a good expertise on his subject. He has other knowledge related to his subject beyond the textbook.
xiii. Beginning of the lesson: He made specific motivation for the lesson. So his starting is quite good and inspiring.
xiv. Punctuality: He was on time for the class. He started his class at the right time and closed up his lesson before 5 minutes for me to introduce myself to the class.
xv. Class work observation: When he instructed to the students to write the classification of election, he observed the class work by walking and watching the activities of the students entering the passages between the columns.
xvi. Voice and Tone: His voice is suitable for the class. It can be heard from the last bench. The changing tone of her voice creates some special situations or attention in the class, which is sometimes urgent.
xvii. Confidence: His face, attitude, behavior, talking shows that he is confident, confident about his expertise and controlling power.
a) Strength of the Teacher:
1) Good controlling power over the class. 2) He got the expertise lesson delivery. 3) Punctual 4) Appropriate voice and flexible tone. 5) Tries to relate the lesson to everyday life. 6) He can clarify an issue clearly. 7) A specific and effective motivation towards a specific lesson. 8) Depth of knowledge.
b) Weakness of the Teacher:
1) He finished the whole chapter in a period. 2) Does not give much attention to classroom participation and student involvement. 3) Does not give much emphasis to back-bencher. 4) Cannot crate a friendly, fear free classroom situation. 5) No emphasizes on reinforcement. 6) Does not use any other teaching material but blackboard and constitution. 7) He checks the class work copies during the class period that kills time. 8) Doesn’t use activity based method.
5.0 Possible ways of improving the Lesson:
1. He could use a poster writing on it the classifications of constitution and characteristics of a good constitution. 2. There should be formative assessment. 3. If he would check the class work copies of all the students after the class period it would help the students to do his class works more sincerely. 4. He needs to learn the use of board. 5. He should use activity based teaching method. 6. Should give emphasis to back-benchers. 7. Homework should be given in assignment method. 8. Sometimes he should create a suitable funny situation in the class making the students laugh. But obviously it is related to the lesson.
Considering all those things my judgment is that, he got the talent to be in teaching profession. To me his performance is very good but not excellent. Though he is experienced enough and acquit the art of teaching, she should in tough of workshop.
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A Report on Classroom Observation
The teacher observed at Oke-Magba junior High School, Majoda-Epe, Lagos State in person of Mr. Michael O.J. who was the mathematics teacher for junior class 1-3. He has a well planned, consistent and sequenced lesson note of which the objectives are clearly outlined. The lesson note was also related to the objective. His procedures were also effective. He showed that he knows the topic he is teaching. He starts lesson by asking question about the previous lesson. He makes use of different teaching methods like individual activities and demonstration methods.
Proceedings of Convocation lecture in honour of Graduating Cadets of 64 Regular Course (NA, NN, NAF), 65 Regular Course (NN, NAF) and Postgraduate Students of the Nigerian Defence Academy
Peter A. Okebukola
EDUCATIONAL COUNSELING SERVICES: A NEEDS ASSESSMENT OF JUNIOR SECONDARY SCHOOL THREE STUDENTS IN IBADAN NORTH LOCAL GOVERNMENT AREA, IBADAN
ABSTRACT Students in Junior Secondary School Three (JSS3) are in need of educational counseling services to help them perform well at in their certificate examinations. In Nigeria, school counselors face various challenges making it difficult to perform appraisal services. Also, the utilization of counseling services by students is very low. This study was designed to conduct an educational needs assessment among JSS 3 students in Ibadan North Local Government Area. This cross-sectional survey collected data using a semi structured questionnaire which was interviewer administered. The instrument gathered information on the respondents’ socio-demographics, academic subjects which they found difficult and academic topics where they needed counseling. It also included 5-item confidence and class activity scales. Confidence scores of 0-5 and 6-10 were graded as not confident and confident respectively. Class activity scores of 0-5 and 6-10 were graded as not active and active respectively. Data were analysed using descriptive statistics, inferential statistics and logistic regression at p<0.05. Respondents’ mean age was 13.3 ± 1.3 years. Majority (67.9%) of the respondents was female, Yoruba (86.6%) and belonged to nuclear families (84.3%).More than half of them (56.9%) did domestic work after school, but only very few (5.6%) reported doing school work after school hours. Participants were equally distributed across the six schools randomly selected for the study. Even though most (84.9) said they were always confident in their ability to prepare for a test, more than half of them (53.8%) said they were sometimes afraid to take a test. The most frequently reported difficult subject was French language (29.6%) with Mathematics following closely behind (21.8%). Almost half of the respondents (45.9%) were not confident in taking tests and examinations. Significant relationships were found for secondary school and confidence grade, activity grade, and meeting a counselor for help. Students of Anglican Grammar School 2 were found to be eight times more likely to be confident than students at Community High School (OR: 7.54, 95%CI: 2.84-20.03). However students of Saint Louis were found to be four times less likely than community high school to be active in classwork (OR: 0.23,95%CI: 0.10-0.53). All schools had significant likelihood for meeting a counselor for help, with Ikolaba High school being the most likely (OR: 44, 95%CI: 12.78-151.45). Furthermore, Males were found to be three time less likely than females to meet a counselor for help (OR: 0.35, 95%CI: 0.21-0.57).There were no significant associations between sex and confidence or participation grade. Even though the surveyed JSS3 students needed educational counseling services, majority of them did not meet their school counselor for help. There are many underlying reasons for this. It is important for the school counselors to revamp their services to schools. Collaboration is needed in the local government to ensure the success of JSS3 students in their examinations and general academic performance. Keywords: Educational Counseling, junior secondary school three students, Educational needs assessment, Ibadan north local government. Word count: 482
Ojo A Farotimi
Proceedings of 3rd Distinguished Lecture Mountain Top University
Muhammad Asad Qureshi
The study examined the perception of students and teachers on the causes of poor academic performance among secondary school students in Ogun State, Nigeria. Subjects for the study were one hundred and thirty-five (135) students and fifty (50) teachers randomly drawn from five secondary schools in Odogbolu Local Government Area of Ogun State. Questionnaire was used to collect relevant data for the study. Percentages and chi-square were used to analyse the research questions. Responses of teachers showed that teachers' qualification and students' environment do not influence students' poor performance but teachers' methods of teaching influence poor academic performance. Students' response on the other hand showed that while teachers' qualification and students' environment influence students' poor performance, teachers' method of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.
Igbinlola O Andrew
ABSTRACT This project work has investigated into the importance and effect of the Media Resource Centre (MRC) on academic performance of Students in public secondary schools in Oyo State using Loyola College Ibadan and Oke ’badan High School as a case study. It is done purposely to know how important the Media Resource Centre is on the students’ academic performance and also to show the effect it has on them .This project work has shown that that there is no Media Resource Centre in Oke ’badan High school. The research design used in carrying out the research in Loyola College is a social survey method, a total population of 240 students and 21 staff was used and the data collection instrument adopted was questionnaire. The whole data collected was analyzed using simple percentage method. The analysis was on a table with explanation under each table for clearer understanding. On the basis of the analysis of the data gathered from the study, it was gathered that the Media Resource Centre (MRC) and provision of Media Resources helps in improving academic performance of students in public secondary schools, it also shows there is provision of Media Resources in Loyola College which assists the teachers in making their lesson note and helps students in their assignment and tests. Also, it was discovered that the Media Resource centre also promotes reading culture in students and helps them to read extensively after class. However, conclusion was drawn based on the findings of the research and recommendations were made for some problems that were discovered.
Tobi David OLABIYI
This study examined the improvisation of teaching aids and effects on performance of Junior Secondary School students in Basic Science in Oyo State. The descriptive research design was adopted for this study; this is because the variables studied were not manipulated but studied retrospectively the way they occur naturally. The population of the study covered some selected secondary schools' basic science' teachers (both males and females) in the area of study. Out of this population ten (10) teachers used as sample was selected from the junior secondary school (JSS) basic science' teachers for the study; using randomly sampling procedures. The instrument used to collect data for the study was a twenty-five items self-structured questionnaire. Four research questions were asked and answered during the study using percentage frequency count statistical tool. On the basis of the findings made in the study, we conclude that improvisation of teaching aids has significant effects on the performance of Junior Secondary School in Basic Science in Oyo State. Consequently, we recommend that teachers of basic science should not embark on poor teaching as an excuse due to lack of materials but should cultivate the habit of improvisation as its facilitate good performance of the students. Also, all Science subjects' teachers should be exposed to, and trained on the art of improvisation of teaching aids on regular basis so as to make teaching-learning more effective.
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JOURNAL OF NURSERY AND PRIMARY EDUCATION INSTRUCTORS IN NIGERIA (JNPEIN)
International Journal of New Technology and Research (IJNTR)
Chinujinim G THOMAS
Bruno Costa , Katia Cristina Norões
International Journal of Humanities, Social Sciences and Education
Kamaldeen A katayeyanjue
Steve Bamidele Owaduge
International Journal of Educational Research and Studies
Gérard L. F. Chouin
NURSERY AND PRIMARY EDUCATION JOURNAL
Letters in Applied Microbiology
R. Al Jassim
International Journal of Advanced Research
The Global Education Network in collaboration with The University of Lome, Togo
Prof. Babatunde A . ADEYEMI , Dr 'Gbenga OMIYEFA
Dr.Olukayode S O L O M O N Aboderin
Babayemi John Olakunle
EARLY CHILDHOOD EDUCATION
Oladapo K A Y O D E Abiodun
Bamikole Oludare Ogunleye
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FREE 15+ Classroom Observation Report Samples [ Elementary, Teaching, Narrative]
The most important role in a classroom management setting is of course the role of what a teacher does to the students. The teacher’s role goes beyond imparting knowledge and evaluating the capacity of each of their students but more importantly, how they make the experience of being at school and studying a valuable experience in life. With that, teachers should also be calibrated with the standards set by the school and how they deal with their students. One of the most effective ways to do this is to conduct a classroom observation and make a report out of it.
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What is the significance of conducting a classroom observation? What can it do to improve the teaching styles of a teacher? If you’re one who is tasked with making a report on classroom observation, you can download the free classroom observation reports samples on this page to guide you. Read on.
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To write an observation note in a classroom:
- Date and Time: Record the date and time of the observation.
- Focus: Specify the area of focus (e.g., student interaction, teacher’s methods).
- Objective Details: Note specific behaviors, interactions, or teaching methods observed.
- Quotes or Examples: Include direct quotes or examples to support observations.
- Positive Notes: Acknowledge strengths and effective strategies observed.
- Areas for Improvement: Highlight any areas that could be enhanced or developed.
- Reflection: Provide personal insights or reflections on the observed session.
- Next Steps: Recommend action points or follow-up observations if necessary.
- Maintain Confidentiality: Ensure the confidentiality of student and teacher information.
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An observation in a classroom might involve noting how students engage during group activities. For instance, observing how they collaborate, communicate, or solve problems in a team setting provides insights into their social skills and learning dynamics. It could involve recording their interactions, problem-solving approaches, and the level of participation of each student. The observation might reveal leadership qualities, collaboration styles, or areas where some students may need more encouragement or support. This type of observation helps assess both individual and group dynamics, offering valuable insights into student behavior and learning outcomes.
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Classroom observation is crucial for several reasons:
- Teacher Development: It helps educators refine their teaching methods, identify strengths, and address weaknesses.
- Student Learning: Observations enhance understanding of how students engage and learn, enabling tailored teaching approaches.
- Assessment of Strategies: It assesses the effectiveness of instructional strategies and curriculum implementation.
- Professional Growth: Supports ongoing teacher development, encouraging reflective practices and continuous improvement.
- Quality Assurance: Offers insights for school administrators to maintain teaching standards and improve overall education quality.
- Feedback and Support: Provides constructive feedback and support for teachers, fostering a culture of collaboration and growth.
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- Structured Observation: Involves predetermined criteria, specific behaviors, or a checklist to guide the observation.
- Unstructured Observation: Open-ended, allowing the observer to note any behavior or activity without predefined criteria.
- Participant Observation: The observer becomes part of the group being observed, participating in activities while noting behaviors.
- Non-participant Observation: The observer remains separate from the group being observed, simply watching and recording behaviors.
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One of the most important purposes of conducting a classroom observation is to dissect the current status of instructional processes that is part of the teaching standard operating procedures set by the school. At the time of observation, the teachers knowing the school’s format in delivering lectures, and student evaluation are expected to act accordingly. If such standards are properly executed, this is where the observer does the evaluation of the quality of the teacher’s teaching style against the school’s standards. By doing this, the school will be able to point out which parts of their instructional standards are difficult to execute or are disadvantageous to the part of the teachers. Also, the complexity of such standards will go through management evaluation to determine if it is vital to the learning of its students and to the school’s development .
Another reason why classroom observation is vital to the development of higher education lesson plans is that it discovers the inequalities that may exist in the classroom towards the other student. It may be that such inequalities are not directly seen during the actual classroom observation but it can be implied with the evaluation of some students to the teaching style imposed by the school and to the recorded student performance done by the teachers. It can also be observed in the interaction between the teachers and their students that can sometimes lead to unequal treatment that some students receive from their teachers. In some studies, this inequality is even related to the gender and ethnicity of both students and the teacher.
Perhaps, the most important purpose of conducting classroom observations is to become the basis of restructuring or improving the instructional format of the school for its teachers. One of the reasons why teachers are not always effective is that they are not even aware of their own interactions with their students and by making them aware of it, they are able to correct themselves and impose an approach geared towards mobilizing the learning contract between teachers and students. Classroom observations include an evaluation of the teacher’s expertise and knowledge on a particular subject that they are handling. If found out that the teacher is not that knowledgeable on a certain subject that they are handling, it is now up to the school’s administration to conduct training and undergo their teacher’s further training and education to increase their expertise on certain fields of learning to be it in Language, Mathematics, Science, among others.
It is an outline of the experiences and activities that the school set in accordance with their standards to increase the learnings of the students in each subject course.
An educational approach that uses group settings in order to facilitate the learning of students through interaction.
The ability to control and manipulate one’s emotion regardless of outside factors such as environment and hormonal effects.
Classroom observation and feedback involve the process of observing a teacher’s instructional practices and providing constructive feedback to improve teaching and enhance the learning environment.
- Begin with an introduction, mentioning the date, class, and teacher’s name.
- Describe the classroom environment, seating arrangement, and resources used.
- Observe the teaching methods, interactions, and student engagement.
- Note strengths and areas for improvement in teaching.
- Mention student behavior and participation.
- Offer constructive feedback and recommendations.
- Summarize key points and conclude the report professionally.
An example of a classroom observation might be a teacher or education administrator visiting a classroom to assess the teacher’s instructional techniques, student engagement, and classroom management . They would observe how the teacher presents lessons, interacts with students, and maintains the classroom environment. The observer would take notes and provide feedback based on their observations to help the teacher improve their teaching methods and enhance the learning experience for students.
The aim of classroom observation is to assess and improve teaching quality, student engagement, and classroom management by providing feedback and insights to educators, ultimately enhancing the learning experience.
Some academic professionals avoid the possibility of being evaluated or scrutinized for the work they provide to the school and to the knowledge they impart to their students because it would mean that their expertise is put to the test and their credibility questioned. Whether or not their credentials are tarnished or not, the result of such evaluation is for their own professional advancement and growth and most importantly, for the progressive learning of the students.
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