Teacher Observation

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INTRODUCTION
The aim of this observation project is to analyze throughout four sessions the way a level one English class is developed in the FUNLAM. We will observe as analysts, the development of the class and its effective relationship with the purposes of studying English as a foreign language. In the analysis of this project, we will discuss the different conditions which affect or enhance learning, such as: the attitude of the teachers, teacher’s methodology, teacher’s activities and teacher’s resources, his planning of each class and his methods, among others. We will also pay attention to the students' attitude, behavior in their learning environment and towards learning the target language. We will observe and analyze the relationship between the physical, psychological and educational components of binomial teaching-learning versus the process of foreign language acquisition. CLASSROOM’S DESCRIPTION

The FUNLAM has embarked on a process of renewal physical structure, providing to their students an environment that facilitates learning and teaching, but this is not enough. There are some details to consider. The classroom is located on the second floor of the 11th block at the Funlam, the classroom it’s labeled with the number “204” and it is the first classroom on the right at the corridor; The classroom it’s painted with an almond color, it has a modern video beam with sound devices. There are 4 large lighting lamps on the ceiling and there are 2 medium size windows on the right wall and 3 smaller windows upon them. There are 3 more windows on the left wall. The classroom doesn’t have any picture on its walls, except one small wood board which it’s empty, there is a small desk painted in black; there are no rows into the classroom and every single class it’s distributed in a horse shoe seat arrangement. STUDENT’S DESCRIPTION

The age of students is between 17 and 23 years old, they are in different academic programs, such as international business, childhood education, social communication and degree in English. Most of students have no interest in the course’s curriculum, according to them the reason is the motivation and methodology of the teacher; it is incomprehensible. Escaño, G.; Gil De La Serna, M. (2000) says that motivation is the basis of school failure and often discipline problems. On the other hand, some students demonstrate a comprehensive education since high school, and incorporated into their personality expressed through values ​​of fairness, responsibility, respect, fairness, consistency, solidarity, good study habits, copying ability, interpersonal competence and good relations. The students observed in this class belong to the first level of English; some of them are more advanced. All of them are very respectful and tolerant but some of them find it difficult to follow the instructions given by the teacher. The students are always paying attention to what is said in class and they show themselves confident with the teacher because he tries to create a comfortable environment. Although oral presentations and team-work are very important parts of the class, the students keep being afraid of facing this kind of activities but at last, the students are able to infer that the main objective of this English course is to use the target language in a practical way in their careers and daily situations. Many of them know the importance of understanding the social environment, the facilities inside and outside the classroom where they build their academic process, these aspects are essential because they provide safety and welfare when studying. Daniel Goleman proposes a model of learning based on the distinction between purely cognitive, personal and social skills. Goleman suggests that cognitive skills are based purely on the neo cortex. In contrast, personal and social skills are also related to other areas of the brain, particularly the amygdala, pre frontal lobes and the "executive center of...
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