Teacher Observation
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
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
References: Cook, V. (April de 2013). Krashen 's Comprehension Hypothesis Model of. Obtenido de Krashen 's Five Hypotheses: http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm Escaño, G., & Gil de la Serna, M. (April de 2013). Are we encouraging our children to be motivated by the work of the school? Obtenido de Questions for parents: www.geocities.com/motivacionescolar Freeman, D., & Freeman, Y. (2001). Between Worlds: Access to Second Language Acquisition. Portsmouth: Heinamann. FUNLAM. (April de 2013). FUNLAM, Facultad de educación. Obtenido de Departamento de idiomas: http://www.funlam.edu.co/modules/facultadeducacion/item.php?itemid=166 Goleman, D. (1998). The mediative mind: The varieties of mediative experience. New york: Tarcher. Nunan, D. (2011). Teaching Enlgish to young learners. California, USA: Anaheim University Press. Pundik, J. (1999). ¡No quiero estudiar! Madrid, España: Filium. APPENDIXES