Caiet Practica PDF

A Student Teachers Teaching Practice Guide
Universitatea Dunrea de Jos Galai Facultatea de Litere Departamentul de Englez
Ruxanda Bontil
A Student - Teachers Teaching Practice Guide
A teacher affects eternity; he can never tell where his influence stops. (Henry Adams, The Education of Henry Adams, 1907) Learn to write well, or not to write at all (John Sheffield, Essay on Satire, 1680)
Galai 2012
Concepie i redactare: Ruxanda Bontil lector limba englez

Universitatea Dunrea de Jos Galai Facultatea de Litere, Istorie i Teologie Catedra de Limba Englez
Au colaborat la capitolul V: Prof. mentor Irina Scoraru Prof. mentor Mariana Ziminschi Prof mentor Georgeta Tofan Prof. mentor Liliana Groza Prof. mentor Mdlina Moscu Prof. mentor Mihaela Neagu La capitolele VII, VIII, IX, X, au fost utilizate materiale din programul de mentorat organizat i coordonat de Consiliul Britanic din Romnia.
UNIVERSITY DUNREA DE JOSOF GALAI DEPARTAMENTUL PENTRU PERFECIONAREA CADRELOR DIDACTICE DEPARTMENT OF ENGLISH
Student Teacher (Name and Surname): Year of study (major/minor; IDD): .. Mentor (Name and Surname): ... Teaching Practice School: .... Date of Teaching Practice (sem. I /sem. II; Univ.Year): ...
Student Teacher Observation Record

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Date Class observed Teacher / student teacher / own
Contents
I. Successful TP Policy: some practical advice II. Record of School Documents/ English Curricula III. Actual Classroom Practice toward Self-exploration a. b. c. d. e. f. g. h. i. j. k. l. Foci of observation: class management Foci of observation: using the board Foci of observation: teacher talking time Foci of observation: instructions Foci of observation: stages of lesson Foci of observation: error correction Foci of observation: structure presentation and practice Foci of observation: introducing vocabulary Foci of observation: listening/reading Foci of observation: speaking Foci of observation: student observation Foci of observation: 50mins lesson 7 9 17 18 19 20 21 22 23 24 25 27 28 29 30 41 45 59 69 73 77 87 94 95 99 103 109 111 112 115
IV. Describing teacher experience: a bank of valuable ideas V. Lesson Plans and Outlines: Examples by the mentors VI. Student teacher Lesson Plans VII. Self-observation Forms VIII. Self-evaluation Forms IX. Mentor Feedback Form X. TP Grade Descriptors XI. Foci of observation: educational class (observarea orei de dirigenie) XII. Notes on the observed student (observaii asupra elevului studiat) XIII. Learner Profile (Fisa psiho - pedagogic) XIV. Samples of valuable materials/tasks/tests XV. Teaching Practice Final Report XVI. TP Feedback Questionnaire XVII. Glossary of ELT terms XVIII. Select Bibliography
I.
Successful TP Policy: Some Practical Advice
Congratulations on reaching what is to be the truly applied component of the student teachers educational competencies. 1. Prepare yourself for entering a team of supportive colleagues, mentor and university supervisor. Remember: your contributions (both in debate sessions and actual teaching) are equally important to make the team work really profitable. 2. Prepare to observe, firstly, the mentor (approx. 6 classes first two weeks) and, subsequently, your peer trainees (approx. 36 classes remaining period), since the TP period consists of 56 hours (4 hours in total, i.e., 3 hours observation + an hour for reflection and observation feedback, on a weekly basis, and 3 teaching classes + 1 educational class). You have to observe two educational classes before actually monitoring one. The study of official school documents/records and English curricula will enhance your insights into actual school life and Ministry of Education cohesion. 3. Feel free to choose any observation sheet from those proposed in this guide, according to type of lesson observed, your mentors indications or your own teaching intuition. Remember: learning observation means learning to manage teaching by getting insights simultaneously into classroom life, live learning and teaching experience and underlying methodological principles/strategies/concepts. 4. Make a habit to complete observation sheets while observing the class and efface yourself so as not to distract students or teachers attention (unless your contribution is required by teacher or even students). 5. Make detailed notes on observation sheets with a view to preparing the ground for the feedback session with your mentor when lively give and take exchanges are expected. Remember: be constructively descriptive and not disgracefully judgemental. 6. Be congruent at all times. Speak your mind with self-respect and respect for peers, always allowing for counter/cross arguments, which prompt understanding, and correct (self)-assessment. 7. Exercise reflection and communication strategies with your university supervisor too, if not for sharing impressions and conclusions, for getting hold of some useful aids/materials, i.e., tapes, textbooks, pictures, etc. 8. Try hard to put yourself into the student/teachers shoes and dont jump to conclusions until you have pondered all arguments. Remember: common sense, modesty, politeness and intelligence never go unrewarded. 9. Rules of courtesy also include: punctuality, mobile phone-correctness, fair-play and sincere commitment among professionals. 10. TRUST YOURSELF, YOUR COLLEAGUES AND FUTURE COLLEAGUES!
GOOD LUCK!
We can never thank enough the mentors whose outstanding competencies and professional commitment will hopefully convince our students to enter teaching, and honour it. Its also important to let our students know about the joint efforts of The British Council from Romania and the Ministry of Education in building a new, trustful professional category, the mentor, and also in harmonising evaluating criteria/observation sheets/descriptors all over the country.
II.
Record of School Documents/English Curricula

Educaia pentru o munc de calitate trebuie s vizeze dezvoltarea capacitilor de proiecie i planificare, de decizie i de asumare a riscului, de colaborare i de evaluare i reevaluare a rezultatelor. Ea trebuie s stimuleze, n acelai timp, responsabilitatea pentru munca realizat, nsoit de acceptarea evalurilor obiective. Seriozitatea i calitatea bun a muncii depuse nu exclud realizarea acesteia ntr-o atmosfera plcut, destins, stimulant. Aceast atmosfer trebuie s se ntoarc n slile de clas din ara noastr, astfel nct elevii s guste plcerea efortului cu sens, dedicaia pentru o chestiune interesant avantajele muncii n grup, bine coordonate. (Buletin informativ al M.E.N., no 35, in Supliment, edited by Tribuna nvmntului, 2 February, 1999)
THE STRUCTURE OF THE DIDACTIC MODEL OF THE FOREIGN LANGUAGE CURRICULUM IN ROMANIA
ELEMENTS OF THE DIDACTIC ACT LEARNERS/AUDIENCE communicative competence a. general OBIECTIVES b. skill-based c. operational integrated skills cognitive and attitudinal cross-cultural representations intellectual skills DIDACTIC CONSTITUENTS AND SUBCONSTITUENTS
DIDACTIC COORDINATES
1 For whom . . . ?
To what purpose?
for each teaching

socio-cultural component pragmatic component: oral communication written communication
sequence
a. topics b. speech acts CONTENT c. vocabulary and grammar linguistic component: phonetics / spelling vocabulary grammar discourse communicative-functional techniques
What . . .?
4 DIDACTIC AIDS
How . . .?
TEACHING / LEARNING METHODS AND STRATEIGES Based on authentic materials
What aids . . .?
What level . . . ?
STANDARDS OF EVALUATION FOR EACH CYCLE
EVOLUTIA CAPACITATILOR SPECIFICE PE CICLURI DE INVATAMANT
Ciclul liceal
* intelegerea detaliilor * intelegerea mesajelor exprimate in accente non standard * transfer de informatie * perceperea specificitatii discursului literar * intelegerea contextului sociocomunicativ al vorbirii
* adecvarea limbajului la context * negocieri si dezbateri * discursuri functionale (prezentare de teme si proiecte)
* identificarea atitudinii autorului si a registrului textului * citirea asistata de instrumente de referinta * interpretarea textului * transfer de informatie
* redactare libera * luarea de notite * traducere * redactare de texte functionale
* constientizarea valorilor, atitudinilor si mentalitatilor tipice (abordare comparati-va) * insusirea informatiilor specifice spatiului cultural (perspective interculturale)
Ciclul gimnazial
* intelegerea atitudinii vorbitorilor si a relatiei dintre ei * deducerea segmentelor necunoscute din context * ordonarea informatiei
* initiere si sustinere de dialoguri * descrieri si relatari detaliate * naratiuni simple * emitere de opinii, sugestii, ipoteze
* intelegerea detaliata * deducerea segmentelor necunoscute sau nementionate din context * constientizarea legaturilor dintre propozitii / paragrafe
* redactare semidirijata cu/fara support vizual/auditiv * transformare de text (rezumare si dezvoltare)
* intelegerea imaginilor si simbolurilor specifice * folosirea unor elemente reprezentative ale codului comportamental acceptat in spatiul cultural
Ciclul primar
* identificare * intelegere si confirmare nonverbala * intelegere globala si selectiva
* producerea de sunete specifice, cuvinte, propozitii * intrebari si raspunsuri * descrieri si relatari simple * interactiune comunicativa elementara
* citire cu glas tare sau in gand * intelegerea globala si selectiva
* copiere * completare de text * dictare * scriere dirijata
* intelegerea elementelor socioculturale ale vietii de zi cu zi (asemanari si deosebiri)
Intelegere dupa auz
vorbirea
citirea
scrierea
relationarea interculturala
11
12
13
14
15
16
III.
Actual Classroom Practice toward Self-Exploration

Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making. (John Milton, Areopagitica, 1644)
17
a.
Foci of observation: class management . Lesson (grade/date/teacher/no of Ss/level/course book)
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Did the teacher maintain good eye contact? Did the teacher change position appropriately with action? Did the students work well together? The teacher rearranged the seating when necessary The instructions were clear The teacher checked that the students had understood the instructions The teacher did not obscure the blackboard The teachers voice was clearly audible at all times. Speech was not slow/fast/unclear The students were clearly audible to each other The teacher was aware of students learning difficulties and responded in a supportive way The students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout
(always/sometimes /not enough/never)
Lesson (grade/date/teacher/no of Ss/level/course book)

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Did the teacher maintain good eye contact? Did the teacher change position appropriately with action? Did the students work well together? The teacher rearranged the seating when necessary The instructions were clear The teacher checked that the students had understood the instructions The teacher did not obscure the blackboard The teachers voice was clearly audible at all times. Speech was not slow/fast/unclear The students were clearly audible to each other The teacher was aware of students learning difficulties and responded in a supportive way The students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Did the teacher maintain good eye contact? Did the teacher change position appropriately with action? Did the students work well together? The teacher rearranged the seating when necessary The instructions were clear The teacher checked that the students had understood the instructions The teacher did not obscure the blackboard The teachers voice was clearly audible at all times. Speech was not slow/fast/unclear The students were clearly audible to each other The teacher was aware of students learning difficulties and responded in a supportive way The students took away useful and clearly illustrated language copied from the blackboard or in the form of a handout 18
b. Foci of observation: using the board Lesson (grade/date/teacher/no of Ss/level/course book)

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Physical: Was the board visible to all? Was the layout clear? (Did it appear overcrowded / disorganized?) Was the new language highlighted effectively? Was the board work complete? (e.g. no unfinished sentences) Did the teacher use the board for: (a) clarifying points on the spot? (b) correction? (e.g. grammar, pronunciation) Could any of the following have been appropriate? (a) tabulation (e.g. substitution table) (b) display of visuals (flashcards/drawings) (c) prompts for practice (d) preparation (e.g. giving information for an activity) What did the students write down and take away? Was it representative of the salient points of the lesson, and would the students have understood it several days later? Was the board overused or underused?
Your notes
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Physical: Was the board visible to all? Was the layout clear? (Did it appear overcrowded / disorganized?) Was the new language highlighted effectively? Was the board work complete? (e.g. no unfinished sentences) Did the teacher use the board for: (c) clarifying points on the spot? (d) correction? (e.g. grammar, pronunciation) Could any of the following have been appropriate? (e) tabulation (e.g. substitution table) (f) display of visuals (flashcards/drawings) (g) prompts for practice (h) preparation (e.g. giving information for an activity) What did the students write down and take away? Was it representative of the salient points of the lesson, and would the students have understood it several days later? Was the board overused or underused?
Your notes
19
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Physical: Was the board visible to all? Was the layout clear? (Did it appear overcrowded / disorganized?) Was the new language highlighted effectively? Was the board work complete? (e.g. no unfinished sentences) Did the teacher use the board for: (e) clarifying points on the spot? (f) correction? (e.g. grammar, pronunciation) Could any of the following have been appropriate? (i) tabulation (e.g. substitution table) (j) display of visuals (flashcards/drawings) (k) prompts for practice (l) preparation (e.g. giving information for an activity) What did the students write down and take away? Was it representative of the salient points of the lesson, and would the students have understood it several days later? Was the board overused or underused?
Your notes
c. Foci of observation: teacher talking time (TTT)

Answer the questions by making notes of your thoughts and with any specific examples.

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Did the T. talk more than necessary to explain a point or not enough? Did the T. talk when the students could have been doing the talking? Did the T. speak too quickly/slowly? Was the level of language about right? Did the language sound authentic and natural? In which activities was student talking time more than TTT? Did the T. create enough opportunities for student talking time? Were instructions clear? Was what the trainee/teacher had to say interesting, informative, useful etc.? If/when TTT was high, was there a good reason for this?
Your notes
20
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Did the T. talk more than necessary to explain a point or not enough? Did the T. talk when the students could have been doing the talking? Did the T. speak too quickly/slowly? Was the level of language about right? Did the language sound authentic and natural? In which activities was student talking time more than TTT? Did the T. create enough opportunities for student talking time? Were instructions clear? Was what the trainee/teacher had to say interesting, informative, useful etc.? If/when TTT was high, was there a good reason for this? d. Foci of observation: instructions
Your notes
Write down as many examples word for word of the teacher giving instructions. Also make a note of any accompanying gestures. Allow time for comments too.
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Instructions Gestures Comment e.g. listen everybody T cupped hand to ear Concise & clear but fast
21
e.
Foci of observation: stages of lesson
Try to identify the stages of the teachers lesson and deduce the purpose behind each stage as well as the main aims of the lesson. At the end of the lesson confront your assumptions with the teachers lesson plan and discuss: suitability and agreement of aim and activity; pacing; variety of activities; logical progression.
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Stage Purpose

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Stage Purpose

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Stage Purpose
22
f.
Foci of observation: error correction Your notes

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Note the type of mistakes e.g. Pronunciation, grammar, vocabulary How was the correction achieved? e.g. Student guided to self-correction, student to student correction or teacher to student correction Note when the teacher corrected, e.g. on the spot or delayed. Did the teacher anticipate any mistakes? E.g. pronunciation/grammar? Did the teacher hear mistakes? Did the teacher correct too much or too little? Was the teacher right in their correction? Did the teacher jot down mistakes? Comment on the overall success of the correction taking place.

Your notes

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Note the type of mistakes e.g. Pronunciation, grammar, vocabulary How was the correction achieved? e.g. Student guided to self-correction, student to student correction or teacher to student correction Note when the teacher corrected, e.g. on the spot or delayed. Did the teacher anticipate any mistakes? E.g.
Your notes
23
pronunciation/grammar? Did the teacher hear mistakes? Did the teacher correct too much or too little? Was the teacher right in their correction? Did the teacher jot down mistakes? Comment on the overall success of the correction taking place.

Your notes
g.
Foci of observation: structure presentation and practice Your notes
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . If the teacher presents a new grammatical item, how was the meaning got across to the students? How much explicit attention to form was there? Was the approach inductive or deductive? Was there a progression from controlled to free practice? What types of activities were used? How much variety was there? How much interaction was there between students? How early in the lesson did it first occur? What evidence was there by the end of the lesson that the students had learned something? Any other interesting features?
24
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . If the teacher presents a new grammatical item, how was the meaning got across to the students? How much explicit attention to form was there? Was the approach inductive or deductive? Was there a progression from controlled to free practice? What types of activities were used? How much variety was there? How much interaction was there between students? How early in the lesson did it first occur? What evidence was there by the end of the lesson that the students had learned something? Any other interesting features? Lesson (grade/date/teacher/no of Ss/level/course book)
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . If the teacher presents a new grammatical item, how was the meaning got across to the students? How much explicit attention to form was there? Was the approach inductive or deductive? Was there a progression from controlled to free practice? What types of activities were used? How much variety was there? How much interaction was there between students? How early in the lesson did it first occur? What evidence was there by the end of the lesson that the students had learned something? Any other interesting features?
Your notes
Your notes
h.
Foci of observation: introducing vocabulary Your notes
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Lesson objectives How far does the lesson appear to have specific lexical objectives? If it does have lexical objectives, how would you express them? Reading/Listening Activities How does the teacher prepare for anticipated lexical difficulties?
25
During while and post listening/reading phases, what lexical issues arise and how does the teacher handle these? What techniques does the teacher use to explain/clarify/extend lexis (e.g. explanation, definition, synonym, paraphrase, example, etc.)? Students role What instances are there of students misuse of lexis? How are these handled by the teacher/students? What systems of storing lexis do students appear to be operating? Do these systems appear to be teacher guided/student initiated? Is there evidence of use of reference materials (dictionaries, etc.)? What is used? How is it used? Does this use seem to be teacher guided/student initiated?
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Lesson objectives How far does the lesson appear to have specific lexical objectives? If it does have lexical objectives, how would you express them? Reading/Listening Activities How does the teacher prepare for anticipated lexical difficulties? During while and post listening/reading phases, what lexical issues arise and how does the teacher handle these? What techniques does the teacher use to explain/clarify/extend lexis (e.g. explanation, definition, synonym, paraphrase, example, etc.)? Students role What instances are there of students misuse of lexis? How are these handled by the teacher/students? What systems of storing lexis do students appear to be operating? Do these systems appear to be teacher guided/student initiated? Is there evidence of use of reference materials (dictionaries, etc.)? What is used? How is it used? Does this use seem to be teacher guided/student initiated?
Your notes
26
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Lesson objectives How far does the lesson appear to have specific lexical objectives? If it does have lexical objectives, how would you express them? Reading/Listening Activities How does the teacher prepare for anticipated lexical difficulties? During while and post listening/reading phases, what lexical issues arise and how does the teacher handle these? What techniques does the teacher use to explain/clarify/extend lexis (e.g. explanation, definition, synonym, paraphrase, example, etc.)? Students role What instances are there of students misuse of lexis? How are these handled by the teacher/students? What systems of storing lexis do students appear to be operating? Do these systems appear to be teacher guided/student initiated? Is there evidence of use of reference materials (dictionaries, etc.)? What is used? How is it used? Does this use seem to be teacher guided/student initiated? i. Foci of observation: listening / reading
Your notes
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Purpose of presentation Features of presentation Activities Type of interaction Role of teacher Degree of control Correction Length and pace of lesson Success of lesson were students using language correctly by the end? Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Purpose of presentation Features of presentation Activities Type of interaction Role of teacher
Your notes
Your notes
27
Degree of control Correction Length and pace of lesson Success of lesson were students using language correctly by the end?
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Purpose of presentation Features of presentation Activities Type of interaction Role of teacher Degree of control Correction Length and pace of lesson Success of lesson were students using language correctly by the end? j. Foci of observation: speaking
Your notes
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . What type of speaking skill e.g. dialogue building, role-play, discussion, narrative building? What was the degree of control, i.e. controlled/less controlled/freer? How was the lesson set up? What instructions were given and were they clear? Was the task realistic/appropriate/challenging etc? How did the teacher deal with correction e.g. did the teacher correct during the activity or at the end? Comment on how successful you feel the lesson was? What factors contributed to this? Lesson (grade/date/teacher/no of Ss/level/course book)
. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . What type of speaking skill e.g. dialogue building, role-play, discussion, narrative building? What was the degree of control, i.e. controlled/less controlled/freer? How was the lesson set up? What instructions were given and were they clear? Was the task realistic/appropriate/challenging etc? 28
Your notes
Your notes
How did the teacher deal with correction e.g. did the teacher correct during the activity or at the end? Comment on how successful you feel the lesson was? What factors contributed to this?
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . What type of speaking skill e.g. dialogue building, role-play, discussion, narrative building? What was the degree of control, i.e. controlled/less controlled/freer? How was the lesson set up? What instructions were given and were they clear? Was the task realistic/appropriate/challenging etc? How did the teacher deal with correction e.g. did the teacher correct during the activity or at the end? Comment on how successful you feel the lesson was? What factors contributed to this? k. Foci of observation: student observation
Your notes
Choose a student and try to determine his/her stance toward the learning/teaching activity. Consider the following things:

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . level of interest/boredom in different stages and possible reasons for that. whether he/she is learning or practicing something which stretches him/her. the level of interaction with others; amount of participation; if getting any correction from teacher, peers or corrects himself/herself. Other points to consider
Your notes

. . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . level of interest/boredom in different stages and possible reasons for that. whether he/she is learning or practicing something which stretches him/her. the level of interaction with others; amount of participation; if getting any correction from teacher, peers or corrects himself/herself. Other points to consider
Your notes
29
l.
Foci of observation: 50 min lesson
Teacher: . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . , No. of students: . . . . .. . . . . . . . . . . . Time: . . . . . . . . . . , level / group: . . . . . . . . . . . . . . . . . . Stage of course: . . . . . . . . . . . . . . . . . . . . . . . . Aims:
AREAS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Clearness of aims Lesson Plan PREPARATION Material/Aids Classroom layout SUITABILITY OF MATERIALS USE OF AIDS ACCURACY OF TEACHERS LANGUAGE INSTRUCTIONS/CLASSROOM MANAGEMENT PRESENTATION OF NEW LANGUAGE ELICITATION CHECKING UNDERSTANDING CORRECTION MONITORING EXPLOITATION OF MATERIALS STAGING VARIETY PACE BALANCE ACCURACY / FLUENCY ACTIVITIES STUDENTS MOTIVATION / PARTICIPATION RANGE OF TEACHING TECHNIQUES MOBILITY VOICE LOUDNESS SPEED PRONUNCIATION BALANCE OF ATTENTION BODY LANGUAGE / EYE CONTACT MANNER / RAPPORT ENCOURAGEMENT GROUP DYNAMICS UNDERSTANDING OF LEARNING PROCESS ACHIEVEMENT OF AIMS
COMMENTS
20 21 22 23 24 25 26
30

AREAS
COMMENTS
20 21 22 23 24 25 26
31

AREAS
COMMENTS
20 21 22 23 24 25 26
32

AREAS
COMMENTS
20 21 22 23 24 25 26
33

AREAS
COMMENTS
20 21 22 23 24 25 26
34

AREAS
COMMENTS
20 21 22 23 24 25 26
35

AREAS
COMMENTS
20 21 22 23 24 25 26
36

AREAS
COMMENTS
20 21 22 23 24 25 26
37

AREAS
COMMENTS
20 21 22 23 24 25 26
38

AREAS
COMMENTS
20 21 22 23 24 25 26
39
40
IV.
Describing teacher experience: a bank of valuable ideas

If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts, he shall end in certainties (Francis Bacon, The Advancement of Learning, 1605)
Ideas to be considered and adapted in the future e.g. jigsaw stories with youngsters. e.g. Ss keep language diaries; ss from different class read and respond to diary entries. e.g. the teacher filming Ss.
41
42
43
44
V.
Lesson Plans and Outlines. Examples by the mentors

Wisdom is the principal thing; therefore get wisdom; and with all thy getting get understanding. (The Bible, Proverbs 4:7)
45
LESSON PLAN
NAME: Georgeta Tofan, trained mentor DATE: 18 Nov. 2002 CLASS: 10 D NO. OF STUDENTS: 28 SCHOOL: Liceul pedagogic C. Negri TIME OF LESSON: 50 min TEXTBOOK: Reward Upper-Intermediate UNIT: 6 LESSON: Trust me- Im a doctor LESSON AIMS: By the end of the lesson the learners will have been introduced to vocabulary related to hospitals and medical matters and have had oral and written practice in using it appropriately. MATERIALS: textbook, pictures, audio cassette, hand-outs
ACTIVITY 1
AIMS: to introduce the story; to revise and practise the vocabulary related to hospitals and medical matters;
PROCEDURE

T. asks the ss. to look at the picture and describe it. T. elicits the words which are likely to appear in the frontal story. Ss are asked to think of other words related to the topic and write them on the blackboard. T gives more words and revise vocabulary to do with medicine and hospital: plaster, anaesthetic, sore throat, casualty, etc. Ss do exercise 1. p. 16 (Circle the odd-one-out) from frontal the workbook.
INTERACTION individual
TIMING
15 min
ACTIVITY 2
AIMS: to prepare for listening; to unscramble text; to listen for gist; to check comprehension; to practice speaking.
PROCEDURE
T asks ss to read the sentences and predict the order of events in the story. Ss listen to the tape and check if they arranged the events in the correct order. T asks ss to work in pairs and predict what happens next in the story. Ss answers the questions, then work with another pair and compare their answers. Ss check their answers listening to the tape again. T asks ss to match questions with answers
INTERACTION individual
TIMING
pair work
20 min
group work
46
ACTIVITY 3
AIMS: to practice writing, to practice linking words: when, as, before; to rewrite a story from another point of view;
PROCEDURE
T asks ss to complete sentences using suitable verbs at the appropriate past tenses to give a summary of the story. Ss are asked to rewrite the story from Dr. Greens point of view using the first person singular and appropriate vocabulary. T encourages ss to use linking words like: when, as, before, after and suitable tenses.
INTERACTION pair work
TIMING
individual
15 min
HOMEWORK: Write a short story about a respectable doctor with an appalling past. His position is threatened by someone who attempts to blackmail him.
LESSON PLAN
NAME: Georgeta Tofan, trained mentor DATE: 9 Dec 2002 CLASS: 10 E NO. OF STUDENTS: 28 SCHOOL: Liceul Pedagogic C. Negri TIME OF LESSON: 50 min TEXTBOOK: First Certificate Star UNIT: 9 LESSON: Mysterious Monsters LESSON AIMS: By the end of the lesson students will be able to devise a news report using the notes taken during an interview about an unusual encounter; MATERIALS: textbooks, pictures, charts, ACTIVITY 1 Speaking AIMS: to describe pictures, to answer questions; to discuss and express opinions;
PROCEDURE
T. asks ss to describe some pictures showing real or imaginary monsters. Ss discuss questions about the animals in the pictures then report to the class their conclusions.
INTERACTION whole class pair work whole class
TIMING 5 min 10 min
47
ACTIVITY 2 Vocabulary practice AIMS: to introduce and activate vocabulary related to mysterious animals;
PROCEDURE
Ss are asked to order words under three headings and look for definitions of the more difficult words. Ss predict what the text is going to be about from the words in the box and are asked to describe the monster and build up the events in the text.
INTERACTION individually
TIMING 5 min
pair work
5 min
ACTIVITY 3 Reading AIMS: to read for gist;
PROCEDURE
Ss read the text and match the headings to the paragraphs. T asks ss to choose the correct answer to comprehension questions; Ss are asked to find synonyms in the text;
INTERACTION individually
TIMING 15 min
whole class
ACTIVITY 4 Speaking AIM: to devise an interview using the vocabulary and information provided on cards; to role play a given situation;
PROCEDURE
INTERACTION
TIMING 10 min
pair work Ss are divided into pairs and given cards with information about different animals, then they are asked to devise an interview based on the information provided on cards T asks ss to play the interview in front of the class.
HOMEWORK: To write a news report for the headline DOG ATTACKS OLD AGE PENSIONER
LESSON PLAN
NAME: Liliana Groza, trained mentor DATE: April, 24 CLASS: 10 Grade NO. Of STUDENTS: 25 SCHOOL: COSTACHE NEGRI High school TIMING: 50 min TEXTBOOK: First-Certificate Star/ Talking Sense 48
LESSON AIMS: - to listen to different sounds and recognize them; - to associate the sound / noise with the right animal / object; - to fill in gapped texts; - to practice new vocabulary using verbs denoting sounds; - to practice reading skills; - to become aware of language register. MATERIALS: audio cassettes; posters; charts; prizes; strips of paper. ACTIVITY 1 Warm-up AIMS: - to get Ss involved into the topic; - to listen to and identify sounds; - to distinguish between noise and sound; - to fill in gapped sentences; - to practice new verbs expressing sounds/noises. PROCEDURE INTERACTION - T plays a cassette and asks the Ss to name what sounds frontal they hear (Birds twittering; water flowing; etc.) - T introduces the distinction between sound and frontal noise. - T asks the Ss to fill in some sentences using: sound, frontal noise, racket, din. Ss will guess the meaning of the unknown words from the context. ACTIVITY 2 AIMS: - to match words (animals and the sounds they make); - to use unknown words in sentences of their own; - to complete a chart. PROCEDURE INTERACTION - T plays a cassette for the Ss to recognize the sounds and frontal name verbs. - Animals and sounds Ss match the animals with the group work verbs denoting the sounds they produce, writing down the unknown words. - In teams, Ss are asked to complete a chart with: animals, team work baby animals and noises they make. - The winning team gets a prize T displays the Ss charts; the Ss check their answers. TIMING
10 min
TIMING
20 min
ACTIVITY 3 AIMS: - to fill in gapped sentences; - to practice new words connected to sounds produced by the human body; - to guess actions; - to read sentences; mime; perform actions; utter sounds; - to write short texts using given words/clues. PROCEDURE INTERACTION TIMING - What your body does T asks Ss to fill in some team work sentences with words connected to sounds the human body makes. - Ss get strips of paper with sentences. After reading the team work 20 min situations, the other teams will have to guess what actions the interlocutors perform. 49
-T gives Ss some strips of paper, asking them to read the team work sentences and, after finding the sound verb, read/perform the sentences. Ss will make up short texts using some given words. Team work HOMEWORK: 1. exercise 2, p. 50 2. make up a short composition (100 lines) beginning like this: My eyes are closed. Im in the middle of the I can hear
LESSON PLAN
NAME: Anca-Madalina Moscu, trained mentor DATE: 15.11.2002 CLASS: vii B NO. OF Ss: 28 SCHOOL: COSTACHE NEGRI High school TIMING: 50 min TEXTBOOK: All Right / Places. Events, Personalities / Glories Infinite- Adjectives LESSON AIMS: - to use the appropriate vocabulary when talking about traits; - to practise personality related vocabulary in sentences of their own; - to describe people using the correct adjective; - to change nouns into adjectives; - to practice modifying adjectives; - to express personal opinions concerning human traits. MATERIALS: pieces of coloured paper; badges; posters; two monsters positive and negative); questionnaires; strips of paper. ACTIVITY I WARM UP AIMS; - to get the Ss involved into the topic; - to express personality traits; - to practice word formation; - to turn nouns into adjectives. PROCEDURE Ss are asked several questions about weather and their mood. Ss are divided into five teams (red, green, yellow, blue and orange). Each team will decide upon the most important personality trait. Ss write them on sheets of paper and display them on a board. Ss bring arguments. T asks the Ss to answer the questions from the textbook, p. 68; exercise A1; discussing upon the same topic. T brings the Ss a list with traits of personality, asking them to come to the board and turn the nouns into adjectives (word-formation), paying attention to suffixes and spelling rules. INTERACTION Frontal Team work TIMING
Group work frontal
15 min
50
ACTIVITY 2 AIMS: - to practice personality related vocabulary; - to discuss about qualities and shortcomings; - to distinguish between positive and negative adjectives. PROCEDURE INTERACTION T brings Ss two monsters, the good and the bad one. One Group work by one, Ss come and pick cards with traits, feeding the positive or negative monster, according to their meaning. T asks the Ss to think of two features character (one Pair work positive, one negative) that best characterizes them and Ss write the two traits down. The Ss will toss a coin and if it is the head, they will confess the quality (the others will find the bad side of it) and if it is the tail, the Ss will confess the shortcoming (the Ss will find the good side of it).
TIMING
15 min
ACTIVITY 3 AIMS: - to practice the reading skills to describe people using modifiers adjectives; - to ask and answer questions; - to complete questionnaires; - to express personal opinions on the chosen topic. PROCEDURE INTERACTION TIMING T presents some examples with modifiers, explaining how Group work they increase or reduce the strength of adjectives. T gives the Ss strips of paper with statements, asking them Team work 20 min to describe the people who said those sentences. Ss will describe the persons using modifiers. Ss are asked some yes/no questions, the Ss will fill in a Individual work questionnaire, thus checking the answers from the previous activity. T gives the results and the Ss talk on the subject. HOMEWORK: Make up three short texts, describing yourself, your best friend and a member of your family. Dont forget to use both positive and negative adjectives. Use modifiers!
LESSON PLAN
NAME: Mariana Ziminschi, trained mentor DATE: February 12, 2002 CLASS: 9TH GRADE SCHOOL: Pedagogical High school Costache Negri Galati TIME OF LESSON: 50 MIN TEXTBOOK: Matters Intermediate UNIT: Reading the Signs LESSON AIMS: 1. to stir the students imagination and curiosity and get them involved in the topic. 2. to get the students acquainted to open conditionals (making predictions). 3. to use a short text in order to prove these texts are highly productive (texts in fairly simple language hide intense and profound feelings and ideas). MATERIALS: Textbook; pictures; tapes; handouts; materials used in off the wall workshops. 51
ACTIVITY 1 Your body is trying to tell you something! AIMS: - To stir the Ss imagination and curiosity; - to get them involved in the topic. PROCEDURE
INTERACTION TIMING
Have you got an itch? If so, it could be that your body is T-S trying to tell you something! Ss are invited to listen to a recorded text (Peter Marsh asks the S-S question Is our Future up to Scratch?) and talk about itches as signs which may help one foretell the future.. T asks Ss to look at pictures and say in which picture they are most likely to have good luck.
5 min
ACTIVITY 2 MAKING PREDICTIONS! AIMS: -to get acquainted to the use and form of open conditionals (first conditional) - to make predictions. PROCEDURE INTERACTION TIMING (a) T explains the rules using a poster: T-S 5 min CONDITIONAL CLAUSE A type of adverbial clause; the event described in the MAIN CLAUSE depends on the condition described in the IF CLAUSE OPEN CONDITIONALS (first conditionals) referring S-S to the future for: -making predictions / promises / threats / warnings. (b) Ss are invited to make predictions from cues S-S 5 min (individually, on handouts) 1. hand itches / get rich 2.want scratch right eye / see an old friend 3. left ear / someone say rude things about you behind your back 4. lips / kiss someone soon 5 the itch on the left side of your head / meet a female stranger. T-S Optional Ss may be asked to write the right verb form (Future Present) in given sentences. ACTIVITY 3 Texts are important for what they do not say! AIM: - to use a short text in simple language in order to reveal its hidden side of feelings and ideas. PROCEDURE INTERACTION TIMING 10 min A short text on poster is read silently by Ss: He never sent me flowers. He never wrote me letters. He never took me to restaurants He never spoke of love. We met in parks. I dont remember what he said, but I remember how he said it. Most of it was silence anyway. (a) Expansion: Ss are encouraged to add as many adjectives as they can to the text; as well as sentences. Groups of five (b) Reduction: Ss are asked to reduce the text by cutting out repetition Groups of five 52
(c) Media transfer: Ss are encouraged to write out the text as a poem and use the exact words of the text but arrange them on the page to make the most effect; they may give the poem a title. (d) Matching: Ss are asked to look at some pictures and say which woman / man is most likely to have said that. S-S (e) Selection: Ss are invited to choose a title: Silence; S-S Indifference; Memories; Frustration; Never. (f) Interpretation (personal knowledge / experience must be relied on) (g) Creating a text (the text is to be used as a springboard for S-S the creation of new texts): Ss are asked to write a poem using some of the words from the text (*max. ten different words). Never flowers/ Never letters/ Never love/ I remember/ Silence. Homework: design questionnaires to discover what peoples attitudes to courtship are (What should a man do to attract a partner? What should a woman do?). Next class the questionnaires will be distributed, completed, collected and the results tabulated in two separate displays (one showing womens attitudes, the other mens attitudes), One member of each group will prepare a brief talk to explain the results to the rest of the class.
10 min
5 min
10 min
5 min
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor DATE: October 28th, 2002 CLASS: 12th grade NO. OF STUDENTS: 28 SCHOOL: M.KogalniceanuCollege TIME OF LESSON: 50 minutes TEXTBOOK: Prospects-Super Advanced LESSON: Talking Point 2 Money LESSON AIMS: - to elicit vocabulary related to the topic - to encourage variety of interaction - to present different sayings about money - to encourage Ss to express their opinions MATERIALS: textbook, handouts-sayings, text ACTIVITY 1 (Pre-Reading) AIM * to elicit from the Ss vocabulary related to money and people PROCEDURE Ss are helped to mention words about money and people by means of definitions. T expects Ss to be able to mention words such as: poorINTERACTION TIMING
T-S
5 min 53
needy, broke, hard up, thrifty greedy, economical, corrupt, extravagant, rich, wealthy well-off, loaded, millionaire, stinking rich ACTIVITY 2 (Reading Speaking) AIM * to encourage Ss to talk by agreeing/disagreeing with the ideas presented in the fragments PROCEDURE Ss are asked to work in groups of 4 Each group is given a different fragment. T monitors the groups discussions. T gets feedback from different groups. Ss may be asked to enlarge on their opinions. INTERACTION S-S TIMING 15 min.
ACTIVITY 3 (Reading Matching) AIM: * to provide Ss with the opportunity to study different sayings about money PROCEDURE Ss are given handouts with sayings and definitions that can be matched. Ss will work in pairs. A conversation on some of the sayings can follow. INTERACTION S-S T-S TIMING 10 min
ACTIVITY 4 (Reading Presenting arguments) AIM * to give Ss further opportunity to read in order to compare arguments PROCEDURE Ss read an essay supporting the idea that the only thing people are interested in today is earning more money. Ss can work in groups of 4, discuss the arguments, then present them to the class. Ss may be allowed to read the whole text but consider the arguments for only one fragment. T gets feedback from different groups. ACTIVITY 5 (home assignment) PROCEDURE T gives home assignment. Ss are asked to write a similar essay, presenting arguments on the topic:The only thing people are not interested in today is.... T asks Ss to brainstorm ideas on what they might write about. INTERACTION TIMING INTERACTION TIMING
S-S 15 min.
T-S
T-S
5 min
54
LESSON PLAN
NAME: Mihaela Simona Neagu, mentor DATE: October 28, 2002 CLASS: 9th grade NO.OF STUDENTS: 14 SCHOOL: M. Kogalniceanu College TIME OF LESSON: 50 minutes TEXTBOOK: Matters - intermediate UNIT 5: A bit windy TOPIC: Weather LESSON AIMS: to allow Ss to express ideas freely on the topic; to get Ss familiar with the new vocabulary regarding weather; to give Ss a purpose for listening ; to encourage Ss to listen for details; MATERIALS: textbook, cassette, handouts- exercises and texts
ACTIVITY 1 ( Reading) AIM : * to encourage Ss to use a text as a starting point for a conversation the topic PROCEDURE T gets Ss into the topic (Weather) by asking them about the kind of weather they really like / hate. After expressing their opinions, Ss read a text which presents the way people are
affected by the weather. T asks Ss to personalize the information taken from the text
INTERACTION
TIMING
T-Ss
10 min
and refer to the way they are influenced by weather. ACTIVITY 2 ( Before Listening) AIM: * to encourage Ss interaction in order to match some headlines with photos * to motivate Ss to use their imagination INTERACTION S-S (PW) T-S TIMING 7 min.
PROCEDURE Ss are asked to work in pairs and match the headlines with the photos (ex.1/33). T can ask them to suppose what has happened in each case. ACTIVITY 3 AIM:
* to get Ss familiar with the vocabulary related to different types of Weather INTERACTION TIMING
PROCEDURE T allows Ss to work in groups of 4 and choose from a list of statements the ones that can be listed under the headings: warm weather, rain, cold weather
55
and wind. Each group will work on a different heading. T monitors the groups to help them with possible problems of vocabulary. T gets feedback from each group. ACTIVITY 4 ( Listening)
S-S (GW)
8 min
AIM : * to encourage Ss to listen for the main idea and for details PROCEDURE Ss listen to recording 1 and circle the best summary of the weather report. (ex.1/34). Before playing recording 2, T asks Ss to predict why the weather forecaster in the first report became famous. T explains some unknown words: batter, masonry topple, disrupt, assess. Ss listen to rec 2 and , while listening, fill in the gaps. For the third recording, Ss will work in 2 groups of 7. One member of each group will focus on the tenses used in the reports. The other members will focus on the questions about details in the reports. T may ask each member to deal with only one question. ACTIVITY 5 (Vocabulary focus) AIM: * to give further practice on the vocabulary related to weather PROCEDURE Ss are asked to work in pairs and match the words , fill in the gaps, order words and sentences. (ex. 1-4/34) T gets feedback from different pairs. INTERACTION S-S TIMING 10 min. INTERACTION PW TIMING
T-S 15 min
GW
T gives home assignment. Ss will have to make up a story based on one of the 3 texts provided. Ss are asked to give plenty of details and use vocabulary related to weather.
LESSON PLAN
Teacher: IRINA SCORTARU, trained mentor Date: December 7th, 2002 Class: 12A / No. of students: 14. School: Mihail Kogalniceanu College Time of lesson: 50 minutes Textbook : New Proficiency Gold Unit/Topic: The Hard Sell/ advertising and consumerism Lesson aims: - raise awareness of techniques used in advertising and marketing; - develop vocabulary skills; - introduce students to three-option multiple choice questions; 56
make Ss aware of the features of different registers and how to identify them; revise layout and style of a formal letter.
Skills : reading, listening, writing. Materials : textbook, different advertisements, tape, different letters. Possible drawbacks: - Ss may have some problems in using specific vocabulary; - Ss may be confused where advertisement-writing techniques are concerned. - Ss may be tempted to use informal language in formal letters. ACTIVITY 1 (reading and speaking) Aims : raise the students awareness of the specific language techniques used in advertising and marketing; to develop vocabulary skills; to prepare for the listening activity. PROCEDURE - the Ss are asked to read a text and identify the correct answers; - the Ss solve another cloze, after reading a second text; explanations are given for the new words; - the T. asks Ss to discuss starting from some given questions INTERACTION Frontal Pair work TIMING 3 min. 3 min.
Group work
9 min.
ACTIVITY 2 (listening) Aims: to introduce students to three-option multiple-choice questions based on short texts; to develop the skills needed to answer this type of questions; to practice listening to authentic language samples. PROCEDURE - the Ss are asked to read through the questions in order to anticipate and better focus on listening; - the Ss are asked to listen to short extracts and answer questions; - the Ss must fill in the gaps and use the complete text for further discussions; - the T. asks Ss to discuss starting from some given questions INTERACTION Individual work TIMING 2 min.
Pair work Individual work Group work
5 min. 2 min. 6 min.
ACTIVITY 3 (writing) Aims : to revise the layout and style of a formal letter; to give Ss criteria to use when judging the acceptability of an advertisement; to give Ss the chance to respond personally to advertisements. PROCEDURE - the Ss are asked to read the case study presented and discuss it; INTERACTION Group work TIMING 5 min.
57
- the Ss are to describe the advert they have; - the Ss revise the pattern of formal letters; - the Ss read the model letter and discuss the pattern and style;
Pair work Frontal Group work
5 min. 2 min. 6 min.
Teacher gives home assignment: the Ss will have to write a similar letter, complaining about the presence of a certain commercial during a childrens T.V. programme. They are asked to state their point of view clearly and use a consistent tone and register
58
VI.
Student-Teacher Lesson Plans

An expert is one who knows more and more about less and less. (Nicholas Murray Butler, Address, Columbia University, 1930)
59
Name of student- teacher. . . . . . . . . . . . . . . Date: . . . . . . . . . .Level of students: . . . . . . . . . . . . . . Number of students . . . . . . Time: . . . . . . . .Topic of lesson/textbook: . . . . . . . . . . . . . . . . . . . . . . . ............................................................................... Aims: overall and specific
Assumptions (with reference to previous knowledge):
Anticipated problems (with reference to common cases of interference in pronunciation, vocabulary, grammar, etc.):
Aids: materials to be used:
Phase/ Time
Activities (Procedures)
Interaction Types
Focus (Skills)
Comments Rationale/Purpose
60
61
Phase/ Time
Interaction Types
Focus (Skills)
62
63
Phase/ Time
Interaction Types
Focus (Skills)
64
65
Phase/ Time
Interaction Types
Focus (Skills)
66
67
68
VII. Self-Observation Forms

The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards. (Anatole France, The Crime of Sylvestre Bonnard, 1881)
69
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Personal and professional qualities My ability to establish rapport (body language / gesture / eye contact; My voice (audibility / speed / intelligibility
My appearance Preparation Was there appropriateness of aims and rationale? Were there balance / variety of activities? Suitability of materials? Anticipated problems? Performance My managing the class (instructions / mobility / balance of attention / ability to maintain discipline / monitoring); My presentation techniques; My way of questioning / eliciting; My practice technique (choral / individual / pair / group practice); My way of varying activities / techniques) Balance of STT / TTT. Exploitation of materials / teaching aids; My instances of fostering genuine language; balancing accuracy/fluency activities; of creating language awareness; correcting errors; My ability of facilitating/maintaining class dynamics / motivation / involvement; My ability of giving feedback (checking understanding/learning; encouragement / praise; evaluating/grading students; My ability to adapt / improvise / deal with the unexpected; Instances of creativity? Ingenuity? Use of native language (some/no instances)? Achievement of aims/objectives?
My notes
70
My notes
71
My notes
72
VIII. Self-Evaluation Forms

If a little knowledge is dangerous, where is the man who has so much as to be out of danger? (Thomas Henry Huxley, On Elemental Instruction in Physiology, 1877)
73
Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . AREAS OF FOCUS CONSIDERATIONS SUGGESTIONS ASPECT OF THE LESSON WHAT I LIKED/ENJOYED WHERE I NEED TO WHAT I OSERVED ABOUT FOCUS MORE MY MANNER/RAPPORT WHAT I MIGHT DO WHAT I WORKED WELL DIFFERENTLY NEXT WHAT I APPRECIATED TIME ABOUT MY STUDENTS ANY HELP I NEED WHAT MATERIALS WERE ANY MORE MATERIAL USED WELL PEERS/MENTORS SUGGESTIONS
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
74
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
75
LESSON PLANNING
INTERACTION
AIDS/MATERIALS
LANGUAGE AIMS
76
IX.
Mentor Feedback Form
Do you know the difference between education and experience? Education is when you read the fine print; experience is what you get when you dont. ( Peter Seeger Pete, American folksinger, Loose Talk, 1980)
77
TEACHER TRAINING LESSON EVALUATION

(compiled by the Universities of Cluj, Sibiu, and Baia Mare under the guidance of Sue Mace, British Council representative) Student teacher: Year of study: Major: School: Aims of lesson: Date: Mentor/Methodologist: Length of lesson: Minor: Class: Nos. of years of English Age of pupils: Nos. in class
Materials used(coursebook/supplementary materials)
You are only required to indicate the level of performance in areas that are appropriate to the lesson observed. On the basis of the lesson observed you are invited to make more general comments at the end.
Levels of performance may be summarized thus: 10 A very good performance 9 A good performance 8 A fairly good perfprmance 7 A satisfactory performance 4 An unsatisfactory performance
PERSONAL QUALITIES Personality/presence/general style Ability to establish rapport Voice: audibility, ability to project, speed Professional appearance
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
COMMAND OF LANGUAGE Accuracy of: structure Vocabulary Pronunciation Register Fluency Sensitivity to pupils level of English
Circle your Ratings
COMMENTS
4 4 4 4 4 4
7 7 7 7 7 7
8 8 8 8 8 8
9 9 9 9 9 9
10 10 10 10 10 10
PREPARATION Clarity and appropriateness of aims Balance and variety of activities Suitability of materials and methods for level, type of class, the particular students Preparation of materials Timing Patterns of interaction carefully planned Rationale
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
78
Anticipation of learners difficulties Anticipation of teaching difficulties Awareness of place in curriculum Punctuality
4 4 4 4
7 7 7 7
8 8 8 8
9 9 9 9
10 10 10 10
EXECUTION Instructions/classroom management Presentation techniques: meaningful, contextualised, appropriately staged Practice techniques: meaningful, motivating, contextualised, appropriately staged Questioning/elicitation: graded, directed, appropriate, motivating Use of aids, e.g. board, equipment Checking understanding Controlled practice: choral/individual Handling transitions/change of stage Pace and timing Variety of techniques Variety and sequencing of activities Balance of class, group, pair, individual practice
Balance of accuracy/fluency activities
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
Ability to foster genuine language Balance between STT and TTT Appropriate teacher movement Monitoring Awareness and correction of errors Exploitation of materials Skills development
Integration of skills
Creativity/ingenuity Ability to encourage learner autonomy Balance of attention Body language, eye contact, facial expression, gesture Pupils motivation/participation Interest in the pupils as individuals Class dynamics Answering pupil questions Encouragement, praise, feedback Understanding of learning process Class control/ ability to maintain discipline/ deal with problem students Ability to adapt/ improvise/ to deal with the unexpected Checking of learning/ evaluating
4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 10 10 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 79
student performance Achievement of aims
4 7 8 9 10
Grading POST LESSON EVALUATION Ability to evaluate own performance Ability to respond constructively to feedback Ability to plan appropriate future action Willingness to experiment/ take risks in order to develop/put action plans into practice GENERAL Awareness of ELT materials available Understanding of national and local educational system Appropriate integration into school life/ working as a member of a team Ability to work independently
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
GENERAL COMMENTS BASED ON THE LESSON OBSERVED
Positive aspects of the student teachers teaching
Suggestions for development
Student teachers proposals for future action
Final grade for the lesson: (write 10, 9, 8, 7, or 4) Date:
Mentors or methodologists signature:
Student teachers signature:
80

Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings
COMMENTS
4 4 4 4 4 4
7 7 7 7 7 7
8 8 8 8 8 8
9 9 9 9 9 9
10 10 10 10 10 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 81
4 4 4 4
7 7 7 7
8 8 8 8
9 9 9 9
10 10 10 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 10 10 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
82
4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
83

Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings
COMMENTS
4 4 4 4 4 4
7 7 7 7 7 7
8 8 8 8 8 8
9 9 9 9 9 9
10 10 10 10 10 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
84
4 4 4 4
7 7 7 7
8 8 8 8
9 9 9 9
10 10 10 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
4 7 8 9 10 4 7 8 9 10 4 4 4 4 4 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 10 10 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 85
4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
Circle your Ratings
COMMENTS
4 7 8 9 10 4 7 8 9 10 4 7 8 9 10 4 7 8 9 10
86
X.
TP Grade Descriptors
87
GUIDE TO USING OBSERVATION SHEETS Descriptors

Personal and professional qualities 10 Highly responsible manner, keenness and commitment at all times; eager to find ideas; Commanding and pleasant presence; individual and positive teaching style; smart appearance; punctual at all times; Very good quality of voice; very clear and expressive speech; appropriate speed; Excellent model of language for pupils; uses language fluently and accurately; can vary the level at will according to pupils needs; 9 Responsible manner and commitment at all times. Commanding presence; positive teaching style; appropriately dressed; Punctual; 8 Reasonably responsible manner and commitment most of the time; Good presence; no serious defects in teaching style; appropriately dressed; punctual except for serious reasons; 7 Committed and willing to cooperate at times; Satisfactory presence; occasional defects in teaching style; Occasionally late; 4 Non-committed; insufficient cooperation; Personality has little or no impact; teaching style is boring; inappropriately dressed; frequently late;
Professional attitude - commitment - appearance - punctuality
Voice - audibility - speed /intelligibility
Good quality of voice; clear speech;
Voice is audible; speech is intelligible from all parts of classroom;
Voice is audible most of the times; speech is intelligible only at close range;
Voice is inaudible or unpleasant; speech unintelligible at times;
Command of language - accuracy and fluency - sensitivity to pupils level
Ability to establish rapport - body language/ gesture - eye contact
Good model of language for pupils; clear pronunciation; minor inaccuracies; uses the language appropriately; sensitive to pupils level but not always able to react accordingly Friendly, positive Good working Reasonably and relaxed atmosphere; pleasant teacher and pupils atmosphere in atmosphere; teacher and pupils cooperate well; classroom; pupils relate very well to Good non-verbal do not regard one another, communication; student teacher as belong to the outsider; adequate same working non-verbal group; excellent communication; non-verbal communication;
Good model of language for pupils; clear pronunciation; mostly fluent and accurate; can vary level adequately most of the time;
Fairly good model of language for pupils; recurrent pronunciation mistakes and inaccuracies; able to adjust level only if forewarned;
Poor model of language for pupils; uses language inappropriately; for pupils difficult to understand; sometimes incorrect; can not pitch the level to pupils level; Adequate Strained, working uncomfortable or atmosphere; unpleasant occasional lack of atmosphere; cooperation; teacher and pupils satisfactory non- clearly do not verbal relate to one communication; another; lack of eye contact, misleading bodylanguage;
Preparation 10 Very clear and lucid specification of realistic aims; appropriate objectives; very clear idea and selection of criteria for checking 9 Clear and realistic aims; relevant and attainable objectives; clear ways of checking them; 8 Sensible aims linked to attainable objectives; generally clear about how achievement of objectives is to be checked; 7 Usually clear about aims /objectives; some idea about how achievement of objectives is to be checked; 4 Unrealistic aims /objectives; aims and objectives do not mach; no clear idea /criteria for checking achievement of objectives;
Clarity and appropriateness of aims and rationale
88
Balance /variety and timing of activities /methods
achievement of objectives; Extreme sensitivity to the actual needs of pupils; great variety of activities; right balance of timing; pupils reaction is well anticipated and judged;
Sensitivity to the actual need of the pupils; realism shown in range and management of activities; adequate balance and timing; pupil reaction suitably interpreted;
Suitability and preparation of materials;
Anticipation of problems
Awareness of - educational system - place in curriculum
Imagination and originality shown in selection and devising of materials; aids highly relevant and effective for the class and objectives; sequencing is logical; aids facilitate learning and make it enjoyable; Teaching and learner problems have obviously been thought through and remedy action has been planned accordingly; Teacher is highly familiar with the national educational system and place of lesson in curriculum;
Materials carefully chosen or devised suitable for class and objectives; adequate sequencing;
Attention is paid to the actual needs of the pupils concerning the balance and timing of activities; manageable and reasonably motivating range of activities; pupil reaction taken into consideration; Materials usually support the teaching points; acceptable sequencing;
Pupils needs generally taken into consideration; satisfactory balance and range of activities; fairly good timing; pupil reaction occasionally misjudged;
Too much or insufficient time allocated to certain activities; lack of variety in choosing activities; pupil reaction is often misjudged;
Teaching materials usually based on textbook; occasional use of aids /materials; satisfactory sequencing;
Teaching material entirely based on textbook; little or no thought given to aids; materials unsuitable irrelevant or unhelpful; sequencing confuses learners;
Teacher can anticipate problems realistically; plans for remedy are appropriate;
Teacher generally anticipates problems realistically; plans for remedy action are feasible;
Teacher tries to anticipate problems; remedy actions are satisfactory planned;
Teacher can not anticipate or misjudges problems; plans for solutions are inadequate;
Teacher is familiar with the national educational system and place of lesson in curriculum;
Teacher is aware of the national educational system and place of lesson in curriculum;
Teacher has some idea of the national educational system and place of lesson in curriculum;
Teacher is not aware /ignores place of lesson in curriculum;
Performance 10 Teacher is always in control; deals effectively with pupils misbehaviour /lack of concentration on task; gives clear instructions and checks understanding; very good balance of attention; teachers gestures 9 Teacher is always in control and pupils generally on task; teacher gives clear instructions and checks understanding most of the time; good balance of attention; gestures and movements facilitate communication; 8 Teacher is generally in control and pupils on task most of the time; instructions are usually clear, confusion is rare; balance of attention is usually good; gestures and movements do not impede communication; 7 Teacher sometimes loses control and finds it difficult to keep pupils on task; instructions are not always clear enough; understanding is not checked; attention is unequally divided; gestures and movements are not always 4 Class is confused, disorganised; teacher unable to deal with pupil misbehaviour /lack of concentration on task; instructions are unclear, contradictory or misleading; inefficient /nonexistent monitoring;
Classroom management - instructions - teachers mobility - balance of attention - ability to maintain discipline - monitoring
89
Presentation techniques
and movements reinforce communication; very good monitoring; Teacher uses meaningful, motivating, contextualized and appropriately staged and varied techniques;
good monitoring; fairly good monitoring;
helpful; satisfactory monitoring;
Teacher uses meaningful, contextualized and appropriately staged techniques but not always motivating or varied;
Questioning /elicitation
Highly relevant, varied, graded, directed, appropriate and stimulating for the pupils; Practice Teacher provided techniques a great variety of - balance of activities with choral /individual changes in modes /pair /group /class of working (e.g. practice choral, - variety of individual, pair, activities group, class /techniques activities); - balance of STT teacher keeps a /TTT low profile and development gives effective /integration of language help, all skills the necessary information and maximum chance to practice the language /develop skills; Pace and timing Lesson seems to develop its own rhythm and is experienced as an organic whole; pace adequately adapted to activities; accurate timing; Handling Teacher moves transition effectively between the different stages of the lesson; activities follow one another naturally; teacher has no difficulty in regaining control of class at the appropriate point; Exploitation of Exploited /used materials use of appropriately,
Teacher generally uses meaningful and contextualized techniques but not always appropriately staged and motivating; little variety; Relevant, graded, Appropriate, directed, clear, keep lesson reasonably varied moving forward; and stimulating;
Teacher provided activities with changes in modes of working; teaches does not dominate the class and gives pupils appropriate language support /information and chance to practice the language /develop skills;
Teacher provided activities with changes in modes of working; teaches is not too dominant the class; gives sufficient language support /information and chance to practice the language /develop skills;
Presentation techniques are mostly meaningful but not always context related; staging is often confusing; little or no variety or motivation; Generally clear and appropriate; however there is little variation and motivation for pupils; Teacher provides little variety of activities with few changes in modes of working; sometimes unnecessarily dominates the class but still provides language /help /information on request; pupils get some chance to practice the language / develop skills; Broken rhythm at times; sometimes inadequate timing;
Presentation techniques are not meaningful or motivating; they are not context related; there is no apparent staging;
Random, irrelevant, unclear, monotonous, tactless; Monotonous activities; no variation in mode working; teacher interferes with group /pair work; fails to provide the necessary language help or information; talks unnecessarily, dominates the class, does not offer enough chance to practice language /develop skill;
Lesson develops smoothly, pace suitable for class /activities; sensible timing;
Lesson develops reasonably smoothly; generally good pace and satisfactory timing;
Pace either too alert or too slow; time allotment disproportionate;
Natural flow of activities; teacher is able to regain control of class without interruption;
Activities follow one another sometimes with unjustified breaks; teacher generally regains control of the class;
Activities sometimes disconnected; occasionally teacher has difficulty in regaining control of the class;
Activities do not seem to connect to one another; teacher has difficulty in regaining control of the class;
Exploited /used appropriately,
Good use of materials /aids;
Materials /aids are used but not
Exploited /used inappropriately,
90
teaching aids
ineffectively; they confuse the teacher and /or the pupils; materials attract attention to themselves and not to the teaching point; material poor or lacking; Teacher uses Ability to foster Teacher shows Teacher is able to Most of the time Teacher is genuine imagination in foster the use of teacher can foster sometimes able to /fosters artificial foster the use of language; language; balance creating true to genuine the use of genuine corrects of accuracy life situations that language; usually genuine /fluency foster the use of knows when to language; teacher language; teacher inappropriately; does not always is unaware activities; genuine ignore and /or tries to correct know when to /ignores errors awareness and language; usually correct; systematically /mistakes; teacher correction of knows when to correction but does not correct /ignore overcorrect; errors /mistakes; overcorrect or errors ignore and /or to techniques are correction may corrects in an correct; uses effective and pupils are not tactful and varied useful for the offended by sometimes be embarrassing correction; disruptive or way; strategies to pupils; tactless; signal, identify and aid correction of errors; pupils take correction as teacher support; Class dynamics; Teacher Teacher can Teacher tries to Teacher Teacher is not pupils establishes, generally motivate and sometimes able to motivate motivation and facilitates and and involve establish, involve all pupils succeeds in involvement maintains pupils facilitate and but their motivating and pupils or interest, maintain pupils participation is involving pupils; maintain interest; involvement and interest and uneven; patterns pattern of pupils appear to attention; teacher involvement; of interaction are interaction rather be bored and motivates patterns of reasonably monotonous; restless; /involves all interaction are varied; sporadic pupils and is quite motivating involvement of sensitive to their and varied; pupils all pupils; different abilities appear involved /needs /interests and interested /emotions; most of the time; teacher varies patterns of interaction to ensure maximum participation; In-class feedback Teacher always Teacher checks Teacher Teacher Teacher omits to - checking of checks understanding sometimes randomly or check understanding understanding and learning most checks rarely checks understanding and learning and learning; of the time, understanding understanding and learning; - encouragement gives adequately uses and learning; and learning; generally /praise constructive encouragement encouragement sporadically overlooks the - evaluating pupil feedback and praise; and praise are encourages and necessity of performance encouraging teacher has clear satisfactory; praises pupils; encouragement - grading pupils to take and fair criteria teacher has criteria for /praise or responsibility for for evaluation reasonably sound evaluating overpraises their learning; /grading that criteria for /grading are not /discourages teacher uses encourage pupil evaluating always clearly pupils; does not appropriate progress; /grading largely defined and /or have clear criteria language of understood by understood by for evaluating encouragement pupils; these do pupils; /grading; often and praise; has not negatively grades are sound, fair and affect classroom perceived as
competently, effectively, confidently, creatively; they clearly facilitate learning;
competently and effectively; they facilitate learning;
they relate to the teaching point;
to their full potential; they do not always facilitate learning; connection to the teaching point is sometimes farfetched;
91
Ability to adapt /improvise /deal with the unexpected
systematic criteria for assessment; encourages pupils to evaluate their own work and progress; grades constructively; this is understood and appreciated by pupils; Teacher is flexible, able to improvise /change direction if an activity does not seem to be working or adopt a different strategy from the planned one;
atmosphere;
unfair;
Giving homework /follow up assignment (if /when appropriate)
Creativity /ingenuity
Achievement of aims /objectives
Teacher is sometimes flexible; not always aware of why an activity does not seem to be working and consequently may be late to respond; response sometimes not adequate; Teacher is able to Teacher is able to Teacher manages Teacher has some bring the lesson bring lesson to a to bring the difficulty in lesson to a close; bringing the to a successful close; assigns close, set relevant adequate follow- follow-up work is lesson to a close; home up work; gives generally choice of home connected to the tasks is not assignments that necessary reinforce explanations and teaching points; always the most /highlight the understanding is teacher gives suitable; teaching point(s); checked most of clear explanations may able to explain the time; explanations for be somewhat /check tasks; confusing or even understanding of lacking; task; Teacher creatively exploits human resources; uses materials /aids /situations imaginatively; is able to capitalise on or at least fully compensate for shortcomings; Teacher achieves Teacher achieves Teacher achieves Teacher partially all the stated most of the stated objectives to a achieves objectives in the objectives of the reasonable degree objectives of the fullest manner lesson; in the context of lesson; possible in the the lesson; context of the lesson;
Teacher shows flexibility of response, is seldom at a loss; changes direction if an activity does not seem to be working; is able to improvise if necessary;
Teacher is flexible most of the time; if an activity does not seem to be working teacher is eventually able to improvise and adopt a different strategy;
Teacher is overrigid, ignores what is inconvenient or unforeseen, is easily put out by unexpected developments in the lesson;
Teacher is not able to bring the lesson to a close; home task is irrelevant /ambiguous;
Teacher does not achieve objectives to the degree expected in the context of the lesson;
Reflection and awareness 10 Teacher demonstrates the ability to evaluate own /peer performance, is fully cooperative 9 Teacher generally shows the ability to reflect on own /peer performance, is cooperative in 8 Teacher is able to evaluate own /peer performance reasonably well and react to 7 Teacher has some difficulty in evaluating own /peer performance; is usually 4 Teacher is confused about /unaware of strengths /weaknesses of own /peer
Ability to - evaluate own /peer performance - respond to feedback
92
in the evaluation progress, suggests lines of improvement, is non-judgemental, responds constructively to feedback;
post-lesson discussion; is able to make feasible suggestions for improvement, is non-judgemental and on the whole response to feedback is constructive;
evaluation in a positive way; is ready to accept /give suggestions for improvement;
cooperative in the post-lesson discussion but is not always able to offer possible alternatives /suggestions; is sometimes reluctant to accept suggestions;
Ability to plan future action /willingness to experiment, take risks for development
Teacher is generally able to devise future action plans for selfimprovement; only occasionally willing to experiment /take risks; Ability to work Teacher is fully Teacher is Teacher is as a member of a aware of his/her capable of generally able to work as a team role as a member developing /individually of a professional adequate working member of a team and is relations in a team but is only partly involved perfectly capable team; can of developing generally work and sometimes is effective working well satisfied with a relations in that independently passive /minor team but is also when necessary; role; is usually able to work able to work independently; independently; Working with Teacher is Teacher can Teacher is official school familiar with the appropriately use generally able to records different types of the most handle the most official school important official important official records school records; school records; /documents and can easily handle them;
Teacher is able to plan efficient future actions, is eager to experiment and even take risks for development;
Teacher can adequately plan own future action; is generally willing to experiment /take risks for self-development;
Teacher needs some help planning future action; is rarely willing to experiment /take risks;
performance; reacts unconstructively to evaluation from others; cannot capitalise on self evaluation in a sensible /helpful way or suggest lines of improvement; can often be judgemental; Teacher is unable to learn from own /peer teaching experience and to plan future action without help; is not willing to take any risks or to experiment; Teacher either cannot /is not willing to act as a member of a team or is too shy /feels unsafe /unprepared to be able to work independently;
Teacher accepts teamwork but fits in with some difficulty; might often rely too much on the support of the other members; might not always be able to work without guidance; Teacher has difficulty in using official school records correctly;
Teacher is unaware of the need to handle official school records /documents accurately;
Proposed by a Cluj working party: Marina Cristian, Susana Demeter, Gabriela Wainblat Mentors, Mentor Trainers
93
XI.
Foci of observation: educational class (observarea orei de dirigenie)
94
Ora de dirigenie (clasa / data / profesor / nr.elevi) ./..// Subiectul leciei:. Observaii, aprecieri, Desfurarea activitii ntrebri, concluzii
95
Ora de dirigenie (clasa / data / profesor / nr.elevi) ./..// Subiectul leciei:. Observaii, aprecieri, Desfurarea activitii ntrebri, concluzii
96
XII. Notes on the observed student (observaii asupra elevului studiat)

(tabel din Cristea, S., Caietul dirigintelui, n Revista de pedagogie, nr. 2/1991, pp.22-27)
97
Mediul de observaie: clasa, coala, familia, societatea
Prezentarea faptei i a sursei de informare
Interpretarea psihopedagogic a faptelor
98
XIII. Learner Profile (Fia psiho-pedagogic)
99
CARACTERIZAREA PSIHO-PEDAGOGIC A ELEVULUI A. DATE GENERALE DESPRE ELEV: a. Date biografice: - nume:
- clasa: - data i locul naterii: -coli absolvite: - domiciliul actual:
b. Date privind familia: -domiciliul prinilor:

-ocupaia i locul de munc al prinilor: tatl: mama: -nivelul cultural:
c. Starea sntii i dezvoltarea fizic a elevului:
B. ASPECTE PRINCIPALE ALE ACTIVITII I CONDUITEI ELEVULUI a. situaia colar:
b. atitudinea fa de coal/munc c. atitudinea fa de munca colar i succesul la nvtur
d. aspecte ale proceselor psihice implicate n viaa colar
100
e. conduita elevului:
f. activitatea i conduita elevului n colectiv:
C. TRSTURI PRINCIPALE ALE PERSONALITII ELEVULUI a. interesele dominante ale elevului:
b. aptitudinele elevului:
c. temperamentul elevului:
d. trsturile de voin i caracter
D. APRECIERI I RECOMANDRI EDUCATIVE CU CARACTER PROGNOSTIC I DIAGNOSTIC:
101
102
XIV. Samples of valuable materials / tasks / tests of your own making

It is the supreme art of the teacher to awaken joy in creative expression and knowledge. (Albert Einstein, Out of My Later Years, 1950)
103
104
105
106
107
108
XV. Teaching Practice Final Report

Grace is given of God, but knowledge is bought in the market. (Arthur Hugh Clough, The Bothie of Tober-na-Voulich, 1848)
109
English Teaching Practice Final Report
Student Teacher: .. Year. Mentor: Major/Minor School: . GRADE :(in figures and words)
The following report should give a clear picture of the student teachers teaching competence after TP and suggest their future potential as ELT teachers.
Mentor: . Signature: .Date: MethodologistSignature: Date: Description of grades 10 9 8 7 4 A very good performance A good performance A fairly good performance A satisfactory performance An unsatisfactory performance
110
XVI. Teaching Practice Feedback Questionnaire

For one semester you took part in Teaching Practice supervised by a mentor. This was scheduled over a 10-week period. Please look back over the whole experience and answer the following questions. Your reflections will help in further improving the methodology component of the University course and Teaching Practice. 1. Please rate the T.P. experience in your development as an ELT teacher. very important important quite important not very important
useless
2. Please rate your mentor on the scale below. One of the main characteristics of T.P. has been openness and constructive feedback. Your mentor would like to know how successful she has been in helping you become a teacher. You could mention particular incidents, events, during T.P. to illustrate your views. excellent very good good 3. Here are some special characteristics of T.P. Please express your opinion about the value of each in helping you become an ELT teacher, by ticking the appropriate box. Reflection on experience as a major tool of development very useful useful quite useful useless Self-evaluation as a major development tool very useful useful quite useful useless Peer observation, evaluation and feedback very useful useful quite useful useless Developmental not judgmental feedback i.e. Mentors and peers being helpful, supportive guides rather than judges. very useful useful quite useful useless A gradual journey towards teaching complete lessons rather than being thrown in at the deep end.e.g. team planning and teaching with the mentor and peer trainees. very useful useful quite useful useless 4. Do you feel you have been prepared enough to cope with starting as a beginner teacher in a school? Yes No 5. How confident do you feel about this project? very confident confident quite confident
not very confident
not at all confident
6. Suggestions for improving TP in the following year
Thank you
111
XVII. Glossary of ELT Terms

Activity Accuracy vs. Fluency Activities Aims ARC A single exercise, problem-solving task, game, etc. Activities meant to enhance language correct usage; activities meant to encourage language use. What the teacher hopes to achieve during an activity, lesson. =Authentic use (e.g. communicative tasks/activities), Restricted use (e.g. transformations; drills; etc.), Clarification and focus. A group activity meant to generate a lot of ideas. All suggestions (however unlikely) are recorded to be sieved later by collaborative effort. The stage of a lesson dedicated to clarifying things about language system items (form, meaning, use). Step-by-step decisions and actions concerning organization of the classroom and activities (e.g. seating and grouping arrangements, instructions, rapport, etc.). A gap-fill exercise with regularly-spaced gaps (e.g. every eighth word). An activity whose major aim is communication, either oral or written (main features: information gap, choice, feedback). Creating a specific situational illustration for a language item. Oral repetition with change of one language item. A form of teaching by question and answer gradually leading to generating ideas, enlarging language semantic fields, etc. Either referring to reading/listening outside class, or reading/listening for the gist of the text. A class activity in which students report back to the class on what they have been researching or discussing. It may also be a session in which the teacher reports back to students on their work. Syllabus presenting grammatical items and phrases under functional (situational) headings. The class organization where activities are carried out in groups. Activities meant to accommodate students and teacher with each other. That which creates the need and desire to communicate with each other ( i.e. to find out the missing information crucial for understanding a certain issue). Detailed reading of/listening to excerpts of written/spoken text. A form of learning/teaching in which students cover different areas of a topic and later pool their knowledge (e.g. by seminar/class proper). Seating arrangement within a classroom.
Brainstorming
Clarification and focus Classroom management
Cloze exercise Communicative activity
Contextualization Drills/Drilling Elicitation/Socratic technique
Extensive reading/listening Feedback session
Functional syllabus Group work Icebreakers Information gap
Intensive reading/listening Jigsaw learning
Layout 112
Language skills
Language systems/areas Lockstep technique
Monitoring
Objectives Observation task Pair work PPP
Project work
Pyramid group
Rapport Role play Self-access Self-assessment STT Substitution tables
Syllabus Task Task-based learning TTT Test format Test reliability
Test rubric
The four interactive skills are: reading, listening, writing and speaking. They usually integrate in a lesson (i.e. integrative skills), although one may prevail. They are: grammar, lexis, phonology. The class grouping where all the students are working with the teacher, where all students are locked into the same rhythm and pace, the same activity. It happens when the students do the learning and the teacher only supervises, being alert about how learning occurs. Intended student achievements in a lesson. A specific task to be done while an observer is watching another teacher in class. The class grouping where activities are carried out in twos. Having a grammar lesson organized on the pattern: Presentation (giving the language item), Practice (providing opportunities to use it in controlled ways) and Production (integrating it communicatively). A kind of task-based activity which usually involves an extended amount of independent work, either by an individual student or a group of students. A form of group activity in which the class is divided into groups. After some time, pairs of groups are joined together and continue the discussion. This procedure is repeated until there is only one group, comprising the whole class. Sometimes called a snowball group. The quality of relationship within the classroom. A form of simulation in which the participants adopt certain roles. i.e. self-access centre (where students have free access to materials). When one self-evaluates his/her achievements, qualities, prospective development, etc. =Student Talking Time (the amount of time that students get to talk during the lesson). A way of writing out grammar information as patterns that can allow for generation of further sentences. A list of course contents. Something what the student is asked to do in class. Used to describe any kind of learning which involves the performance of a specific task or piece of work. = Teacher Talking Time (the amount of time teacher talks during the lesson). The way in which the test is organized, such as multiple-choice or interview. Consistency, the extent to which the scores resulting from a test are similar wherever and whenever it is taken, and whoever marks it. Information for the student on how to do the test, 113
Test validity Visual aids Warmer/warm-up Workshop
including instructions, examples, and the organization of test procedures. The extent to which a test measures what it is intended to measure. = pictures, charts, posters, diagrams, etc. used by the teacher to enhance language understanding. Starter served to students to wind their imagination and enthusiasm about the language activity to follow. A kind of task-based group activity which involves the completion of a certain specified task. It is expected that all the members of the group to contribute something to the completion of the task.
114
XVIII.
Select Bibliography
Ministerul Educaiei Naionale, Consiliul Naional pentru Curiculum, Limba englez, Curriculum colar pentru clasa a VII-a. Bucureti, 1977. Allwright, D., and K. M. Bailey, Focus on the Language Classroom. New York: Cambridge University Press, 1991. Bailey, K., M., Diary studies in teacher education programs. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990. Barna, A., Antohe, G. Curs de Pedagogie. Teoria instruirii, curriculum-ului i evalurii, Logos, Galai, 2001. Bartlett, L., Teacher Development through reflective teaching. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990. Day, R.,R., Teacher observation in second language teacher education. In Second Language Teacher Education, , ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990. Gebhard, J. G., Seeing teaching differently: The teacher as observer. The Language Teacher, 15, 5, pp. 17-20, 1991 Gebhard, J.G., and A. Ueda-Motonaga, The power of observation. In Collaborative teaching and learning, ed. D.Nunan. New York: Cambridge University Press, 1992 Nunan, D., Action Research in the language classroom. In Second Language Teacher Education, ed. J. C. Richards and D. Nunan, New York: Cambridge University Press, 1990. Scrivener, Jim, Learning Teaching, Macmillan Heinemann, English Language Teaching, 1998.
115
116

Caiet Practica PDF

Uploaded by

Copyright:

Available Formats

Caiet Practica PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Caiet Practica PDF

Uploaded by

Copyright:

Available Formats

A Student Teachers Teaching Practice Guide

Universitatea Dunrea de Jos Galai Facultatea de Litere Departamentul de Englez

A Student - Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

Concepie i redactare: Ruxanda Bontil lector limba englez

A Student Teachers Teaching Practice Guide

Student Teacher Observation Record

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

Successful TP Policy: Some Practical Advice

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

Record of School Documents/English Curricula

for each teaching

TEACHING / LEARNING METHODS AND STRATEIGES Based on authentic materials

STANDARDS OF EVALUATION FOR EACH CYCLE

EVOLUTIA CAPACITATILOR SPECIFICE PE CICLURI DE INVATAMANT

* redactare libera * luarea de notite * traducere * redactare de texte functionale

A Student Teachers Teaching Practice Guide

* redactare semidirijata cu/fara support vizual/auditiv * transformare de text (rezumare si dezvoltare)

* identificare * intelegere si confirmare nonverbala * intelegere globala si selectiva

* citire cu glas tare sau in gand * intelegerea globala si selectiva

* copiere * completare de text * dictare * scriere dirijata

* intelegerea elementelor socioculturale ale vietii de zi cu zi (asemanari si deosebiri)

Intelegere dupa auz

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

Actual Classroom Practice toward Self-Exploration

A Student Teachers Teaching Practice Guide

Foci of observation: class management . Lesson (grade/date/teacher/no of Ss/level/course book)

(always/sometimes /not enough/never)

Lesson (grade/date/teacher/no of Ss/level/course book)

(always/sometimes /not enough/never)

Lesson (grade/date/teacher/no of Ss/level/course book)

(always/sometimes /not enough/never)

A Student Teachers Teaching Practice Guide

b. Foci of observation: using the board Lesson (grade/date/teacher/no of Ss/level/course book)

A Student Teachers Teaching Practice Guide

c. Foci of observation: teacher talking time (TTT)

Lesson (grade/date/teacher/no of Ss/level/course book)

A Student Teachers Teaching Practice Guide

A Student Teachers Teaching Practice Guide

Foci of observation: stages of lesson

Lesson (grade/date/teacher/no of Ss/level/course book) . . . . . / . . . . . . . ./. . . . . . . . . . . . . /. . /. . . . . . . . / . . . . . . . . . . . . . . . . Stage Purpose

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

A Student Teachers Teaching Practice Guide

Foci of observation: error correction Your notes

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

Lesson (grade/date/teacher/no of Ss/level/course book)

A Student Teachers Teaching Practice Guide