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Classroom Observation Report

The document summarizes a classroom observation of a Year 3 English lesson taught by Sir Jasmi. Sir Jasmi used behaviorism techniques like reinforcement to encourage students to speak English. He focused on teaching grammar through exercises and correction, using the Grammar Translation Method. An animation video was used as a teaching aid material to engage students and make the lesson more interesting.

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Izzah Kamilah
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533 views

Classroom Observation Report

The document summarizes a classroom observation of a Year 3 English lesson taught by Sir Jasmi. Sir Jasmi used behaviorism techniques like reinforcement to encourage students to speak English. He focused on teaching grammar through exercises and correction, using the Grammar Translation Method. An animation video was used as a teaching aid material to engage students and make the lesson more interesting.

Uploaded by

Izzah Kamilah
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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CLASSROOM OBSERVATION REPORT On 12 August, I was observed the class lesson years three conducted by Sir Jasmi.

Topic that was taught by Sir Jasmi was pronouns include demonstrative pronouns, possessive pronouns, possessive ad ective and interrogative pronouns. As we !now, the childen were "uite shy and lac! o# con#idence to use english. $ut Sir Jasmi will try to encourage his pupils to spea! english during the class lesson. %sually the pupils at this age will learn english with the help o# the teacher. This means that Sir Jasmi must teach his pupils how to use the correct and simple language. &ere are the some e'amples o# the words used by Sir Jasmi to use on particular time. 1. Sya#i"ah(s boo!. 2. This is my boo!. ). *hat is this+ ,. *hich story do you li!e+ The student will use the words that once have been used by the teacher. I# the usage o# the words were wrong, the teachers will correct immediately and it will be rein#orced. On the other hand, i# the student success#ully able to use the language correctly, the Sir Jasmiwill give praise and encouragement. &ence, Sir Jasmi used the behaviorism approach indirectly in his teaching. According to behaviorism, the rein#orcement behavior will occur compared to behavior without rein#orcement. -otivation in the previous case is !nown as e'trinsic motivation, teacher encourage pupils who able to use the language correctly. Sir Jasmi only teaches grammar during the class lesson. I #ound method he used is .rammar Translation -ethod. /uring the lesson, the #ocus in the content does not really important. There#ore, students only need to #ocus on the grammar usage compare to #orming sentences. 0or e'ample, e'ercises are provided to #inding grammatical errors in a te't. In addition, I #ound that the pronunciation is not very concerned. In my opinion,

this method is "uite popular because it only #ocuses on how pupils mastering the grammar. Thus the teacher will be able to assess the student(s ability in mastering grammar and language. One interesting thing I #ound was Sir Jasmi used teaching aid material to attract the pupils to learn 1nglish. The teaching air material used was animation video. 2ideo is o#ten played was about cartoon animation and it used a simple language. It was #ound that most o# the pupils responded positively to the used o# animation video. They gave a support and a good response to the use o# video because without video the class lesson will be bored. In general, the advantages o# using a teaching aid material encourage pupils to be more active during class lesson. /ale, have e'pressed seven important values about teaching aid materials3 1. Stimulate interest among pupils and interest is a signi#icant #actor in their learning. 2. 4rovide a solid basis #or understanding the development and mindset and there#ore reduce various verbal responses #rom pupils. ). 4rovide a basis #or the development o# student learning and there#ore ma!e the learning more permanent. ,. 4rovide e'perience that can not be obtained easily through other means and help student learning(s more depth and variety. 5. &elp in understanding, thus promoting the development o# vacabulary. 6. O##er a real e'perience and thus stimulate the activities o# a pupils. 7. 1ncourage pupils to investigate and thus increase voluntary reading.

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