Teaching Practice II

Class observation form

Describe activities your Mentor

teacher was doing.

Describe the way students

reacted to the activities .

Describe what came to your mind

while observing the activity.
Would you do the same? Why?
Would you modify it ? Why?

Greeting: teacher asked students

how are you

Checking agenda: teacher

explained what they are going to do
along the first block of classes.

Review: teacher wrote a sentence on

the board. My mother was cooking
when my brother came. Then, he
asked students to help him to
recognize the structure of the
sentence. Past continous.and simple
paste
Pair work: teacher assigned pairs to
work in the execise of the book. When
students were working on the exercise
assigned, teacher wrote the
generalities of the next topic on the
board when he finished he monitored
the class. After, teacher asked
students to compare asnwer with
another classmate.

At the beginning of the class

studnets were shy, but that is
normal,sometimes students feel
down at the beginning of the
class.

Students paid attention at the

indications of the teacher.

Students helped teacher to divide

the sentence in the correct
structure.

Students worked in the exercises

assigned by teacher. They were
working very well; they were
concretate while they were
working on the exercises. Then,
they compared their answer with
another pair.

It is important to greet students at

the begginning of the class. Also,
when I have to beginning a class
my attitude has to be energetic in
order to transmit my energy to my
students.

I will do the same because

students can have an idea about
the activities that they are going
to do along the class.

I liked tis activity because it tells

you if students remember the
topic of the last class and it is a
good feedback as well.

I think that wrote the generalities

of the topic is fine because you
make a summary avout the whole
information that is on the book.
Indeed, summarizing can be
helpful for students at the moment
of studying for exams due to
sometimes students read the book
and the get confused because is
a lot of information. Monitoring is
important and is something that I
always want to have in mind.

Hot potatoe: teacher used this activity

in order to check the exercises. First,
he used a marker; then,a ball.
Teacher paid attetion and corrected
the pronunciation or some mistakes
with the answer. When the activity
finished he assigned a homework for
the next class. Exercise from the book.

After that, students assigned another

activity where students had to do four
questions, two in simple past and two
in past continous. He explained how
they had to do the activity (because
the need to leave an space for
answer the question) teacher wrote
an example on the board.

Then, teacher changed topic and

wrote a sentences and encouraged
students to ask if the sentences was in
present or past. The sentences that
teacher used as example was I didnt
use to cry a lot when I was younger.
Also, he asked students why the verb
use was not in past by using CCQ
(why?). also, he explained the
differences between used to and
would. After that, he asked students
if they had any idea hot to make
question with used to? . Indeed, he
wrote a sentence incorrect in order to
see the studentsprevious knowledge.
The sentences was (Did you used to
cry when you wre younger?)

After the explanation of grammar

structure, teacher explained the
activity what? When? he made
pairs and studets work together.

They enjoyed hot potato because

they did not want to be chosen.
Two students were chosen to
provide the answer of the
exercise) it was a conversation
they had to fill the blanks.

Students worked in the activity.

When time finished, they stood up
and they had to ask questions
that they did to a classmates.
They had to write the name and
the answer given by his/her
classmate.

One student helped the teacher

to read the question that he
wrote as an example. Indeed,
student answered the question
why the verb use is in base
form and not in past? students
used their previous knowledge to
asked the question. Also, students
helped teacher to discover the
grammar structure of question
with used to.

Students had to work in pairs. They

had to share what is used to
and would In order to clarify
doubts between them.

Hot potaoe is the classic activity

to choose victims to participate in
an activity. I always like this
activity because students are
chosen ramdomly, but if students
were chosen by teacher
sometimes they think that the
teacher only chooses me. So,hot
potatoe is great.
This activity was great because
they stood up and interacted with
classmates. Indeed,the shared
the information of the questions
together. Sharing the questions
and asnwer is fine because as
teacher you can see if they didit
correctly. Also, you can correct
when it is necessary by using
CCQ.
I really liked this method that
teacher used to explain the
grammar structure of used to
and would as well. Indeed, I
really liked how teacher
encouraged his students at the
moment of explaning the topic
because he did not write
everything and then explain, he
went step by step discoverying
the grammar structured, students
helped him lot to discover the
grammar structure and I liked that
due to I could see the student
learning center and that is the
most important.

I would liketo put in practice this

activity because is really helpful
and students intereact and
teacher can see if students
understood the topic.

After, teacher told students to pass

the ball because they played hot
potatoe in order to the chosen one
shared what they talked about used
to and would.

Students were excited while they

were playing hot potato, but the
chosen one had to share the rules
of used to and would.

This activity was nice because

studetns could share information,
clarify doubts and teacher could
see if students understood the
topic.

After that, teacher assigned exercise

from the book and students worked in
pairs (he made the pairs by assigning
a number to 1-5 to each student.)

Students worked in pairs and they

did the exercise assigned by the
teacher.

The exercises from the book are

nice. However, I would like to
provide worksheet to students
and the exercises from the book
assign it as homework.

When they finished teacher asked to

share the answer together.

Students shared their answer with

the whole group.

Sharing answer is useful to see if

everybody has the same answer.

Homework was assigned. I had to

same that students didnt say
anything what I am saying is that
in other cases students say
teacher
we
dont
want
homework but they didnt say
anything about it.

Homework are useful especially

for students that only practice
English on Saturday (perhaps they
do it in school, but is not the
same) and homework helps
students to practice during the
week. The disadvantage is that
not all students do the homework.

Then, teacher assigned another

homework.

In the last acivity of the first block,

teacher told students that they had to
make a conversation of two minutes
the minimum to talk about the habits
and activities that they used to do
when they were younger. Teacher
wrote on the board the structure that
students had to use (used to, would
and simple past). Then, teacher asked
one students to give him a number
and the student chosen will be the first
in sharing the conversation with the
whole group(everybody passed).
Students passed in front and teaching
was sitting in front of them like in a role
play from a exam.

Students worked in pairs and they

talked about the habits and
activities. At the moment when
teacher was asking from the
number, students were nervous
because no one wanted to be
the first one. When the pairs in
front students did not speak loud
because of that student in the
back did not hear and they
werent paying attention.

This part is really important in a

lesson because students will show
how much they understood the
topic. Teacher monitored while
students wre practicing the
conversation and solved some
questions that students had.
Howvever, when students passed
in front teacher should have sit o n
the back of the classroom
because students did not speak
loud and students in the back did
not hear; consequently, they
didnt pay attention. Hence, that
is the only things that I would like
to modify.

In the second block the classes,

teacher started with the activity
Q/A where students had to wirte 5
question question using used to. He
provided an example and monitored
the activity. When students finished,
teacher asked them to stand up and
explained that they are going to go to
another classroom to ask the question
that they did.

Then, in the next topic teacher didnt

go deeper because it was an easier
topic(subject/object questions).
Teacher used an example to explain
the topic. She gave ball to a student
and explained.
Who gave the ball?
Margarita
What did she give you?

Students paid attention at the

explanation of the teacher and
they worked individually in the
activity. When they finished
making the question, they went to
another classroom and asked the
question that they did.

Students helped teacher to read

the information on the book
about the topic. Also, they helped
him by answering question when it
was required.

The ball

This activity was great as a

feedback because students can
put in practice what they have
learned in the previous block of
class. Indeed, it was great
because teacher could see if
students could put in practice
what they have learned. Indeed,
when students went to another
classroom was great because
they could interact with other
students.

I really liked how teacher

explained the topic in easy way
and students understood the
explanation. I would like to apply
this method, but I think that it
needs experienced to do it.
However, I could try to explain in
this way due to you do the
explanation short and students
understand which is the most
important.

I sent her a letter.

He used those senteces according to
the action (giving the ball) to explain
the topic.

After that, teacher assigned an

exercise form the book (they worked
individual). Teacher monitored the
activity and helped students with
question or doubts that they had.
When they finished, teacher asked
students to compare their answer with
another classmates (in pairs). Finally,
teacher told students to continue
working in pairs in another exercise
from the book. Finally they checked
the answer together.

Students worked individual in the

first activity. Then, they compared
their
answer
with
another
classmate. Finally, they continue
working in pair in another exercise
of the book. After that, they share
their answer with the whole group.

I think that this activities form the

book are great, but as I said
before it could have been better
to assign those exercises as
homework and teacher can
provide a worksheet because in
this way students are not doing
the same (they just work in the
book). I would like to give them
worksheet.

As in the first block of class, teacher

wrote the generalities of the following
topic (present perfect).
After that, teacher explained the
instructions for the following exam
(unit 4-6). He used CCQ to see if they
paid attention to his instructions.
After, he explained the topic (present
perfect) he used a sentence to
explain it (I have already visited
tazumal ruins).
Teacher encouraged students to say if
the sentence was in present or past.
Then, teacher gave example with
each of the uses of present perfect.
Actions at unstated time.
Recently complete action.
Experiences changes.
Situations that continue up to
the present.
Indeed, teacher explained the uses of
the words (already, just, ever, never
and yet). He told them where the
position of these words in a sentence
is. After, he provided example with
each of these words. Additionally,
teacher explained that they did not
have to write not if they write never.
Moreover, teacher encouraged
students to tell him the structure of
questions and he wrote the structure
(students helped him).
Further, he asked students to make
one questions using have and
another one using has (they
checked the exercise later on). Also,
teacher assigned an exercise from the
book and read he read the instruction
of the exercise. Finally, students shared
the answer with whole group.

Students paid attention and took

notes about the instructions of the
teacher. Also, when teacher told
them that if the exam will be
about units 7-8(CCQ) immediately
they gave him the answer
correctly.
Students were paying attention
while teacher was explaining the
topic and they helped him when
it was required. Students knew this
topic because they have already
studied before due to that it was
not difficult to understand it for
them. Students took notes about
the uses of the present perfect
(the information that teacher
wrote on the board on the
examples).
Also, students gave examples of
the uses of present perfect and
teacher helped them if it was
necessary.
They asked teacher if ever must
be always in affirmative questions
and the say happen with never
in negative question.
Students helped teacher to
discover the structure of the
question with have/has (yes/no
questions).
Then, they did two sentences
individually and teacher checked
their questions. Indeed, they
worked in an exercise form the
book and when they finished they
shared the questions that they did
together on an exercise as well.

I really liked the way that teacher

used CCQ in order to see if
students were paying attention
when he was explaining. That is
something that I would like to
remember the ways to apply
CCQ.
The way that teacher explained
the whole topic (how to make
sentences and the questions) was
efficient because student
understood quickly. What I could
see that teacher filled the board
with the rules and examples and I
understand because it is a
grammar class; consequently,
everything must be very clear.
Indeed, thet way that teacher
used CCQ was nice due to the
fact that students were helping
the teacher and that is really
important because teacher has
to focus in study participation.
Indeed, I liked how to teacher
explained the uses of the adverbs
and the position in the sentences
by giving wexamples. The best
what teacher did along the
explanation was include students
in order to help him with
sentences with question. In the
past, teacher just explain and
didnt let students to help him ,
but not with ecrif everything is
different and students acquisition
of language is better.

After, teacher made groups. He wrote

on the board 6 verbs.
1-go
4-watch
2-do
5-finish
3-eat
6-write
Then, teacher provided a die (one for
each group) in order that student had
to throw the die and depending of
the number they had to look at the
board and made a question. For
instance, if the number was 2, they
had to make a question using the
verb do (sentences in present
perfect) teacher explained the
activity. After that, when students
were doing the activity teacher did
some pieces of paper with the name
of all students (for the next activity).
Then, teacher gave students the
pieces of paper that he did and
asked them to make a circle. Students
saw the piece of paper. Teacher
explained that they had to ask a
question at the person that they
chose in the piece of paper. Teachers
throw the die and according the
number student had the question (the
same as in the previous activity).
Everybody asked a question.
In the last activity, teacher asked
students to continue working in the
exercise of the book. When students
finished, they compared together.
Finally, teacher thanked students for
came to the class and wished a good
rest of the weekend and wished a
good week as well.

Students enjoyed this activity

because they could interact with
their classmates. They asked
several questions using the verbs
that teacher wrote on the board.

Students did the activity very well.

They asked question and teacher
corrected them when it was
necessary
(pronunciation
or
mistakes in the questions).

Students worked in the exercises

assigned by the teacher and
finally they compared together.

This activity was really great

because students could practice
how to make question in present
perfec and they could interact
with their classmates. Indeed, they
monitored the activity in order to
see if students were making
correct the sentences.

The activity was developed in the

correct way, the pieces of paper
to chose students was really nice.
I would like to do that. Indeed,
teacher always paid attention in
the mispronunciation or mistakes
in the sentences or question in
order to help students.

I could give them worksheet as I

said before in order that students
do not get bored about the
activity of the book.

Todays lesson for me : (Summarize the most meaningful teaching technique or

strategy you are taking from your mentor teacher or from the group of students)
There are several things that I would take for instance, the method tha teacher
used to explain the topics, the Y/N question activity and CCQ.
The method that teacher used to explain the topic is something that I would like to
apply in my classes maybe not with all the topic, but at least with some of them. I
liked this method because teacher can explain in a easier way in order that
students can understand easily the topic. Indeed, writing the generalities of the
topic on the board is helpful as well due to the fact that in the book the uses or
rules of certain topic are too long and students could get confused. Thus, for these
reason I would like to use this technique in the future.
Also, the activity Y/N question I found it useful because students can put in
practice what they have learned; indeed, when they have to ask to answer the
question that they made, they inteact with classmates and that is something that I
liked and something that I liked from this activity.
Finally CCQ, I really liked how teacher used it to encourage students to answer his
question and that is something really important that I want to remember because
CCQ is really important and more important is to know hot to apply it, but since no
on, I know some ways of applying CCQ.