Observation topic 1: Rapport in the language classroom (compulsory)

Focus
Establishing rapport means creating a positive classroom atmosphere that is positive and encouraging. An
essential part of this is the way the teacher relates to or attends to the learner. There are many ways the
teacher can do this, for instance using names, eye contact, facial expressions, gestures etc.
In this first observation you will record the main attending strategies used by the mentor teacher in a
seating map, analyse these and reflect on what you have seen.
Objectives:

● Note commonly used ways by teachers to establish rapport in the language classroom and analyse
these.
● Reflect on strategies to establish rapport in the language classroom and these effects.

Before the lesson

Face-to-face teaching: Familiarize yourself with the sample diagram. Draw a seating map for the class you
are observing in which each box represents a student – you may need help from the mentor teacher with
names.
Online delivery: You can take a screenshot of your screen if your students are happy/you are allowed to take
their photos. Alternatively, simply create a student list.

In online delivery,
the attending
strategies you
observe may be
different to the
ones listed below.
Nevertheless,
students are

During the lesson

1. Insert your diagram/a picture of your diagram below. Have you noticed any patterns? E.g. are some
students named more often?
 Although those students sitting in the front rows seemed to be more proactive, those students
sitting at the back rows also got opportunities to raise their questions and interacted with the
teacher. The teacher got the whole class involved through activities.

2. In communicative language teaching (CLT), the teacher acts as a facilitator while learner interaction
is maximized.

Brown and Lee (2015) list the following guidelines to establish a positive teacher-student rapport:
● Show interest in each student.

● Give feedback on each person’s progress.

● Openly solicit students’ ideas and feelings.

● Value and respect what students think and feel.

● Laugh with them and not at them.

● Work with them as a team.

● Develop a genuine sense of joy when they succeed.

How is being an active student realized in the observed lesson? Write down some specific practices.
What impact do these practices have on the students and rapport in general?

e.g. (1) The teacher asked each student to teach the class something in their first language.
The students were proud to take leadership and proud of their multilingualism.
(2) The teacher used the students’ names in example sentences and invited other students to
ask questions: “Tun visits every shop in the shopping centre. (Students laugh) What can you
ask him?” The teacher didn’t provide the questions but asked the class to form questions,
which created a fun activity. There was lots of laughter.

Write your examples here.

(1) In the observed lesson, being an active student is shown through several practices. For
example, the students were encouraged to ask and answer questions during the
outback lesson, which created active participation, and interaction among them.

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 (2) When the teacher discussed the Royal Flying Doctor Service in Australia and how they
assist people in the outback, she showed interest by asking students if there were
similar emergency services in their home country, Japan. This sparked great motivation,
encouraging students to actively participate in the discussion by sharing insights from
their own culture. In addition, it allowed the teacher to build a sense of connection and
trust in the class.
(3) The teacher used words appropriate to the students' level to prevent them from feeling
overwhelmed and to build their confidence when learning new topics and vocabulary.
She also used simple phrases when giving instructions which helps to ensure that
students understand what is expected of them. This minimizes confusion and allows
students to focus on the learning task, leading to better outcomes.
(4) The teacher introduced a new topic by asking a question and encouraging students to
try and respond. For example, she showed a map of Australia and explained the
population density. She then invited the students to guess which part of Australia
people live in the outback. The teacher actively engaged the students in the class,
making learning more interactive and less passive, which helped them enhance their
understanding of the material.
(5) The teacher set up an activity using Padlet, an educational platform. Padlet fosters
rapport by encouraging participation, collaboration, and communication between
students and teachers. It promotes a safe environment where students can express
themselves and build connections within the classroom. For instance, the teacher asked
students to post their opinions on the environment in the outback. By using this
technology, students were able to work in their own space
(6) The teacher set up an online quiz to assess students' understanding of vocabulary in
context. This allowed students to check their comprehension by providing immediate
feedback on how well they grasped the material. Their results were displayed and
ranked on the whiteboard, adding an element of fun. The quiz helped students recall
information, identify gaps in their knowledge, and reinforce what they had learned. By
answering questions, students could see which areas they understood well, and which
needed further review, helping them to focus their study efforts more effectively. This
process of self-assessment through quizzing builds confidence and leads to a more solid
understanding of the material
(7) The teacher also used group activities, such as working in pairs, which encouraged
students to collaborate and engage in meaningful discussions. They not only learned to
articulate their own ideas but also to listen to their peers' perspectives. Working
together in a team environment helped students improve their communication skills
and contributed to a supportive classroom atmosphere.
(8) The teacher frequently used eye contact and smiled at students when they responded
frequently used direct eye contact and smiled at students when they responded to
questions. This non-verbal communication made students feel acknowledged and
encouraged them to participate more actively in the lesson.
(9) The teacher often used inclusive language, such as “we” and “our,” when addressing the
class. This created a sense of teamwork and collective responsibility, making students
feel like they were part of a learning community rather than just individual learners.

After the lesson

3. Share the results of your observation with your mentor teacher. Add here any clarification questions
you have asked and the reply you have received.

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 When I shared the results of my observation with my mentor teacher, I noted how effectively the
students were engaged throughout the lesson, particularly during interactive discussions and group
activities. I asked several clarification questions such as how the teacher decides which students to
call on during discussions, what strategies they used to encourage quieter students to participate,
and how they balance giving feedback without discouraging students.

In response, the mentor teacher explained they made a conscious effort to involve all students by
rotating who they call on, especially focusing on the quieter students to ensure everyone has a
chance to participate. They also mentioned using positive reinforcement and constructive feedback
to maintain student’s confidence while encouraging them to improve. The mentor highlighted that
building a supportive classroom environment is key to helping students feel comfortable
participating.

4. Consider the range of strategies used by the mentor teacher and when they were used in the
lesson. What others are possible?

During the lesson, the mentor teacher employed a variety of strategies to engage the students and
facilitate learning. These strategies included interactive discussion where students were prompted
to ask and answer questions, the use of personal storytelling to create a connection between the
content and student’s experiences, group activities that promoted collaboration, and the integration
of multimedia and technology to enhance engagement. The teacher also incorporated safety
instructions and emergency preparation exercises to ensure students were well informed about
safety protocols.

These practices had a positive impact on the students by creating an inclusive and engaging learning
environment where they felt comfortable sharing their ideas. The teacher’s role as a facilitator
rather than a lecturer helped to build rapport with the students, making them feel respected and
valued. This approach also promoted a collaborative atmosphere where students were likely to
support each other during learning.

Once students are making good progress, peer teaching could be introduced as a strategy in the
classroom. Teaching others helps reinforce the material for both the student teaching and the
student learning. Additionally, depending on the students' level, the teacher might wrap up the
lesson by inviting students to participate in a brief activity or answer a few questions to
demonstrate their comprehension. This allows the teacher to adjust future lessons as needed based
on the students' understanding.

5. Consider the range of strategies used by the mentor teacher and when they were used in the
lesson. What others are possible?
The mentor teacher used strategies such as interactive discussions, group activities, personal
storytelling, and technology integration to engage students and build a positive classroom
environment. These methods encouraged participation, build rapport and improved understanding.
Other strategies such as role play can be implemented in the class as well. This can help boost
student engagement by making learning more interactive, allowing students to take on different
roles and actively participate in real-life scenarios. It encourages critical thinking, problem solving,
and collaboration, helping students apply concepts in a practical way. This hands-on approach
makes learning more approachable, creating engagement in the classroom.

Reflection

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 What have you learnt from this observation regarding establishing rapport? How can you apply it in
your own teaching? Write a reflective paragraph.

From this observation, I learned that establishing rapport with students is crucial for creating a positive
and engaging learning environment. The teacher's approach of fostering open communication,
encouraging active participation, and showing genuine interest in each student's contributions
significantly contributed to building trust and mutual respect in the classroom. By facilitating rather
than directing the lesson, the teacher empowered students to take ownership of their learning, which
in turn, enhanced their confidence and willingness to participate.

In my own teaching, I can apply these insights by prioritizing the development of rapport from the very
beginning. I plan to engage with each student individually, acknowledge their efforts, and provide
constructive feedback that encourages growth without diminishing their confidence. Additionally, I will
incorporate interactive activities and personal storytelling to connect with students on a more personal
level, creating a learning environment where they feel valued and motivated to contribute. By focusing
on building strong relationships with my students, I believe I can create a more inclusive and dynamic
classroom where everyone feels supported and eager to learn.

Observation topic 2: Lesson and activity planning (compulsory)

Version A New to teaching or this aspect of teaching
Focus
As you know, each lesson is designed around an aim or outcome (or more) and the lesson content carefully
scaffolds the achievement of the aim(s) or outcome(s). In this observation you will focus on the components
of language learning activities.
Objectives

● Document the components of activities (activity route maps or ARMs) to analyse how scaffolding is
achieved.
● Consider how each activity contributed to achieving the lesson aim.

Before the lesson

Before the observation, ask your mentor teacher to give you the list of activities they are planning to
complete in the lesson.
There were two parts of the lesson: comprehension of texts and speech exam with a given topic: sleeping
activity.
Students were distributed with two texts: A and B. They were expected to perform activities below:

● read and mark the words of syllables so that they can understand which words to emphasize

● Student were initially asked to talk about their personal aspirations

● They then were asked to express their opinions of the protagonists of each text by using their own
vocabulary.
● Students were asked to sit for a multiple-choice quiz to test their comprehension of the texts and their
results were displayed on the whiteboard.
During the second part, the teacher walked student through the given topic: sleeping activities, which was
the topic of their speech exam.

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During the lesson
1. Fill in the following activity route map for 2-3 ARMs during the lesson. Copy the table for the second
and third ARM. Shade the box if that step was not present in the ARM. Modify the table as needed.
When observing the mentor, note down what the teacher says as well. Teacher talks scaffolds
learning and it’s a good idea to discuss your questions with the mentor after the observation.
Focus on how the activity is scaffolded through design and teacher talk.

ARM 1 What the T says and What the students Timing (minutes)
does do
Intro/lead-in We will have practice Students prepare 5
listening task. I will for the activities
play a video about
daily routine.
I will give you a
reading
comprehension
activity based on the
video.
Instructions (scripted So, let’s sit together. Students split into 10
word for word) pairs up as teacher
You can leave your
instructed
computer and phones
on your desk.

Modelling First, Let’s listen to Students follow 25

the recording of two along and complete
texts. the exercise
Then let’s  read
and mark the words
of syllables. This will
help you to
understand which
words to emphasize.
Finally, let’s read the
texts from beginning
to end.
Checking understanding Abel, can you please Students answer 35
explain the task? questions and retell
stories to partners
Heather, can you
please tell us the
sentence?

Running the activity The teacher walks Students swap 30

6
 around handing out worksheets, discuss
worksheets checking answers and
on students. complete tasks.
“Please swap your
seats. Let’s put the
questions in the right
order.
Feedback
Questions to mentor teacher:
Do you provide individual feedback, or do you prefer whole-class feedback?

ARM 2 What the T says and What the students Timing

does do
Intro/lead-in Let’s revise last Students complete 70:00-80:00
week’s material and the worksheet and
compare answers search for answers

Instructions (scripted Take one phone for Students followed 70:00-80:00

word for word) two people the instruction and
completed quiz in
Please be a pair with
pairs
the person next to
you
Please use English
names everyone
Modelling The teacher shows Each student works
students how to fill a with other four
word to make a students to
survey question complete the task
Checking understanding Teacher walked Students ask help 90:00-100:00
around the classroom for questions and
check answers
Revision
Running the activity The quiz is based on Students finish the 110:00-120:00
this week’s narrative quiz and review the
grammar questions
Finish the game and
repeat the questions
Feedback
After the lesson
2. Discuss your questions with the mentor and write down what you have learnt.

7
 Ask your mentor teacher whether they had to make on-the-spot changes to the planned activities in
the observed lesson. If so, why? If not, when do they usually have to?

The mentor shared that on-the -spot changes were necessary for this lesson as it proceeded as
planned. However, they explained that adjustments are often made when the students seem
disengaged or when they are struggling to understand the material. They also emphasized the
importance of being flexible and responsive to the students' needs, often rephrasing instructions or
providing additional examples to clarify concepts

3. How does each activity contribute to the main aim of the lesson? Explain this for each activity you
observed.
The first activity aimed to develop listening and speaking skills, essential components in language
learning. The teacher scaffolded the activity by first modelling the task and then allowing students
to practice in pairs, which reinforced comprehension and encouraged active participation. This
practice directly contributed to the lesson's aim by enhancing students' ability to understand and
articulate English sentences in real-time.
The second activity, a pair-based quiz, focused on narrative grammar, furthering the lesson's
objective by allowing students to apply grammatical structures in a fun, interactive manner. The use
of pair work facilitated peer learning, making the activity engaging and ensuring that students could
reinforce their understanding of narrative grammar.

The teacher facilitated group activities where students were encouraged to share their thoughts and
ideas with their peers. This collaborative setting fostered a sense of camaraderie and mutual respect
among students, reinforcing the positive classroom environment.
During a question-and-answer segment, the teacher encouraged students to build on each other’s
responses. This not only promoted deeper thinking but also showed students that their
contributions were part of a larger conversation, enhancing their sense of involvement in the lesson.

The teacher’s consistent use of positive reinforcement, such as praising students for their efforts,
noticeably increased student engagement. Students appeared more motivated to participate,
knowing their contributions would be recognized.

By incorporating students’ personal stories and experiences into the lesson content, the teacher
created a learning environment where students felt their backgrounds and perspectives were
valued. This inclusivity likely contributed to the students’ willingness to share and engage more fully
in the class.

These practices had a positive impact on the students by creating an inclusive and engaging learning
environment where they felt comfortable sharing their ideas. The teacher’s role as a facilitator
rather than a lecturer helped to build rapport with the students, making them feel respected and
valued. This approach also promoted a collaborative atmosphere where students were likely to
support each other during learning.

4. Which stages in the observed ARMs were the longest? Why?

The "Running the Activity" stage in both ARMs was the longest. This extended duration allowed
students ample time to engage with the content, complete the tasks, and interact with their peers.

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 The length was necessary to ensure that students could fully process the material and demonstrate
their understanding, especially since the activities were integral to achieving the lesson's aims.

Reflection
What have you learnt about planning a lesson through this observation? Refer to both planned and
unplanned decisions and state why these are important for your practice. Write a reflective paragraph.
This observation highlighted the critical importance of both planned and spontaneous decisions in lesson
planning. The detailed preparation evident in the ARMs ensured that each activity was well-scaffolded,
gradually building up the students' confidence, understanding and skills. I learned that even well-planned
lessons require the teacher to be adaptable, responding to student needs in real time. For example, the
teacher encouraged students to share their personal experiences so they could relate more effectively to
the perspectives presented in the texts
The mentor teacher's approach to scaffolding—through clear instructions, modelling, and consistent
checking of understanding—ensured that students remained engaged, kept track of their tasks and could
successfully meet the lesson's objectives. Moving forward, I will incorporate these practices into my
teaching, ensuring that my lessons are flexible yet structured, allowing for both planned progression and
spontaneous adjustments based on student responses. This will help me create a more dynamic and
responsive learning environment that effectively supports student learning. I aim to apply these practices
into my teaching, ensuring that my lessons are flexible yet structured, allowing for both planned progression
and flexible adjustments based on student needs. This will help me create a more engaging and responsive
learning environment that effectively supports student learning.

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Observation topic 3: Instructions
Version A New to teaching or this aspect of teaching
Focus
In this observation you will observe the components of two-three activity routes (ARMs) and focus on the
grading and checking of instructions.
Objective

● Document the components of activities (ARM) and identify the role of instructions in them.

● Analyse and modify the linguistic complexity of the instructions.

● Consider and practice instruction checking and modelling.

Before the lesson

Before the observation, ask your mentor teacher to give you the list of activities they are planning to
complete in the lesson. Predict and note down the instructions you would use for each activity before you
observe the lesson (Wajnryb, 1992)
Add your mentor’s list and your predictions here.
The lesson involves several activities designed to engage students with the topic of ethical consumption. It
begins with a lead-in where the teacher checks-in with the students, followed by a reading activity from the
textbook and a comprehension exercise. Students then discuss unknown vocabulary in pairs, and share their
opinions on ethical consumption, and potential changes to buying habits. The teacher integrates listening
practice with notetaking and worksheet activity focusing on legal and ethical concepts. The lesson also
includes a grammar practice, a class discussion, and a quiz to review material.
Based on the activities, I predicted that the students may focus on the teacher’s check-in with some more
willing to share than others. During the reading activities, some students might struggle with new words and
need help from the teacher. Pair work will encourage collaboration, but some students might hesitate to
participate.

During the lesson

1. Fill in the following activity route map for 2-3 activities during the lesson. Copy the table for the?
second and third activity. Shade the box if that step was not present in the ARM.
You are focusing on instructions, so please write down word for word what the mentor said in that stage.
ARM 1 What the T says What the T does Your questions to the
mentor
Intro/lead-in How has your week Teacher asks how
been? students have
been?
Instructions (scripted word Please go to your Puts students into
for word) keynote unit 6.3. groups
We will start ethical Ask students to list
consumption we 3 things they
covered so far this bought this week
10
 week. Teacher observes
the classroom
Before we begin, let’s
have a look at this part. Explains to
students where to
We will read this article
find activities
on page 69 and please
do exercise 4. Asks students to be
quiet
We are reading, we
aren’t talking everyone.
Last 5 minutes, if you
have any unknown text
ask the person next to
you.
Demonstrating/Modelling Who got the answers? Checks the answers
with the students
Let’s see the last part.
It contributes to
climate change.

Checking understanding yes, and why? Ask students about

Would you change your Clarifies students’
buying habits? opinion
Ask someone in the Because I want to
classroom. buy, I don’t care
It our responsibility to
protect the earth.

Running the activity You have three minutes Ask students to

go through the article. give their own
opinion about their
Would you change your
buying habits
buying habits?
Teachers walks
3 minutes, I’m going to
around the
ask everyone one by
classroom and
one.
facilitates
Now in the groups discussions
would you change your
opinions about reading
the articles and why? Shows interest in
student’s
Thankyou everyone
responses
let’s identify if they are
nouns, verbs or Checks student if
adjectives. they have finished
their answers
The first one is single
use adjectives. Teacher writes the
answers on a
Upgrading is improving
11
 so that it is a higher projector
quality or a newer
model.
I hope I’m not the only
one hearing one that
I’ll going to
psychologist
Ok.
Perfect
We used each of them
twice

Feedback

ARM 2 What the T says What the T does Your questions to the
mentor
Intro/lead-in Please open the
resource package.
We will be doing an
activity based on
ethical and legal.
Instructions (scripted word Go to the resource
for word) Padlet.
Asks students to
Go to extension unit 6 finished closed
note taking activities. comprehension
activity
We looked at the note-
looking strategies, for
the third part.
We will be practicing
listening based in a
lecture.
We will be able to
distinguish between
main results and
activities.
We will have two
activities ethical and
legal.
Let’s practice without
your dictionaries,
phones, and put your
tablets away.
What describes what
must do.
12
 Legal
What things shouldn’t
do
Demonstrating/Modelling The teacher finishes Checks student if
the closed activities they are finishing
the task
Can you think of three
and unethical Teacher
distributes
activities in sport,
worksheets
for example, hitting a around the
player is unethical? classroom
Shaking hands with
players is ethical
Not shaking hands is
unethical
in English please
Ok everyone is you
outside the classroom
or talking about
something please.
Checking understanding I will play the recording Teacher plays the
it will ethics in sport video twice and
asks students to
Based on the notes,
take notes
open the resource pack
and go to the same Teacher reads the
page , this table on definitions of the
page 151 words and
reviews answers
When finished, can you
please compare your
notes with friends?
Are they the same do
they look similar?
Your notes should be
looking like this.

Running the activity Close your book and Students take

we will take notes? notes
Plays the next
part of the
One more time
recording
Going back to the next
Copies the
page extract 2.
students
Please try to define
They facilities the
fairness, integrity,
sportspeople
respect and
13
 responsibilities based Yes, that’s right
on the recordings.
Ask students for
When you finished, their answers
please compare the
Teachers replays
answers for the first
the recording
part.
Teacher asks
Your notes should be
students to flip to
this way everybody.
a page to answer
Your sentences could questions
be different but is
Asks students to
enough for the
compare notes
keyword everyone.
and compare
We will watch the them
recording.
And take notes on two
questions.
Why sports people
have responsibility in
society?
What’s the relationship
with society?
Their behaviour might
affect others and copy
them
They agreed ethics of
sportspeople affect
society in return
Close to your textbooks
and listen to the next
part of your lecture.
Please close look your
book and take notes.
Go back to your books.
Please find the page
150 and you look at
your noose.
Look if they any more
notes than them.
I will play the
recording, please try to
listen one more time
Any questions now?
Feedback
ARM 3 What the T says What the T does Your questions to the
14
 mentor
Intro/lead-in I will play the recording Ask the students if
she can see the
Can you see the
questions
questions?
Teacher looks
First one should be 2.
around the
I am showing you a classroom.
quiz.
This is revision for units
5 and 6.
Instructions (scripted word We have a short Teacher walks
for word) information about the around the
limitation. classroom.
Can your read the
information quickly
Keynote books 72
Teachers plays
recording about fire
recording.

Demonstrating/Modelling That’s ok no problem. Teachers makes

uses of hand
If your answers are
gestures in
different, then listen
conjunction with
again.
her words
What gets kids
interested in learning?
You need to only put
one word to each
blank.
Checking understanding
Running the activity Close your book and Students take
we will take notes. notes
Plays the next
part of the
One more time.
recording
Going back to the next
Copies the
page extract 2
students
Please try to define
They facilities the
fairness, integrity,
people
respect and
responsibility based on Yes, that’s right
the recordings
Ask students for
When you finished, their answers
please compare the
Teachers replays
15
answers for the first the recordings
part
Teacher asks
Your notes should be students to flip to
this way everybody a page to answer
questions
Your sentences could
be different but is Asks students to
enough for the compare notes
keyword everyone and compare
them
We will watch the
recording Teacher looks at
the board
And take notes on two
questions Looks at the
student and
Why sports people
repeats the
have responsibility in
question
society?
Tells students to
What’s the relationship
go into groups
with society?
Their behaviour might
affect others and copy
them
They agreed ethics of
sportspeople affect
society in return
Close to your textbooks
and listen to the next
part of your lecture
Please close look your
book and take notes
Go back to your books
Please find the page
150 and you look at
your noose
Look if they any more
notes than them
I will play the
recording, please try to
listen one more time
Any questions now
Sports
Can you spell it?
Theft
Fit
Each time you have an
16
 activity
Grammar 4,5, 6
Something like fibre,
I’m itching I don’t know
You can stop and ask
questions
You can use could if
you have prediction
Let’s practice grammar
We will practice second
conditional

Feedback If a stranger asked for Ask students to

money, how much use full sentences
would you give? using second
conditional
If you were a teacher,
clauses
what subject would you
teach? Says I would be
If you were sad, which Give students
room would you be in? questions to ask
for conversations
If you married, how
many children would Gives permission
you have? for students to
play music from
If you were an animal,
their phones
which animal would
you be? Ask students to
play Kahoot
If you could live
anywhere you wanted, The teacher goes
where would you live? through the
wrong conditional
If you were a famous
questions given
actor for one day who
during class
you would be?
Teacher looks at
If you were in your
screen and
room, what would you
explains the
be listening to?
question
If you were eating an
Explains questions
ice cream, what flavour
students got
would be?
incorrect
If you were on holiday
in Europe, which
country would you be?
If you only had to
choose one of the
good-looking,
17
 intelligent, rich or
strong?
Everyone please takes
a phone
Only English names
please
We have some focus on
accuracy

After the lesson

2. Discuss your questions with the mentor and write down what you have learnt.
Q:How did you decide on lesson plans and activities?
A: It was given beforehand, and I make sure I am familiar with the plan before I execute it in the
class.
Q:How did you decide which student to call?
A:If there were students that didn’t participate in conversation or were sleepy, I would call them.

3. Read Scrivener’s (2012) tips on instruction giving and comment on the scripted instructions you
have observed. How do they scaffold the learning process?

● use language that is at or just below the learners’ level, use short and concise sentences and
speak at a steady speed
The mentor teacher uses clear and simple language appropriate for the students' level. Phrases
like “please go to your keynote unit 6.3” and “We will start on ethical consumption we’ve
covered so far this week” are straightforward and suitable for the learners. Additionally,
instructions are generally concise, such as “we are reading, we aren’t talking everyone.” This
brevity helps students focus on the task without being overwhelmed by complex directions.
This approach aligns with Scrivener’s advice to use simple and concise language. By avoiding
complex terminology and providing clear, direct instructions, the teacher ensures that students
understand exactly what is expected of them.

● pause after each instruction to allow processing time

The teacher seems to pause after giving each instruction, allowing students to process and
follow along before moving to the next step. For instance, after instructing students to ‘read this
article on page 69 and do exercise 4’.There’s a natural pause before the students start the task.
Pausing provides students with the opportunity to ask questions or seek clarification if they are
confused about the instructions. This practice aligns with Scrivener’s advice to ensure that
students have understood the task before moving forward. By allowing extra processing time,
the teacher demonstrates patience and flexibility, acknowledging and respecting individual
differences in learning. This approach encourages students to absorb and respond to the
instructions at their own pace.

● give instructions for the task that learners need to do one at the time, not all at once
Instructions are given step by step. For example, the teacher first asks students to ‘read the
article, and do exercise 4’, then later gives additional tasks as needed. Scrivener advocates for
presenting instructions in a logical and sequential manner. By breaking down tasks and
18
 providing instructions incrementally, the teacher aligns with this principle, guiding students
through a clear process and clarifying expectations at each stage. A step-by-step approach helps
reduce learning anxiety by allowing students to ask questions about each part of the task before
moving on to the next stage. Additionally, offering instructions in stages enables the teacher to
provide specific examples for each step, which helps students understand how to approach and
complete each part of the task.

● give a time limit when giving an instruction

The teacher provides a time frame for the activities, such as ‘you have 3 minutes to go through
the article’, which helps manage students’ focus and ensure there are aware how much time
they must complete a task. Setting a time limit helps manage students' focus and clarifies the
expectations regarding task duration. It also allows the teacher some flexibility to adjust the
timeframe as needed, demonstrating patience and adapting to the students' needs. For
students, a structured time limit can enhance concentration on their tasks and encourage them
to ask targeted questions about the learning activities. This approach supports Scrivener’s
principles by providing clear, organized guidelines that facilitate task management and improve
student understanding.
4. Did the mentor check the understanding of the instructions? If so, how?
There are many ways to check the understanding of instructions. One way is by asking ICQs
(instruction checking questions). For example, “What do you do first? Do you work alone?” Write an
ICQ for the instructions you have recorded in the observation
The mentor checked understanding by asking follow-up questions and monitoring and student
progress. For example, the mentor asks” Would you change your buying habits?” to see if students
have understood the ethical considerations discussed. This is a way to ensure students grasp the
concepts and apply them.
ICQ Example: An ICQ for the instructions given might be,” How many minutes do you have to read
the article?” or “What are we doing after reading the article?” These questions check whether
students have understood the specific tasks and time limits.

5. Observe the teacher’s position, gestures, voice when demonstrating (modelling) the activity. How
do these help the learner complete the activity? (If there was no modelling, how could it be done for
the activities you observed)
Teacher’s position, gestures and voice: The teacher moves around the classroom and uses gestures to
facilitate discussions and guide students. For example, walking around walking around while students
are discussing shows engagement and allows the teacher to monitor progress. The teacher's voice is
likely clear and firm when giving instructions, ensuring that students know what to focus on.
How do these help the learner complete the activity? By moving around, the teacher can provide
immediate feedback, answer questions, and keep students on task. Gestures can help emphasize key
points or instructions, and a clear voice ensures that all students can hear and understand the
directions.
If there was no modelling, how could it be done for the activities you observed? If there was no
modelling, the teacher could have demonstrated the first task by completing part of the exercise with
the class as an example. For instance, they could have shown how to identify ethical versus unethical
activities using one or two examples before asking students to do it on their own.
Reflection
Have you become more aware of the process of instruction-giving? What specific areas of the topic and
which task helped you and how? Which areas will you need to work on for your practice teaching?

19
Through observing and reflecting on the process of instruction-giving, I've become more aware of the
important role that clear and concise instructions play in facilitating effective learning. Specifically, the
task of analysing Scrivener’s tips on instruction-giving highlighted the importance of using language that
matches the learners’ level, breaking instructions into manageable steps, and allowing processing time.
Observing the importance of using language that is appropriate for the learners' level has highlighted
how important it is to communicate in an effective way that is both accessible and easily
comprehended. This ensures that instructions are not only clear but also relatable and relevant to the
students. The task of dissecting Scrivener’s advice highlighted the effectiveness of giving instructions in
incremental steps. This approach prevents students from feeling anxious about learning tasks and helps
them follow along with a simpler approach. It’s become clear how breaking down tasks can assist in
student comprehension and task execution. Reflecting on the value of pausing after each instruction has
emphasised the need for giving students sufficient time to absorb and act on the instructions. This
approach prevents poor quality responses and supports better engagement with the tasks. Finally,
reflecting on the value of pausing after each instruction has emphasized the need for giving students
sufficient time to absorb and act on the instructions. This approach prevents poor quality responses and
supports better engagement with the tasks.

Despite these insights, I recognize several areas where I need to improve for my practice teaching. I
need to work on pacing my instructions more effectively to match the flow of the lesson and the needs
of the students. Ensuring that I offer adequate time for each step and avoid rushing through instructions
is essential for maintaining clarity and supporting student comprehension. In addition, I must focus on
slowing down and pausing sufficiently after each instruction to give students time to comprehend and
process the information. This will help in ensuring that they have absorbed the instructions and are
ready to proceed. I need to utilise ICQ effectively to verify that students fully understand instruction
before moving forward or spend more time with stuendts if they have questions.
Overall, applying these principles from Scrivener’s tips will be crucial for enhancing the clarity and
effectiveness of my instruction-giving in practice teaching. By improving in these areas, I aim to create a
more structured and supportive learning environment for my students.

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Observation topic 4: Questioning and classroom discourse
Version A New to teaching or this aspect of teaching
Focus
Questioning in the ESL classroom fulfills many different purposes e.g. establishing rapport, setting the scene,
checking vocabulary knowledge, activating students’ schemata etc. This observation task focuses your
attention to different kinds of questions a teacher uses in their teaching and the functions these questions
fulfil in the lesson.
Objectives

● Collect 10 questions, feedback and pauses the mentor teacher uses and classify these.

● Modify some of the collected questions for lower and higher English language proficiency level
learners.
Before the lesson
It is a good idea to read or review Scrivener (2012) Chapters 4.5 and 4.6.
Resources
A comprehension sheet with incorrect grammar and one with answers
Tests students to text their grammar
Take 2 minutes I will look at the correct slide

During the lesson

1. Collect
(1) 10 questions the mentor asks and note them down below.
Referential Questions What is that called?
Are there any questions about anything here?
What does it mean if someone has sir?
How do we pronounce this word?
Why have we put this as a separate paragraph?
Is this paragraph talking about the same time?
Did anyone hear the traditional Aboriginal story about the rock?
Did they ban it, or can you still climb it?
What could they be doing?
Where about is it located?
(2) Also note down the way the mentor provides feedback to the student and
The mentor provided feedback by acknowledging students' correct pronunciation of
“government” with phrases like “Yes, perfect! Good!” This positive reinforcement helped boost
their confidence. During the note-taking activity, the teacher encouraged students by stating, “I
want you to include practice note-taking and listening,” which reinforced the value of their
participation. The teacher also appreciated students’ contributions during discussions about
different states and territories by saying, “A lot of efforts can be found in your notes in the
video,” validating their existing knowledge and effort. Additionally, after discussing the
importance of terminology regarding Uluru, the teacher likely provided feedback that
acknowledged students’ understanding of cultural sensitivity, encouraging critical thinking.
(3) the pauses, meaning the time the mentor waits for students to answer and before providing
feedback.
21
 The mentor effectively used pauses to give students time to think and respond. After asking
questions about their notes or the video, the teacher likely waited for students to gather their
thoughts before offering feedback. This waiting time allowed students to formulate their
answers and feel more comfortable participating in discussions. By pausing, the mentor
encouraged students to engage more actively in the lesson, creating a supportive learning
environment.
After the lesson
(4) Categorize the 10 questions you have collected. Can you find any patterns? Are certain types of
question used in some parts of an activity or the lesson perhaps?
● What is that called? Referential question which seeks clarification on a specific term or
concept.
● Are there any questions about anything here? Open-ended question which invites students
to ask questions about the material.
● What does it mean if someone has sir? Referential question which seeks clarification on a
specific term or concept.
● How do we pronounce this word? Referential question which asks for the correct
pronunciation of a word.
● Why have we put this as a separate paragraph? Referential question which seeks the
reason behind a specific formatting choice.
● Is this paragraph talking about the same time? Yes/no question which clarifies whether the
paragraph refers to the same historical context or period.
● Did anyone hear the traditional Aboriginal story about the rock? Yes/no question which
seeks to find out if students are familiar with a specific story.
● Did they ban it, or can you still climb it? Referential question which asks for specific
information regarding a policy or status.
● What could they be doing? Referential question which invites speculation or inference
about a situation or context.
● Where about is it located? Referential question which requests information on the location
of something.
Most questions collected in the sample are either referential questions or yes/no questions.
Referential questions prompt students to provide specific details, elaborate on their thoughts,
and use complex sentences in context. These questions create valuable learning opportunities
by encouraging students to engage deeply with the content and practice applying their language
skills in a meaningful way. Yes/no questions offer instantaneous assessment of students'
understanding and act as checkpoints. They require only simple affirmative or negative
responses from students for special pieces of information or concept, allowing teachers to
quickly gauge comprehension without needing complex explanations. In addition, the open-
ended questions which have no fixed answers, encourage students to express their opinions and
thoughts freely, thereby facilitating discussion.
(5) It is important to use praise wisely. Praise the effort, appropriate behaviour and achievement,
rather than the person e.g. “I liked how you said some of the words louder when you read the
sentence.”

22
 Which of the following praise or feedback would be appropriate language level for the class you
have observed? Explain why the others are not appropriate. What other positive reinforcement
did you observe in the lesson?
The praise "Yes, perfect! Good!" is appropriate for the observed class because it uses simple
language that is easily understood by students, reinforcing correct pronunciation and boosting
confidence. In contrast, feedback that employs complex language, vague comments, or overly
formal expressions may confuse students and fail to provide clear guidance on improvement.
The teacher uses simple instruction to guide students to work on their activities, “Remember,
research in English first.”” Read question 3, we’re asking for the name”” What about number
three?”
Other positive reinforcement observed in the lesson included encouraging active participation
by emphasising the importance of notetaking, validating students' contributions about states
and territories, and providing feedback on cultural sensitivity regarding Uluru, all of which make
a supportive classroom environment and encourage deeper engagement with the content.
Except for ‘Bob is the uncle’, all the other praise or feedback are appropriate language level for
the class that I observed. They help to create a positive atmosphere by encouraging continued
effort and recognizing students' achievements. Praise such as "I like your idea of..."
acknowledges individual strengths and creative contributions.

● That’s awesome! ● Beautiful!

● Good try. I liked … ● First rate work.

● Keep it up. ● I liked your idea of…

● Way to go! ● Outstanding.

● Good going. ● Bob’s your uncle.

● Keep trying… What’s another way to

say…?
Bob’s your uncle is not a suitable phrase for praise in an educational environment. It is an idiom typically
used to indicate that something is easily achieved or completed following a set of simple instructions, and it
does not effectively convey specific praise or feedback.

Reflection
What did you learn in this observation? What aspects of questioning and feedback have you found useful for
your teaching practice? Why and how?

During this observation, I gained valuable insights into the various functions of questioning and feedback
used in the ESL classroom. The mentor teacher effectively used a range of question types, including
referential, open-ended, and display questions, each serving different pedagogical purposes. For instance,
referential questions were used to elicit new information from students, while display questions helped
reinforce previously taught content. I observed that the teacher's feedback was strategically given, often
focusing on the students' efforts and specific behaviors, such as "Good try. I liked how you pronounced that
word," rather than generic praise. This approach aligns with the principle of praising effort and specific
actions, which can motivate students and encourage continuous improvement. Additionally, using pauses
23
after asking questions allowed students to manage their time at their own pace to think and formulate
responses, facilitating deeper engagement and more thoughtful responses. This observation highlighted the
importance of varying questioning techniques and providing thoughtful, constructive feedback to support
learners at different proficiency levels. These strategies are crucial for fostering a positive and effective
learning environment, and I plan to incorporate them into my teaching practice to enhance student
participation and understanding.

Observation topic 5: Presenting grammar/language point

Version A New to teaching or this aspect of teaching
Focus
Presenting a new language, be it a grammar point, a pronunciation feature or functional language, is a skill
that’s necessary to develop in ELT. In this observation, you will focus on the type of presentation and its role
in the lesson.
Objectives

● Document the stages and position of the teacher in the presentation stage of a lesson.

● Analyse and reflect on the presentation stage observed.

During the lesson

1. Note down the main steps the teacher takes, the teacher’s position in the classroom, and what the
students do in the presentations stage. Feel free to add more rows if necessary.

What the teacher does Teacher’s position What the students do

Ask students to start a writing Walks around the classroom Students start to the writing
activity observing process and sits on activity about their happy
Only need pens and pencils for the desk memory
this
Write two – three paragraphs
about a happy memory
Leave one line blank to show a
paragraph or indent to show a
new paragraph?
Use some of the key phrases in
speak out unit 6:4,5?
Use present and past tenses
correctly
Use basic punctuation correctly
(capital letters, commas, and
full-stops)
Ask students if they met the
objectives

24
 Ask students to go to iLearn to Explains where to find Students fill the excursion
fill excursion form excursion form, and its form
purpose
Teacher explains the game find Helps students by answering Students find someone who
someone and encourages their questions if they don’t find the statements
students to interact with each understand
other Explains that the students will
have to write the last
question themselves
Teacher splits students into Teacher uses hand gestures Students go into their groups
groups to explain the sentences Students discuss the scenario
Gives examples sentences of bad Distributes papers to in groups
news and good news students
Explains the role play activity to Intervenes when students are
students misunderstanding the
instructions
Teachers instructs students to Writes the activity numbers Student finish activities on a
take out their speakout books on the board textbook
10-15 minutes
Focus on grammar point:
starting a sentence by ‘If I was’
Divides students into groups of 5 Asks students to go into Students join groups
and use CDS groups
Go through what you read Use padlet links (Online mind
When you are ready start talking map application)
to your friends Encourage students to
participate in the discussion
Ask students to split into groups Put students into groups and Students talk into groups
Tell the students to read the tell them to interact with
second conditional questions each other
e.g. If you had a learn a language
using would
if you could change …would…

After the lesson

2. Language points can be presented in many ways. Which type of the below did you observe in the
lesson? It can often be a combination of these methods. Discuss what you have observed and
provide examples. Consider the effects of the design on students’ learning.
In the lesson described, the teacher primarily uses a teacher-led approach. For instance, when the
teacher explains the game "Find Someone Who" and uses hand gestures to clarify sentences, they
are directly guiding the students toward understanding the language point. Additionally, the teacher
provides examples of good and bad news, further controlling the input to ensure that students
comprehend the meaning and usage of the language point before moving on to practice.

Although not explicitly stated, when students are instructed to take out their "Speakout" books and
work on activities, this may involve deriving language points from the text they are engaging with.
There is also an inductive element in the lesson, as students participate in role-play activities and

25
 work through "Speakout" book exercises. While the teacher offers some guidance, students are
encouraged to explore the language in context, deduce grammar rules through examples, and apply
what they’ve learned in communicative tasks.

The lesson follows a PPP (Presentation-Practice-Production) structure. At the beginning of the

activity task, the language points are presented (e.g., the explanation of the game and the grammar
point “if I was”). This is followed by practice through guided activities such as writing about a happy
memory or engaging in role-plays. Finally, the language is produced in more interactive tasks like
group discussions and the game "Find Someone Who."

How the language point is presented:

● Teacher-led: the teacher controls the input and elicits answers from the students, leading
them to the understanding of the language point. Meaning is taught and checked first,
followed by a focus on form (pronunciation, spelling, different forms of the word)

● Inductive: this requires the preparation of resources. Students receive some handouts,
often with gap-fills and questions focused on the target language, and they work out the
grammar rules themselves – either individually or in pairs or groups.

How it fits into the lesson:

● Presenting language from a text: the lesson begins like a skills lesson (reading, listening etc.)
and the grammar point or language focus is pulled out of the text the students have
engaged with.
● Presentation-Practice-Production (PPP): the language point is presented to the students
without a skills input first, but maybe with some small introduction.
● Test-teach-test (TTT): first the students complete an activity first that requires them to use
the target language so the teacher can get an idea of where they are at; based on the first
‘test’, the teacher presents the language point as needed, followed by another activity that
requires the students to use the target language.

3. How was pronunciation embedded in the presentation stage? Was the presentation focused solely
on pronunciation or was the pronunciation of the grammar point or language point part of the
presentation? E.g. drilling the weak form of auxiliary verbs ‘I can swim’.

In the presentation stage of the lesson, pronunciation was integrated into the overall course of
teaching of the grammar point rather than being the singular focus. There was primary emphasis on
presenting the grammar point, in particular, the use of the second conditional such as ‘if i was. The
teacher showed how to apply it appropriately in the context. I observed that during the
presentation, pronunciation was addressed in the following ways:

Showing and Modelling: The mentor teacher not only provided example sentences using the second
conditional but also modelled the correct pronunciation of key phrases. This approach aimed to
ensure students understand how to pronounce the grammar point accurately within the context.

Practice in context: The mentor teacher divided students into groups and told the students to read
the second conditional questions e.g. ‘if you could change …would…’ Students were encouraged to

26
identify the second condition used in a context. This practice included focus on the pronunciation of
key phrases and sentence structures.

Spot Correction: While executing the teaching plan with primary focus on the grammar point, the
mentor teacher also took the opportunity to correct any pronunciation issues arising during the
practice or group activities. When students encountered the pronunciation of certain words or
conditional forms, the teacher offered the immediate correction and encouraged students to have
additional practice on the spot.

Reflection
Reflect on what you have learned from the observation of the lesson and the analysis and tasks
completed. Has this observation and the tasks in any way increased your awareness of presenting a
new language? What aspects of the topic would you be keen to explore further?
Reflecting on the lesson observation and the tasks has certainly heightened my awareness of how
new language can be presented effectively. One key takeaway is the importance of balancing
teacher-led instruction with opportunities for students to discover and apply language themselves.
This approach not only supports understanding but also fosters independence in learning.
I've also gained a deeper appreciation for the role of pronunciation in language learning. During the
presentation stage, pronunciation was integrated into the overall explanation of the language
point rather than being the sole focus. The lesson did not solely concentrate on pronunciation but
incorporated it as part of the broader presentation of the grammar or language point. While it’s
crucial to teach grammar and vocabulary, ensuring that students can pronounce these elements
correctly is just as important. Integrating pronunciation into the overall lesson, rather than treating
it as an isolated skill, seems to enhance students' ability to use language more naturally and
confidently.
Moving forward, I’m keen to explore more about the inductive approach to teaching grammar. It
seems like an engaging way for students to actively participate in their learning by figuring out rules
themselves, which could lead to a deeper understanding. I’m also interested in learning more about
effective strategies for embedding pronunciation in different types of lessons, particularly in ways
that feel seamless and supportive for students.

27
Observation topic 6: Managing pair and group work
Focus
Pair and groupwork can maximize student talking time, promote cooperation and learning together, allow
students to work and interact independent of the teacher, thus promoting learner autonomy (Harmer,
2015). “Pair and groupwork also requires different teacher skills from those involved in teacher-led
activities. Efficient transitions through the various lesson phases are integral to effective classroom
management” (Wajnryb, 1992). Focus: in this observation, you will note down the actions taken by the
teacher to move the students into a pair/group activity, monitor it and move them out. You will be focusing
on the organizational skills involved in setting up and running activities and managing transition. The focus
will also be on teacher intervention and management of information transfer.
Objectives

● Observe and note down the procedures for organizing and carrying out a group activity.

● Consider how interpersonal relationships are built during group work.

Before the lesson

1. Arrange to observe a lesson that will contain a range of interactive patterns.

28
 2. Familiarize yourself with the following chart so that you can use it effectively during the observation
(Wajnryb, 1992, p.111).
During the lesson
Take notes in the table (Wajnryb, 1992, p.111).

Sub-skill Observation Questions

a) Moving Teacher writes three Which one is a lie?

i. Organizing
in an statements on the board
groups,
activity Go into pairs to guess which is
seating
the lie
etc.
Explains new vocabulary

ii. Instructions Explains the lie

I fell into the lake at Macquarie
university
iii. Appointing
, briefing Asks students to write their
leaders names on a piece of paper

Students write two truths and

one lie
Split to read the statement and
guess the lie
l
29
b) Teacher walks around and guess the What’s the difference
i. Monitorin
Monitoring lie between since and for?
g
pair/group
w Teacher returns t1 test What’s the difference
or ii. Verbal between present and
k contact Discusses test answers with continuous tense?
students

Ask students for questions or point

iii. Teache adjustments
r’s
voice, Finish vocabulary task in
positio intermediate unit 7.1 vocabulary
n etc p81

Discuss answer in pairs

Reads the answers

Form into groups to discuss

questions

Grammar: discusses the definition of

present perfect simple v continuous
and discusses examples

Match sentences to rules

Writes sentence on board

Completes exercise and discusses

answers for present continuous
questions

c) Moving Running dictation: robot makes fries How many hours do

i. Winding
out of an Puts students into groups you spend in school?
down
activity One student reads the section
Another person writes it down What do you think is
ii. Signalling the answer for the first
Teaches Subject verb agreement one?
Plays text reading What is this?

iii. Re- Plays robot makes fries video How long have you
orienting known your best
Discussion: how to find reading friend?
materials online for book club café
iv. Reporting Did you go to the opera
back Speakout intermediate unit 7.2 p83 house last week?

30
 memory men jigsaw reading
Have you been to
Discusses the answers Okinawa?

Look at McDonalds’s logo I’m loving

it

Practice speaking in pairs

After the lesson

3. Discuss your questions with your mentor.
How did you decide the audience?
Some of the students are direct entry and are more willing to talk in class while those in
short study who are returning to Japan are quieter.
How do I become more confident as a teacher?
The more I practice, the better I become
Why does she lead the discussion?
The students have already reviewed the exercises and encourage students to answer their
own questions and find examples of present continuous and continuous words.
4. Consider the skill of teacher intervention during groupwork. Do you consider the
following statements (based on Brown 1988 p.9 as cited in Waynryb 1992) to be totally
true or false or partially true or false? Add any relevant comments or qualifications as
necessary.

a. A teacher monitoring a group is there to listen, help, monitor, but not to teach.
This is partially True. This is partially true. While the primary focus of monitoring is to
support and guide students rather than provide direct instruction, teachers often need to
step in with brief explanations or immediate feedback when there is a misunderstanding of
a concept or issues with language use. If common issues are identified across multiple
groups, the teacher should address these with an explanation to the whole class, rather
than simply observing from the sidelines.

b. Any teacher comment must be preceded by the teacher listening closely to the
group to find out how they are getting on.
This is true. By listening closely, the teacher can appropriately assess students’
progress and be made aware of challenges or difficulties they are experiencing
which will help him to work out the support they might need. In addition, the
observed needs of students help the teacher to form effective guidance as well as
targeted and tailored feedback.

Building Rapport: Showing that the teacher is attentive and responsive to students’ needs
helps build trust and encourages more open communication from students.

c. Any interaction must be initiated by the group or its members but not by the
teacher.
This is partially true. While it is beneficial for students to take the initiative in

31
 interaction, it is equally important for teacher-initiated interactions. Teachers
play an important role in providing guidance, clarifying instructions as well as
encouraging participation from each individual student, particularly those who
are reluctant and hesitant. Teacher-initiated interaction can facilitate and
promote deeper understanding by introducing new ideas, providing supporting
materials or guiding discussion. A balanced approach that incorporates both
approaches can lead to more engaging and effective learning experiences.

d. The teacher must give equal time to the groups.

This is partially true. Allocating equal time to each group ensures that all students have a
fair opportunity to participate, ask questions, and receive feedback. It helps in managing
classroom dynamics and prevents any group from feeling neglected. However, strictly
dividing time equally might overlook the specific needs of different groups. Some groups
may require more time for additional clarification or discussion, especially if they are
working on more complex tasks. Therefore, while aiming for fairness is important, the
teacher should remain flexible and adjust time based on the real-time assessment of each
group's progress and needs.

e. The teacher must give equal time to the individuals within the groups.
This is partially true. Ensuring that all students have equal time within groups promotes
fairness, balances participation, and encourages quieter students to engage more with the
group and the learning tasks. However, equal time for everyone might not always be
necessary or practical. Students have varied learning needs and levels of understanding,
and some may require more support. In dynamic group settings, the focus should be on
meeting the group's needs and achieving the learning goals, which may not always align
with giving equal time to everyone.

f. The teacher must sit or crouch down so that they are at the same height as the
students.
This is partially true. Sitting or crouching can help young or less confident
students feel more comfortable and less intimidated by the teacher, fostering a
more approachable atmosphere. But it might add extra pressure to the teacher if
he must maintain the physical position constantly. It might impact his
effectiveness in managing the class and limit his adaptability as he often needs to
move around the classroom to monitor the class and deliver the instructions. The
teacher should adjust his position based on the context and individual situation,
applying various strategies to maintain his engagement with students and
manage the classroom more effectively.

g. Proxemics, eye contact and tone of voice in groupwork are necessarily different
from those in full class activities.

This is true. Proxemics, eye contact, and tone of voice often differ between group

32
 work and full class activities due to the distinct nature of interactions and the
specific needs of each setting. Adapting these factors is essential for fostering
effective group dynamics and managing whole-class instruction. In group work,
teachers typically use closer proximity, make more individual eye contact, and
employ a more conversational and supportive tone. These adjustments facilitate
discussions and provide targeted support in a smaller, more interactive
environment. In contrast, when addressing the entire class, teachers generally
maintain a central position, use broad eye contact to engage the whole group, and
adopt a more authoritative tone. This approach helps capture students' attention
and communicate instructions clearly across a larger audience.

h. [teaching online] Monitoring groupwork is impossible when teaching classes

remotely.
This is partially true. While monitoring online group work can be more
challenging compared to in- person classes due to factors such as reduced
physical presence, limited technical support, and decreased visibility into group
dynamics, effective strategies can still make online monitoring feasible. For
example, using breakout rooms enables teachers to visit and observe each
group individually. Additionally, online platforms offer tools that allow teachers
to monitor students' activities, participate in conversations, and review chat
histories. Shared documents and collaborative tools can also be utilized to
track students' progress and facilitate collaboration.

5. When focusing on how language learning takes place, it is important to consider the
‘ecology of the classroom’, meaning that learning is part of and shaped by the context it
happens in. One aim of small groupwork is facilitating learning through building
interpersonal relations among students (Chappell, 2014). This can happen through
affect and emotions expressed through words and gestures to create. Looking at the
right-hand column in your notes and thinking back at the lesson, in what stage and how
was the building of interpersonal relations for language learning present in the
pair/groupwork you observed above? If not so clear, where could it have been
included?
In considering the "ecology of the classroom," it's clear that building interpersonal
relationships is key to language learning, as it creates a supportive and interactive
environment (Chappell, 2014). During the observed pair/group work, these relationships
were likely fostered during the monitoring and verbal interaction phases. The teacher’s
movement around the classroom, along with their use of a softer, more conversational
tone likely helped students feel more at ease and encouraged collaboration. This
approach could have helped students build trust and engage more deeply in the
learning process.
However, if the development of these interpersonal relationships wasn’t as evident, it
could have been enhanced by encouraging more peer interaction, such as having
students provide feedback to each other or share their thoughts more openly.
Additionally, integrating activities that allow students to express emotions or personal
experiences in the target language would likely strengthen these connections, thereby
enriching the language learning experience. This aligns with the idea that learning is not
just an individual process but is shaped by the social and emotional context of the
classroom (Chappell, 2014).

33
Reflection
Reflect on what you have learned from the observation of the lesson and the analysis and tasks
completed. Of the various skills covered in this observation, which do you feel you would most like
to consider further in relation to your own teaching?
Reflecting on the lesson observation and analysis, I’ve gained valuable insights into the importance
of making a positive classroom environment, particularly using group work to build interpersonal
relationships among students. The observation highlighted how crucial it is to monitor group
dynamics, provide constructive feedback, and create a space where students feel comfortable
expressing themselves.
One skill I would like to explore further in my own teaching is how to effectively facilitate and
monitor group work. This involves not only being attentive to the academic aspects of the activity,
but also being mindful of the emotional and social interactions taking place. By focusing on how
students engage with each other and ensuring the classroom environment supports collaboration
and mutual respect, I can create a more conducive atmosphere for language learning.
Another area I’d like to delve deeper is using proxemics, eye contact and the tone of voice to
enhance student engagement. Observing how these elements can influence the classroom dynamic
has made me realise how to contribute to making students feel valued and understood, which is
essential for language acquisition.
Overall, these observations have reinforced the idea that effective teaching goes beyond teaching
content and requires adaptation due to the varying nature of interactions and the specific needs of
each setting; it involves creating an environment where students feel connected, supported and
motivated to learn.

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Observation topic 7: Using technology
Version A New to teaching or this aspect of teaching
Focus
In some form, technology is inevitably integrated into our lessons. The form, extent and the role of
technology in the lessons may vary depending on the facilities, the teacher’s information
communication technology (ICT) skills, the students’ age and familiarity with technology and the
aims of the lesson. The effective use of technology is an everyday skill we as teachers need to
master. In this topic, you will be focusing on the range and use of technology in language teaching.
Objectives

● Document and discuss technology use in English language learning activities.

● Analyse and reflect on the meaningful use of technology in language lessons.

Before the lesson

Before this observation, check with your mentor teacher that the lesson you observe includes the
use of some form of technology use. This can be a simple PowerPoint presentation, an overhead
projector (as you can see, the technological device doesn’t need to be modern), iPads, mobile
phones, smartboards, computers, video cameras or audio devices etc. Anything that enhances the
classic pen-and-paper or textbook delivery of lessons.
The teacher uses an overhead projector, videos, iLearn, quizlet, audio recorder and online textbook
to run the classes with students who use laptop, ipad and mobile devices. The lesson appears to be
about technology.
During the lesson
1. Fill in the table as you observe the learning activities. Feel free to add more rows as needed.
Lesson stage Technology type What the students Questions to
do Mentor
Substitution Overhead projector Students discuss What challenges do
questions which are you encounter
provided in the when moving from
textbook, using their substation to other
overhead projector stages such as
as a visual aid. modification and
redefinition?
Augmentation Quizlet Students work in How did you
pairs to choose observe the
answers for revision students’
quiz motivation and
engagement change
with each level of
technology
integration?
Redefinition Audio recording Students answer How did you
questions according balance the
to audio and answer students’
questions based on motivation and

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 what they heard engagement change
with each level of
technology and
engagement change
with each level of
technology
integration?
Modification Pair generator Teacher divides How do you assess
student into groups whether the use of
based on dictation technology has
activity successfully
enhanced the
learning experience
for your students?
Augmentation Quizlet Teacher plays a How do you assess
video about a whether the use of
debate technology has
successfully
enhanced the
learning experience
for your students?

After the lesson

2. Discuss your notes and questions with the mentor teacher. Note down their answers.
How do you integrate technology into your lessons to enhance student engagement?
What types of education apps or software do you recommend for improving learning
outcomes?
How do you face technological difficulties such as connectivity issues or technical difficulties?
Technology is incorporated into the lessons in various ways to create a more interactive and
engaging learning environment. The use of overhead projector helps to create a class focus
as the whole class can concentrate on the content simultaneously. The real time writing on
the projector helps to stimulate the interaction between students and the teacher.
In addition, by incorporating various technological tools such as interactive whiteboards,
projectors, educational apps, and videos, the teacher creates more engaging and dynamic
lessons.
When facing technological difficulties, such as connectivity issues or technical problems, the
teacher implements the backup plan such as interacting with students on whiteboards and
referring students to their physical workbook to minimize the interruption.
3. Look at the SAMR model of integrating technology in your teaching (details below), Revisit
your notes and match the instances of technology use with one of the levels below and give
reasons.

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 Substitution: The overall projector is used as a direct substitute for paper, where students
discuss questions in the textbook. The technology changes traditional methods without any
functional change.

Augmentation: Using a platform like Quizlet for students to collaborate in real-time on a

project. They are doing the same task (responding to the quiz), but the technology adds
functionalities like instant feedback so that students can monitor which part they are
mastering or need improvement. In addition to flashcards, Quizlet offers different study
modes such as matching games, quizzes, and "Learn" mode, which adjusts the difficulty
based on the student's performance.

Modification: By using a pair generator tool, the teacher can randomly and quickly pair
students or form groups, enhancing the process. The tool ensures fair, unbiased group
assignments which encourage students to build strong collaborative skills across the class. It
reduces the stress for some students that might feel when they choose or be chosen
partners

Redefinition: Students listen to an audio recording and answer questions based on what they
hear. This task redefines the learning experience by introducing a new way to engage with
the material that wouldn’t be possible without technology. By incorporating audio
recording, students can now record podcasts or audio journals, transforming how they share
their thoughts and engage with content. allowing students to explore new formats of
expression, integrate diverse multimedia elements, and reach audiences they wouldn't have
been able to access before

This model looks at how

technology can be integrated
meaningfully into your teaching
and divides tasks or activities
using technology into four main
types on two levels.
Substitution: e.g. computers,
iPads are used to replace paper
handouts.
Augmentation: this is still about
enhancement of learning but
more than just a worksheet e.g.
cut and paste
Modification and redefinition: we
significantly change the learning
process. An experience that
wouldn’t happen without the
technology.

.
4. Did the use of digital technology affect the teaching methodology? If so, how? How did it impact
learner motivation?
The integration of technology significantly enhances interaction and engagement in the
classroom, transforming traditional teaching methods and elevating both teaching practices and

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 learner motivation. For instance, using the projector for group activities, illustrating complex
concepts or displaying answers increases student engagement and interaction during lessons.
This not only made the learning process more interesting, the abstract ideas more concrete, but
also increased student engagement and motivation by incorporating diverse learning
experiences. Digital technology makes educational resources ubiquitous, almost allowing
students to access materials anytime and from anywhere. This supports self-directed learning
and helps accommodate different learning paces.

5. Reflection

In reflecting on the lesson and applying insights from Richards and Farrell(2011), I recognized that
effectively incorporating technology in education requires more than simply replacing traditional
methods with digital tools. Richards and Farrell emphasize that reflective teaching involves
continuous evaluation and adaptation of teaching strategies, including the thoughtful integration of
technology, to ensure that it enhances learning experiences rather than simply substituting for older
tools.

From my observation, technology in the lesson was primarily used as a direct replacement for
traditional tools, such as digital screens taking the place of a whiteboard, without fully leveraging its
potential to engage students in deeper learning. Richards and Farrell’s work stresses the importance
of aligning digital tools with pedagogical goals, ensuring that they encourage meaningful interaction
and critical thinking. As they argue, reflective educators should assess how digital tools can foster
skills like problem-solving and collaboration, rather than merely offering convenience or novelty.

In line with this, I plan to focus on integrating technology that actively encourages student
participation and engagement. Platforms such as Google Docs or Padlet allow for real-time
collaboration, which can stimulate group problem-solving and peer interaction—key components of
active learning that Richards and Farrell(2011) advocate for in their reflective teaching model.
Additionally, incorporating multimedia resources, such as videos and interactive simulations, can
address diverse learning styles and promote deeper engagement with the content.

Richards and Farrel (2011)l also highlight the importance of teaching students to become
responsible digital citizens. By integrating lessons on digital literacy and online responsibility, I can
help my learners not only consume digital content critically but also contribute thoughtfully and
ethically. This approach is essential in today's classrooms, where digital tools are ubiquitous, and
students need to navigate them with care.

Through reflective practice and mindful technology integration, I aim to create a classroom
environment that goes beyond surface-level use of digital tools. By fostering active engagement,
critical thinking, and digital responsibility, my goal is to empower students to become more
confident and capable learners in an increasingly digital world.

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Observation topic 8: Formative assessment
Version A New to teaching or this aspect of teaching
Focus
Formative assessment is a quick way to understand your students’ progress. For students, regular
formative assessment has a positive impact on student achievement when it comes to learning
languages. Therefore, it is also an essential teaching skill as it helps you adjust the lesson to your
students’ needs. In this observation task, you will observe examples for formative assessment
practices. See some potential resources in the reference list (Cambridge English, AERO).
Objectives
· Document examples of types of formative assessment practices and reflect on them.
· Observe and reflect on self-assessment and peer assessment and their role in language
learning.
During the lesson
1. Record examples of formative assessment using the list of possible formative assessment
practices below. Add the formative assessment practice in the table and write down the
example from the observed lesson next to it.
Some observed examples may match more than one practice from the list.
If you observe a practice that isn’t in the list, please feel free to add it to the table. Add more
lines as necessary.
Possible practices:
1. Using a diagnostic task
2. Monitoring students’ work
3. On-the-spot correction
4. Using concept-checking questions
5. Discussion of answers in the feedback stage of the ARM
6. Using digital devices (e.g. Google docs, Padlet, quiz, Quizlet etc.)
7. Mini whiteboards
8. Student self-assessment (traffic lights, exit slips etc.)
9. Other

Formative assessment Observed example (what stage of the lesson? What

practice does the T do? How long is it? How do students engage?
)
Using a diagnostic task The teacher initiates the lesson by giving students a task
related to their upcoming debating assessment. This serves

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 as a diagnostic tool to gauge students' understanding and
preparation for the assessment. The task lasts for 5 minutes.
Students engage by preparing a small activity related to
debating.
Using concept checking The teacher asks students questions like “Have you
questions participated in debates before?” and “Can anyone define
what a debate is?” This takes about 5 minutes. Students
respond by sharing their experiences and definitions,
ensuring the class understands key concepts of debating.
Using digital devices

Students watch a video about debates and are asked to

answer affirmative or negative questions about the
content of the video. This activity is designed to check
their understanding of the debate structure. The task lasts
for 10 minutes, and students engage by responding to
questions using their digital devices (phones, tablets, or
laptops).

Monitoring students’ work The teacher walks around the room asking students, “Have
you finished the presentation?” to monitor their progress
during the debate preparation. This lasts for about 2
minutes. Students provide quick updates on their progress,
allowing the teacher to assess their readiness.
Discussion of answers in the After completing the video activity, the teacher facilitates a
feedback stage of the ARM class discussion, reading the script from the video and
suggesting ideas for the students' debate assessments.
Students are invited to share their thoughts and responses.
This helps provide feedback and reinforce understanding.
Using digital devices In this stage, digital devices are again used to help students
engage with the content. The teacher guides the class to use
devices for additional resources or tools related to the
debating assessment, helping them find information or
templates that will help in their preparation.
After the lesson
2 Consider the examples you have noted and the lesson you have observed. Did the mentor teacher
identify specific areas for improvement? How did the teacher do this?
In the lesson observed, the mentor teacher identified specific areas for improvement through
targeted feedback. This feedback was primarily given during the discussion of answers in the
feedback stage of the ARM (Assessment, Review, and Monitoring). The teacher read aloud the script
from the debating video and used it to provide suggestions for the students' debating assessments.
This approach helped the teacher highlight areas where students could improve, such as the
structure of their arguments, the clarity of their speech, or their understanding of key debating
techniques.

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The teacher also monitored students' work during the lesson by asking quick questions like, "Have
you finished the presentation?" This allowed the teacher to gauge each student's progress and offer
brief, constructive feedback to those who were struggling with the task. By doing this, the teacher
helped students refine their approach before finalizing their debate preparations.

3. Self-assessment is a very powerful tool to train students to engage with their own learning and
build learner autonomy. How was self-assessment used in the observed lesson? Reflect on how the
practice helped the learners in their language learning.

In the observed lesson, self-assessment was not explicitly used as a formal tool. However, students
had opportunities to reflect on their progress, particularly during the preparation of their debating
assessment. Through the teacher’s questions, such as "Have you finished the presentation?" and
feedback during the video discussion, students were indirectly prompted to evaluate their own
readiness and understanding of debates.

While there was no structured self-assessment activity like exit slips or traffic lights, students were
still encouraged to consider the quality of their work and adjust based on the teacher’s feedback.
This approach helped students engage with their own learning process, allowing them to identify
areas where they could improve, such as refining their arguments or better organizing their debate
presentations.

To strengthen self-assessment in future lessons, implementing more explicit methods, like reflective
journaling or checklists, could help students track their own progress. This would foster greater
learner autonomy by encouraging them to take responsibility for their learning, set personal goals,
and make conscious improvements in their language development.

4Was there peer assessment incorporated in the lesson? If not, what type of language learning
activities would benefit from peer assessment?

Peer assessment was not included in the observed lesson, but it could be highly beneficial for
language learning. Activities like debates, presentations, writing tasks, and group discussions are
well-suited for peer assessment. In debate practice, students can evaluate each other’s argument
structure, delivery, and language use, helping them identify strengths and areas for improvement.
For speaking and presentation tasks, peers can provide feedback on pronunciation, fluency, and
vocabulary. In writing tasks, peer feedback can focus on grammar and clarity, while in group
discussions, students can assess each other’s participation and ability to build on ideas.
Incorporating peer assessment helps learners develop critical thinking and reflection skills, benefiting
both their own and their peers' language development.

Reflection
What have you learnt from this observation that you can apply in your own teaching? How? What
aspect of formative assessment will you pay more attention to in your teaching? Write a reflective
paragraph.

From this observation, I learned the importance of balancing various formative assessment
strategies to effectively gauge student progress and provide timely feedback. Richards and Farrell
(2011) emphasize that formative assessments should be integrated into the lesson in a way that
allows the teacher to identify student needs and adjust instruction accordingly. In the observed

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lesson, the teacher used a mix of monitoring, questioning, and digital tools, which aligned with
Richards and Farrell's suggestion that teachers should remain flexible and responsive throughout the
learning process. By asking concept-checking questions and observing student work, the teacher was
able to pinpoint areas of confusion and address them immediately.

The use of digital tools also enhanced student engagement and offered an interactive way to assess
understanding, which Richards and Farrell (2011) describe as a key aspect of modern formative
assessment practices. In my own teaching, I plan to implement more self-assessment and peer-
assessment techniques, as Richards and Farrell suggest, to foster learner autonomy. Additionally,
refining my concept-checking questions will ensure that students have a solid understanding of basic
concepts before progressing to more complex material. Overall, formative assessment, as Richards
and Farrell highlight, is a continuous process that helps tailor lessons to student needs, enhancing
learning outcomes.

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