I observed a video of a lesson in an intermediate high school class in Japan. The class consisted of twenty-three Japanese students taking the class in preparation for university. This was a guest lesson by a native English-speaking professor from a nearby university, and the topic was effective language learning strategies. The class had a writing focus, but this lesson did not engage this skill. In fact, it only somewhat engaged students in listening and reading skills while the focus seemed to be on the content. My overarching take-away is the necessity of lesson planning and preparation as this lesson fell quite short on both. Further, and probably as a result, the lesson was limited by excessive teacher talk, a lack of effective facilitation, and a general absence of assessment. Finally, the teacher didn’t address the limitations of being a guest lecturer by developing an understanding of the students’ English language level or establishing a rapport or even a friendly atmosphere. His dynamics with students was stilted and border-line rude and he was often inactive or distracted during student-centred activity.
Category: Observation Reflections
I observed a video of a lesson in a high-intermediate/advanced class in the United Kingdom. The class consisted of eight adult students from a range of language backgrounds who appeared to be taking the class for academic purposes. The lesson was an integrated skills approach addressing listening, speaking, and writing as well as grammar and vocabulary. The topic was the second conditional. My key take-aways were the benefits and challenges of integrating skills development in a single lesson, the importance of integrated and scaffolding activities, the value of varied and complementary facilitation techniques, and the limitations that a lack of enthusiasm/rapport can have on an otherwise exceptional lesson plan.
I observed a video of a lesson in a high-intermediate/advanced class in the United States. The class consisted of approximately twenty adult students from a range of language backgrounds who appeared to be taking the class for academic or business purposes. The lesson was taught using the communicative approach with a focus on the function of persuasion and based on the topic of what type of place is best to live in.
I observed a video of a lesson in an intermediate class in China. The class consisted of approximately fifteen adult students who appeared to be taking the class for business or personal purposes. The focus of the lesson was speaking and listening based on the topic of seeking and giving advice.
This lesson provided a great example of using simple, consistent, and relevant content. Most of the class was centred around the teacher having a cold and seeking advice. He also solicited student topics for giving and getting advice and added the topic of their own English learning. In this way, the content required little preparation but was relevant and interesting to the students.
I observed a video of a lesson in an intermediate class in a Chinese school. The class consisted of between thirty and forty students in sixth grade so likely around twelve years of age. The focus of the lesson was speaking and listening based on the topic of holidays and using the past tense.
This lesson was a review of content previously taught, which meant that the type of engagement from the students was limited. I found the teacher was made the lesson enjoyable and interesting, provided clear instruction, and had strong classroom management skills, but the lesson plan itself was limited. Too much of the lesson consisted to teacher-talk and choral response. There was only one example of individual production, and it was limited to reciting set phrases rather than full sentences and without choice or creativity. There was also only one example of pair work at the end of the video where students could discuss their own holidays. I think this lesson missed an opportunity to engage students in more creative production given the content was a review and students demonstrated a strong grasp.
Overall, this lesson provided good examples of teacher behaviours that I would like to incorporate, such as personalizing the lesson and speaking clearly with the aid of gestures, and also serves as a reminder not to get too comfortable with the same activities or patterns in the classroom.
I observed a video of a one-hour lesson in an intermediate class in a Korean public school, which was taught by a team of one Korean and one American (native English speaker). This class consisted of approximately thirty students who I understand to be sixth grade so likely around twelve years of age. The focus of this lesson was speaking and listening based around the topic of discussing past activities. In this lesson, I appreciated both benefits and issues of pacing, routinization, repetition, and motivation, particularly for younger learners. Finally, I noted challenges regarding a relatively large class size.
I observed a video of a one-hour lesson in a beginner or literacy class focused on communicative ability across all skills (reading, writing, listening, and speaking). This class consists of thirteen working, adult learners from multiple ethnic backgrounds who are motivated to integrate in a Canadian community. The focuses of this lesson were review and practice of greetings and an introduction to and practice of clothes shopping. In this lesson, I appreciated the constructive ordering of activities to build understanding and skill and the variety of activities to maintain energy as well as the range of instructional techniques to ensure understanding and full communicative ability. I also noted challenges in basic instruction arising from this level of English learner as well as the diversity of learner abilities, but found the former address them well.
I observed a full two hour lesson in the advanced oral communication class that I reflected on in my previous post. This class consists of twelve university students from multiple language and social backgrounds. The speaking focus was debate of issues in art and culture. In this lesson, I appreciated a wide range of techniques that were subtle and unobtrusive but provided important support for lesson momentum, coherence, and value. I also noted challenges where students don’t follow direction, are hesitant to participate, have a wide range of ability in the target skill.
I observed an advanced oral communication class, delivered virtually, for one hour. There were twelve university students from multiple language and social backgrounds. The lesson was the third one of the term, and the speaking focus was debate of controversial issues.
Facilitation activities were ordered well to encourage engagement and build upon each other. The teacher effectively and efficiently incorporated a warm-up in welcoming students as he had a brief interaction with each student regarding their well-being and weekend activities to both engage them in the target skill in an accessible and relevant way and create a friendly atmosphere.