The text is a report on the English teaching classroom observation. The report is divided into three parts: descriptions of internship tasks, learning gain and challenges of the teaching experience, as well as an analysis of a session. The analysis adheres to Devo's (2014) "the 6P framework: purpose, predicate, perceived parties, participants, profiters, and products" and employs several instruments to analyze the sample session, which will be useful for anyone looking for how to write a classroom observation for academic purposes.
Table of Contents
1. Introduction: Information about the institution and my internship
2. Description of my responsibilities and tasks during the internship
3. Description and analysis of a sample session
4. Critical reflection
4.1. Learning gain from the internship
4.2. Challenges encountered and solutions
5. Conclusion
6. References
7. Appendices
7.1. Appendix A: Observation protocol
Objectives and Core Topics
This report documents the internship experience of the author, focusing on the comparative observation of online English teaching at a Turkish university and face-to-face instruction at a private school in Germany. The primary objective is to analyze teaching methodologies, pedagogical strategies, and the impact of these approaches on student engagement and learning outcomes.
- Comparison of online versus face-to-face teaching environments.
- Analysis of pedagogical strategies such as problem-based learning and classroom management.
- Practical application of observation tools and protocols (e.g., TDOP, FIACS).
- Reflection on personal teaching challenges and the development of time management skills.
Excerpt from the Book
3. Description and analysis of a sample session
Following Devo’s (2014) “the 6P framework: purpose, predicate, perceived parties, participants, profiters, and products” (p. 18), I had talked with the instructor whose class I would observe before the actual observation began. The talk helped me collect the information (see Appendix A) about the participants’ linguistic and cultural background and their age, and about the topic and the objectives of the lesson to “predicate” (Devo, 2014, p. 18) how the session would be like regarding teaching methods and pedagogical strategies. The step accelerated the filtering process of the literature for choosing optimal observation instruments/tools.
Along with the thought that the session would be an “active learning classroom” (Birdwell, 2016, p. 28) where participants were to conduct group discussion, I selected instruments/tools that are tailored for observing interactive activities, in particular, “verbal classroom interaction” (Evans, 1970, p. 3) to ensure a non-judgemental observation. The instruments/tools I utilized for the observation were “Flander’s Interaction Analysis Category System (FIACS)” (Martin, 1997, p. 20) and “Active Learning Classroom Observation Tool (ALCOT)” (Birdwell et al., 2016, p. 28), which are also the analytical tools for this analysis. In addition, I employed Teaching Dimensions Observation Protocol (TDOP) (TDOP, n. d.) to take notes of the instructor’s and the participants’ moves and behaviors during the session. This analysis aims at unfolding “how the instructor mobilized the class for the discussion” (inspired by Birdwell et al., 2016, p. 49) and “how participants reacted to the instructor’s guidance” (inspired by Birdwell et al., 2016, p. 49) in a chrononicle order. Specifically, I focus on the efficacy of teaching methods and pedagocial strategies.
Summary of Chapters
1. Introduction: Information about the institution and my internship: The author details the context of a 60-hour internship completed during the COVID-19 pandemic at both a Turkish university and a German private school.
2. Description of my responsibilities and tasks during the internship: This chapter outlines specific duties including classroom observation, materials development, and hands-on teaching, while discussing the methodologies applied in virtual and physical classrooms.
3. Description and analysis of a sample session: This section provides an analytical deep-dive into a specific classroom observation using frameworks like the 6P, FIACS, and TDOP to evaluate teaching efficacy.
4. Critical reflection: The author reflects on the professional development gained through comparing teaching environments, identifying personal challenges like time management and anxiety, and proposing solutions for future teaching.
5. Conclusion: The report concludes by synthesizing lessons learned, emphasizing that flexibility and learner-centered approaches are essential for diverse teaching environments.
Keywords
Classroom Observation, Internship Report, Teaching Methodology, Pedagogical Strategies, Online Teaching, Face-to-Face Teaching, Student Engagement, Problem-Based Learning, Time Management, Teacher Education, Reflective Practice, Classroom Management, Verbal Interaction, Language Teaching, TEFL.
Frequently Asked Questions
What is the core focus of this internship report?
This report documents the author's observations and teaching experiences across two distinct educational settings: an online university program in Turkey and a face-to-face international secondary school in Germany.
What are the primary teaching methods discussed?
The report examines student-centered approaches, problem-based learning (PBL), collaborative learning, and debriefing techniques, analyzing their implementation and effectiveness.
What is the research goal of this document?
The primary goal is to evaluate the differences between virtual and physical teaching environments and to gain practical insights into effective pedagogical strategies for language learners.
Which scientific instruments were used for observation?
The author utilized established protocols, including the 6P framework, Flander’s Interaction Analysis Category System (FIACS), the Active Learning Classroom Observation Tool (ALCOT), and the Teaching Dimensions Observation Protocol (TDOP).
What does the main body of the work cover?
It covers the logistics of the internship, a detailed analysis of a sample lesson session, and a critical reflection on the author's performance, challenges encountered, and theoretical takeaways.
Which keywords best characterize this work?
Key terms include Classroom Observation, Pedagogical Strategies, Online Teaching, Student Engagement, and Reflective Practice.
How did the author manage the transition between online and face-to-face teaching?
The author highlights the necessity of adjusting techniques, such as managing silence in online sessions versus behavioral management in physical classrooms.
Why was the "debriefing" method effective in the sample session?
The debriefing method allowed the instructor to connect lesson topics to the participants' real-life experiences, successfully boosting engagement and reflecting on the interrelation of language and culture.
What specific time management challenge did the author face?
The author struggled with an unplanned task request that confused students, leading to a loss of classroom control and a delay in the scheduled lesson plan, prompting a re-evaluation of classroom management strategies.
What is the conclusion regarding "universal" teaching methods?
The author concludes that there is no universal or perfect teaching method, and that the best techniques are those specifically tailored to the diverse needs and interests of the students in any given environment.
- Citar trabajo
- Yarong Liu (Autor), 2021, Classroom Observation and Practical Language Teaching for TESOL, Múnich, GRIN Verlag, https://www.grin.com/document/1138457
