Tova Ervin CO #2
Date/Time: September 22nd 9:00-10:50
Topic/Skill: Grammar Group 4A
Teacher Presentation: Mr. Wilson wrote the agenda on the board and explained to the students what they were going to do next every time they started a new activity. He organized the desks like a typical American classroom and stood at the front, but the class avoided feeling too much like a sage lecturing, as the students still felt empowered to ask and answer questions freely.
Classroom Management: The students were well behaved and no extra management was really needed. Some students showed up late, and he made a fun game out of it. For instance he would turn around when the door was opened and guess who had walked in. This probably made the students feel aware of the fact that they were late without embarrassing them so much that they wouldn't participate in class.
Materials: Whiteboard and markers; individual dry erase boards, markers, and erasers for a game; and textbooks.
Student Participation: The students were asked to do many tasks throughout the lesson either in groups or individually, and they were all called upon equally to provide answers. We also played a game in which all students participated, being asked to provide words of a specific part of speech.
Feedback Provided: When students answered a question incorrectly, Mr. Wilson would either ask them for confirmation or ask the class if everyone put that/anyone put a different answer.
Lesson(s) on teaching you learned: Mr. Wilson at one point brought up a mistake someone had made on their recent test. He reviewed the grammar and then told the students that even though it was review they should go over it again because their may be a question on it in the future. I thought this was an example of good evaluation, reminding the students that all exams can be cumulative to motivate them to review old material. Also, even if they felt like they knew it when it was reviewed, by reminding them that they will be tested again, it forces them to continues to practice it, with the goal of automaticity.
Topic/Skill: Grammar Group 4A
Teacher Presentation: Mr. Wilson wrote the agenda on the board and explained to the students what they were going to do next every time they started a new activity. He organized the desks like a typical American classroom and stood at the front, but the class avoided feeling too much like a sage lecturing, as the students still felt empowered to ask and answer questions freely.
Classroom Management: The students were well behaved and no extra management was really needed. Some students showed up late, and he made a fun game out of it. For instance he would turn around when the door was opened and guess who had walked in. This probably made the students feel aware of the fact that they were late without embarrassing them so much that they wouldn't participate in class.
Materials: Whiteboard and markers; individual dry erase boards, markers, and erasers for a game; and textbooks.
Student Participation: The students were asked to do many tasks throughout the lesson either in groups or individually, and they were all called upon equally to provide answers. We also played a game in which all students participated, being asked to provide words of a specific part of speech.
Feedback Provided: When students answered a question incorrectly, Mr. Wilson would either ask them for confirmation or ask the class if everyone put that/anyone put a different answer.
Lesson(s) on teaching you learned: Mr. Wilson at one point brought up a mistake someone had made on their recent test. He reviewed the grammar and then told the students that even though it was review they should go over it again because their may be a question on it in the future. I thought this was an example of good evaluation, reminding the students that all exams can be cumulative to motivate them to review old material. Also, even if they felt like they knew it when it was reviewed, by reminding them that they will be tested again, it forces them to continues to practice it, with the goal of automaticity.
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