Textbook CD (10min.) – The students are reading a textbook passage three times after the teacher, with a partner, and to themselves. After reading a passage, they are answering to the three short relevant fill-in-the-blank questions. When the teacher is reading a passage,…
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At the bottom, the key expressions are written i.e. “Take this medicine,” “You have to see a doctor,” and “Get some rest.” Student A initiate a dialogue with Student B. Student A should ask, “What’s wrong?” then Student B should answer, “I have a _____”. After Student B answers, Student A chooses a key expression from the worksheet to finish the conversation. When he/she chooses, he/she can mark the move on the worksheet to play Connect 4. The goal is to make students practice the dialogues every time they make their move.
In playing this game, I noticed that some of the students merely played this game without having a conversation. The teacher should walk around and monitor/assess student’s performance in order to maximize their learning potentials.
Students in this class responded to the lesson differently from one another given that the level of comprehension is affected by the activities each student was actively engaged in. For example, during the passage-reading session, the students followed the exact words uttered by the teacher regardless of the fact that the teacher had mispronounced the world ‘throat’ as ‘srot’ following its follow-up with word ‘sore’. As identified that students were engaged in small talk during the dialogue session during the speaking activity. It shows that, if the students were attentive in the first place, they would be able to identify mispronounced words and ask the teacher for clarification. However, considering that the purpose of the class is to refine communication and language skills, the students showed they were learning to follow instructions regarding the worksheets they were provided with before the start of the speaking activity.
With reference to the listening and speaking, it is identified in the reading that lack of attentiveness may not raise any alarm that a word was incorrectly used or mispronounced. According to the reading, an example shows that melody tends to be
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(“Lesson Observation Essay Example | Topics and Well Written Essays - 500 words”, n.d.)
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(Lesson Observation Essay Example | Topics and Well Written Essays - 500 Words)
“Lesson Observation Essay Example | Topics and Well Written Essays - 500 Words”, n.d. https://studentshare.org/education/1647766-lesson-observation.
Based on the different situation and groups these rules may be explicit or group. Another way to look at the concept of social norms is by describing them as customary rules of action that guide our interactions with others. It is important to note that these vary with the passage of time, social classes and social groups.
It is paramount for the teacher to know both levels of Vygotsky’s zone since they do assist in knowing the true position of a child at a particular moment. It also shows where the child is going. The proximal development zone has several influences on classroom teaching. Vygotsky’s concept suggests the teacher must plan activities encompassing not only on what the children are capable of doing on their own, but also on what they can learn with the others help.
As the project continues, students will also use problem-solving skills. For instance, recreating the story using pictures will make the students think about what will come next, and how to form a coherent story. This is also true of the fact that the students will also eventually have to make-up a story and thus use problem solving for this as well.
It is a methodology to improve instruction and teaching for better quality education and in-depth study. To quote, it has been described as "observation of live classroom lessons by a group of teachers who collect data on teaching and learning and collaboratively analyze it." (Lewis, 2002a, 2002b; Lewis & Tsuchida, 1997, 1998; Wang-Iverson & Yoshida, 2005).
Apart from the desks and the chairs in the room, the class was equipped with other facilities, which facilitated the learning process. The facilities improved the classroom from the usual traditional form to a class that enhanced the dynamic
Mario. On their character card, it has the name of the character, the name of the partner’s character and the things that they both are interested in. Each student needs to find his/her partner by moving
Their voice was much louder than others.
3. Textbook CD (10min.) – Students listened to a chant and repeated after every phrase. When they were done practicing, the teacher ordered each group to stand up and sing
While on the other hand the students were required to have wiring exercise books, text books, pen and pencils. The lesson was purposely for mathematics with the main goal of equipping learner with multiplication skills used