Course: Observation of Teaching English/ Observation Report 1 - Essay Example

Likewise, a view of the course syllabus specifically enumerated the objectives that included: (1) development of knowledge on grammatical structures; (2) understanding of nuances identified in meanings; (3) developing skills in effective use of English structures learned; and finally, (4) developing skills in identifying errors and making the necessary revisions (O'Bryan, 2012). There were four enumerated items stated under course requirements which included: (1) class attendance; (2) completion of all course home works; (3) completion of all quizzes and examinations; and (4) completion of a course project.

Likewise, course grades were presented to be sourced from six specific components, noted explicitly as: (1) Class Participation (100 points); (2) Homework (100 points); (3) Quizzes (300 points); (4) Midterm Exam (150 points); (5) Final Exam (150 points) and (6) Projects (200 points) (O'Bryan, 2012, p. 2). There was also a grading scale (A – F) where corresponding points that were generated would finally determine the final rating. A tentative schedule was presented from September 4, identified as the course introduction up to December 13, the date of the final exam.

The schedule disclosed the specific dates per session, the class topic or subject of discussion, as well as the home work stipulated on that particular date. (2) Description of the Classroom Contexts During the observation, done on September 20, 2012, the course syllabus actually indicated that the topic due for that particular day was supposedly on “Contrasting actions/non-actions (with) Ex. 5, 6 pp. 41-42. Ex. 8 p. 44” (O'Bryan, 2012, p. 2). However, the past lesson on September 18, the students had their first quiz on the topic of action and non-action verbs.

After checking the students’ answers, the professor revealed that the results were lower than expected. As such, for this particular date (September 20), they devoted the time to review and discuss the quiz, as well as provide the students with ample opportunities to make the necessary revisions. Mr. O’Bryan encouraged the students to use their textbook: Maurer, J. Focus on Grammar 5. (4th ed), Pearson (O'Bryan, 2012, p. 1) as well as the opportunity to collaborate, discuss with other students, to compare answers and even to seek his assistance, for clarifications when needed.

There was an overhead projector that was used to assist the professor in discussing the results of the quiz and in presenting the appropriate grammatical structures manifested in the sentences that were used. (3) Description of Teacher Interaction with Students The professor was initially situated in front of the class while he relayed the results of the quiz and what he aims to achieve for the day. Eventually, when he provided the time for the students to make the revisions, he started walking to each and every student who he deemed needed some assistance in making the necessary revisions.

Since he was handicapped and walks with a crotch, it was commendable that he made extra effort to reach out to directly assist the students in understanding the causes of the errors and in making the needed corrections. By nearly the end of the period, Mr. O’Bryan was already at the back of the class helping the student in understanding grammatical structures that focus on present progressive forms of the verb. Initially, the students exhibited little interaction with the professor as evident from generating low response when questions were being