observation report

TASK 2
CHECKLIST

PRIMARY ESL CLASSROOM OBSERVATION REPORT
INTRODUCTION

The current curriculum is designed to meet the mission and vision of education philosophy in order to produce productive citizens which focusing on pupils in school as early as in primary stage. Teachers in school play a huge role as educators in fulfilling the responsibilities to mold future generations according to the components that has been created in developing pupils’ abilities to the optimal level and expand their knowledge holistically.
Therefore, the full strategies of achieving the goals and objectives started from the bottom part of the plan which concentrates on the basic source of education which grows from the smallest part of educational institutions. The existence of various approaches and techniques helps teacher in the process of managing classroom in order to create an effective teaching and learning environment.
According to Daniel Duke, 1979, classroom management can be defined as the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur.
The course TSL 3109, managing the Primary ESL Classroom is mainly about exposing and giving the knowledge to the future teachers on how to handle and manage the primary classroom with English as the second language. As future teachers, this course is very important as it provides the overview for us on how to deal with various issues that can be found when dealing with real pupils of primary ESL classroom.
In this report, it discussed on the application of the areas that have been learned throughout the course. It is includes the theories, communication skills, resource and classroom management that have been identified from the teaching and learning session.

PRIMARY ESL CLASSROOM DESCRIPTION

During my practicum session in Sekolah Kebangsaan Raja Perempuan Budriah, I have been given the opportunity to observe an English lesson for year 6 pupils conducted by my advising teacher, Encik Muhammad Syafiq Bin Ahamad. There are lots of new knowledge and experience I have got while observing the teaching and learning process. He is a great English Language teacher with years of experience in English teaching.
The lesson was taught on April 3, 2014. The teacher used pictures as the main teaching aids and applied various types of approaches and techniques throughout the whole teaching and learning process. A brief description regarding the lesson observation will be further discussed in the next part of this report.

OBSERVATION REPORT

Based on the demonstrated teaching and learning process, the teacher was able to balance two important components, Classroom Instructions and Management Practice in conducting a lesson in an ESL classroom. These two components connect the main purpose of the lesson with the objectives that need to be achieved by the teacher. A well-managed classroom will provide suitable surroundings for effective instructions which engage pupils in meaningful tasks and support good behavior since the beginning until the end of the teaching and learning session. The teacher alternated teacher-centered and pupils-centered approaches in the lesson’s activities to keep the pupils engaged with the task and make the most of the class time.
Based on the activities that the teacher conducted in the lesson, reading session and pair work activity really helps them to stay focus on the lesson. The Instructional Strategies assist the teacher to consider the pupils’ attention span when planning instructional activities.
Based on the lesson observation, the teacher prevent most of the management problems by employing instructional approach which engage pupils actively in high-interest lessons activities to meet their interests, needs, and abilities. The teacher in the classroom monitors the pupils’ behavior by using Withitness and Overlapping skills introduced by Jacob Kounin (1970). "Withitness" is a term created by Kounin to describe the teacher 's awareness of what is going on in all parts of the classroom at all times while “Overlapping” is attending to two or more events at the same time (Wuest, D, 1999).
Besides, the teacher also used Skinner’s Model in shaping pupils’ desired behavior by practicing behavior modification through Social Reinforces. Social reinforces is a positive interpersonal stimulus like verbal praise, smile, gestures, touch or a sign of approval. The teacher uses few terms such as “good” and “nice” to motivate the pupils as well as to show a sign of appreciation towards their participation in the activity.
In term of communicative skill, the teacher shows a great example in expressing thoughts through verbal and non-verbal communication. The teacher spoke clearly as he gave instructions or asking questions to the pupils. The teacher also makes eye contact while speaking and listen to the pupils’ answer even if it was not correct.
Based on the observation, the teacher use body language optimally as she explain about the topic, for example she demonstrate the word “scraper” in action to make sure the pupils understand the meaning of the word. To control the noise made by the pupils’ the teacher used the technique of Cueing and Gesturing, for example the teacher will put her finger on her mouth as a sign of “Please Quite” to the pupils.

POSSIBLE REASONS AND EFFECTS OF THE TEACHER’S ACTIONS AND DECISIONS TOWARDS THE LEARNERS

The application of Instructional Strategies in the classroom is a proactive approach by the teacher to match a suitable learning style with the pupils’ level of development. Implementation of Kounin 's techniques for class management can reduce the incidence of student misbehavior and contribute to a positive learning environment (Wuest, D, 1999). Since they are 6th Grade pupils, instructional approach provide opportunity for them to learn holistically without assuming rewards as their motivation.
Instructional Approach offer intrinsic motivation where good grades and high achievement in learning process are the motivation to be achieved. The main reason of this approach being chosen for this type of classroom is to make sure the pupils will be able to learn in purposeful and meaningful tasks. This is because; a well-implemented instruction will prevent the pupils from committing disruptive behavior as most of their time was occupied with activities that the teacher inserted in the lesson.
The use of Social Reinforces in the lesson is suitable to be applied in the classroom since this approach avoid using extrinsic motivation, giving praise to the pupils is another alternatives to show appreciation towards their involvement in the activity and to boost their motivation to achieved the desired goals.
Besides, the teacher’s action in monitoring the pupils’ behavior by using “Withitness” and “Overlapping” skills is appropriate with the pupils’ scale since the teacher use LCD projector as the main source of teaching material her movement is limited as he have to handle the LCD projector, hence those two skills were really helpful in monitoring the pupils’ behavior as a whole, it also assist the teacher to constantly scanning the classroom and observing whether pupils are using English language while communicating with their friends throughout the lesson.
A withit teacher will keep his or her classroom on-task, even when interrupted by classroom visitors or messengers. A withit teacher has a well-managed classroom and a helpful learning environment (Hoover, N, (2009).
Apart from that, the teacher use non-verbal communication, cueing and gesturing in managing the pupils’ behaviour. For instance, by putting her finger on her mouth to show a sign of “Please Quite” when the pupils make noise. The teacher uses this technique to attract the pupils’ attention without using words.
As a result the pupils will stop, quiet and stay focus to the teacher. An effective communicative skill in teaching is vital to ensure the pupils feel appreciated when teacher listen and response to their opinions. This will increase pupils’ self-esteem, confidence and encourage the entire class to participate in the classroom activities.

SUGGESTIONS OF IMPROVEMENT TO ENHANCE THE EFFECTIVENESS OF THE LESSON

Based on the lesson observation, the teacher used Instructional Approach as the foundation in managing the classroom and pupils’ behavior. He also include Behaviour Modification method by using Intrinsic Motivation as a medium to motivate pupils’ to perform well in the tasks given and as a sign of appreciation of their participation in the lesson activities.
However, instead of using Social Reinforces such as praises, “Good” and “Excellent” during the whole process of teaching and learning the teacher may use the skills of Encouragement by considering the pupils’ effort in producing excellent work or performing good behaviour in the class.
This is because; encouragement has a bigger impact to the pupils’ self-esteem as the teacher shows acceptance of the pupils’ work, appreciates their contributions in the activities and emphasize their effort specifically. For example, “I like your answer. You used many adjectives to describe your vacation in the essay. However, make sure the adjective is suitable to be used in the sentence. Overall, well done! I’m proud of you.”
By using Encouragement, it inspires the pupils to be confident, allow them to recognize their own strengths and weaknesses and stimulates motivation to maintain and improve their capabilities. In perspective of classroom management, Encouragement is a suitable and healthy approach to mould the desired behaviour among the pupils.

CONCLUSION

As a conclusion, the various types of approaches and techniques in managing classroom helps teacher in Malaysia primary ESL classroom to achieve the desired behavior of the pupils. A competence teacher should be able to use the approaches based on the suitability of the pupils’ conditions according to their level.

The approaches are designed to help the pupils especially in shaping their behavior, provide fundamental support to build their self-esteem and give wide opportunity for pupils to improve their strengths and weaknesses in the process of learning.

The use of integrated approaches will create a different environment and different experience for both sides, especially teacher as the agents of transformation in the classroom who hold the responsibility in inculcating positive behavior in the classroom environment in order to create an effective teaching and learning atmosphere.

TASK 3
REFLECTIVE WRITING

REFLECTIVE WRITING

Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classrooms are able to create an environment where learning is the focus (Burden, 2004). There are many theories on how to become positive and encouraging classroom managers. While all of these theories are different and emphasize different aspects of discipline and behavior, all have proven to be valuable methods for improving management in the classroom.

Based on experience and knowledge gained through this course, I had the opportunity to explore various types of approaches and theories in context of managing classroom in Malaysian primary ESL classroom. Through the process of discovery the variety of approaches and theories, this course helps me to become a competent teacher especially in choosing the right and most suitable style of managing classroom according to the pupils’ level and development. Authoritarian, Behavior Modification and Instructional Management are some of the approaches that can be applied to manage the discipline and pupils’ behavior. The knowledge about this course will gives teachers the real insight regarding the real situations before the process of teaching and learning as the teacher can prepare a suitable lesson plan and teaching material to be used in the classroom. For instance, if I decide to implement Behavior Modification approach, I will prepare the presents for Extrinsic Motivation such as pencils, books, bookmarks or cards. As a result, an effective well-managed classroom can be created because the teacher has the opportunity to make a lesson preparation early.

Besides, this course provide a basic fundamental for Malaysian primary ESL teachers to be competent in preparing themselves as educators who holds the responsibilities of delivering input to the pupils as well as instilling good behavior in the pupils’ personalities. Most of the approaches and techniques are very helpful in managing the classroom particularly during the process of teaching and learning occur. There are criteria in effective Communicative Skill which include eye contact, body gestures, paralanguage, voice projections and more. These components will help me as a teacher to master the skill in communicating with young learners in term of managing the classroom and the pupils’ behavior. It builds the teachers’ confident and self-esteem when conducting the lesson especially when facing with destructive or disruptive behavior that occur in the middle of the lesson, I can applied those aspects of Communicative Skill and utilized it in managing the pupils’ behavior, for example non-verbal sign such as putting finger on mouth to ask the pupils to be quite.

Reflection is one of the alternatives for teachers in school to analyze the strengths and weaknesses of the lesson after the teaching and learning session. This course gives the teacher chance to look back and evaluate all the objectives and learning outcomes of the lesson at the end of the class. It provides teachers with ideas in developing, monitoring and maintaining productive pupils’ behavior. Some approaches and techniques might not suitable for some pupils as the pupils have different style of learning and different rate of development. The variety of methods in managing the pupils’ behavior can help me to adjust my teaching style and match it with the pupils’ level and development. Overlapping and Withitness for example, are some techniques that can be applied in monitoring the pupils’ behavior, however it might not be suitable for a massive quantity of pupils as the pupils need to be handled holistically to ensure all pupils get the same attention from the teacher and prevent them from performing destructive or disruptive behavior.

As a conclusion, the knowledge and experience gained throughout this course provide a different prospect for me about how to manage the classroom and pupils’ behavior effectively. As a future teacher, it is vital to know all the approaches and techniques for my own preparation in shaping, developing and maintaining pupils’ behavior in the classroom. Those components that included in this course provide teachers with the insight on the method of handling pupils’ behavior before, during and after the teaching and learning process, this is to ensure the input can be delivered successfully, the objectives can be achieved and pupils’ behavior can be control effectively.

REFERENCES

David, J. (2008). Classroom walk-throughs. Educational Leadership, 65(4),81-82. Retrieved March 23, 2014, from http://www.ascd.org/publications/educational_leadership/ dec07/vol65/num04/Classroom_Walk-Throughs.aspx Stoller, F. L. (1996). Teacher supervision: Moving towards an interactive approach. English Teaching Forum, 34(2), 2-9. Retrieved March 25, 2014, from http://eca.state.gov/forum/vols/vol34/no2/p2.htm

Wuest, D. (1999). Are You With It?. Retrieved March 25, 2014, from http://www.pecentral.org/climate/april99article.html

Wajnryb, R. (1992). Classroom observation tasks. Cambridge: Cambridge University Press.

Young, S. (2009). Supporting and supervising teachers working with adults learning English.Washington, DC: Center for Applied Linguistics.

Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.

References: David, J. (2008). Classroom walk-throughs. Educational Leadership, 65(4),81-82. Retrieved March 23, 2014, from http://www.ascd.org/publications/educational_leadership/ dec07/vol65/num04/Classroom_Walk-Throughs.aspx Stoller, F. L. (1996). Teacher supervision: Moving towards an interactive approach. English Teaching Forum, 34(2), 2-9. Retrieved March 25, 2014, from http://eca.state.gov/forum/vols/vol34/no2/p2.htm Wuest, D. (1999). Are You With It?. Retrieved March 25, 2014, from http://www.pecentral.org/climate/april99article.html Wajnryb, R. (1992). Classroom observation tasks. Cambridge: Cambridge University Press. Young, S. (2009). Supporting and supervising teachers working with adults learning English.Washington, DC: Center for Applied Linguistics. Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York: Cambridge University Press.