Observation Write-up

 

            During my peer observation, I observed Kasuni, an ESL practitioner of nearly three years[1]. The lesson focused on intonation and pitch in speaking for grade 6 ESL learners. She used level-appropriate and engaging activities throughout the demonstration.

            Kasuni’s rapport with the students was visible from the beginning. She refreshed the classroom environment by bringing a new yet authentic language component: speaking. The main classroom strategies I observed were explaining, giving instructions and feedback as teacher interventions[2], grading and teacher position. In explaining, she was considerate on the learner level, and explanations were detailed with signposting. In giving instructions, she gave detailed instructions, and her preparedness[3] was visible throughout. In the practice activity, she used modelling for the learners to understand the instructions thoroughly. The learners were motivated by her immediate feedback and praises. As an experienced practitioner, her grading was commendable.

 

            The most admirable part of her demonstration was her innovativeness and wittiness as a teacher. The activity[4] she used to teach intonation and pitch was beyond the traditional speaking activities. It was evident by the enthusiastic cheers of the students throughout. Further, she was witty enough to bring an authentic context to the lesson and simplify its complexity. When she used the words ‘intonation/pitch’[5], she immediately corrected it “I know you are unfamiliar with the words” and managed the situation effectively.

 

            However, the time management would have been successful if she mitigated the time she spent on lengthy instructions. Furthermore, she could have been more careful with the idiolect since some words were unable to comprehend. Nevertheless, the overall demonstration was successful, and she achieved the intended learning outcomes while utilizing classroom management techniques successfully.

 

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[1] She has been private tutoring for over three years
[2] Scrivener (2012)
[3] Pre-planning instructions (Scrivener, 2005; Ur, 1996): she had a clear understanding of what she was doing
[4] She asked students to replace the whole dialogue provided, with a word they liked and roleplay it using the correct intonation and pitch. (“Oh my god! – Pen pen pen!”)

[5] The words were not pre-taught lexis