Documente Academic
Documente Profesional
Documente Cultură
Observation
Attending the learner1
Date: November 4, 2008.
No. of students: 13.
Age: ±16
Level: Intermediate.
Book: Laser B2, MacMillan.
Background
A group of learners in a classroom with a teacher comprises a learning community. The human
element – both verbal and non-verbal, visible and barely perceptible – shapes human interaction
qualitatively and may perhaps furnish the key to what happens (the process) and what eventuates
(the outcomes).
Approaches to language teaching that draw on an understanding of humanistic psychology
highlight the importance to learning of the affective learning environment. It has been said that one
can't teach a language – the best one can do is to make the conditions right for others to learn. Part
of these 'right conditions' involves how the teacher relates to – or attends to – the learners.
Observation notes
Key:
N = called by name; O = eye contact; P = pointing; U = smile; / = nod; ^ = reprimanding look; x5
= number of times the student was attended
1
Topic taken from Classroom Observation Tasks, Ruth Wajnryb, (CUP, 1992).
3. Focus on the use of names. Try to recall how these were used: for what purpose and to what
effect? Speaking generally, what purposes can be served through the use of names? What
means can teachers use to help them recall names?
The teacher used all names almost always, whether to ask a student to provide an answer, to
congratulate for a good job or to reprimand. By using names the teacher shows that her students are
not merely a number in the classroom. The use of names shows that the teacher has an interest for
her students as individuals.
If you have problems recalling names, calling the roll aloud at the beginning of the year until you
can place the names to each of your students is a good way to work on your memory skills. It is
usually a good idea to repeat the name of those who introduce themselves, for example, if a student
says "Hello, my name is Carla.", you can reply something like "Hi Carla, welcome to the English
class."
4. Now consider the range of attending strategies used by the teacher. What others are
possible? What comment would you make on a teacher's having a range of attending
strategies? Are these conscious or subconscious behaviors in a teacher?
The teacher was very effective with the use of names and looking at whoever she was talking to
in the eyes. She showed that she was really paying attention to them when they spoke. She was
friendly towards her students, but did not smile as much as I had thought she would.
It is useful for a teacher to have a wide range of attending strategies for different situations. If the
teacher is consistent with them then the students will know exactly what each means (a reprimand, a
congratulation, a request for something) and associate it to expected behavior. Ideally, the teacher is
aware of these behaviors so as to be able to use them according to the situation. However, not all
behaviors are controlled and most of the times they are instinctive.
Reflection
Using the lesson as a mirror of your own attending skills, what comment can you make
about your own teaching behavior? What have you learned from this observation that you
could apply to your own teaching?
I think this lesson, as well as many others, help me realize my own shortcomings. I know I have
yet to learn many ways to show how to deal with students attention. Particularly, I have problems
remembering names; it is something that I know I need to focus on from the very beginning so as to
prove students that I care enough to remember their names and some facts that make them
important as individuals, not only as members of a group. I also hope that I distribute my attention
to allow all students to participate avoiding favoritism, or any tendency that shows unconscious
preferences towards certain students.