This paper is to find out the implication of “classroom observation” was to identify and describe the different types of writing skills and sub-skills of writing used in the classroom, assessing teaching procedure and to suggest appropriate ways for developing learners skills. This study was conducted over a period of few weeks in three Engineering colleges affiliated to Osmania University, Hyderabad. The observer sat in the classroom to gather data with checklist to record their observations. Hyland (2003) believes that the retention capacity of the learners depends on the needs and curiosity to achieve his/her goal successfully while trying to do the task. This means motivation is important; if the learners are motivated, they do the task
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance. So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson.
As a lecturer, the main skills that need to have are enthusiastic about teaching and learning. Being a lecturer should always energetic participate themselves in the teaching activity to improve their techniques being more and more progressive. Those students are not just looking for the short answer and also some relevant example. The question that asked may drive whole lesson plan from which all students will gain the benefit from the lecturer. Thus, lecturer should have the strong skills about patience in teaching when the students when they do not understand the lesson.
In the view to analyse the classroom interaction, it is important to identify the two ways interaction between the teachers and their students in the teaching and learning process. Based on the conceptual framework, the Classroom Discourse Analysis is constructed by using framework of teaching and pedagogical discourse which provides two insights; teachers’ practices and students’ practices. From the framework of teaching proposed by Danielson (2014), two domains will be selected to analyse the class talks. Firstly, creating an environment of respect and rapport will be discussed under the classroom environment domain. According to Danielson (2014), it is essential for teachers to establish a good relationship with their students.
Many at times we look upon knowledge gained from external sources and experts rather than from personal experience. Thus reflection becomes productive when one is able to understand one’s practice which leads to changes. The effectiveness of reflection can only be observed by investing considerable time in observation and discussion. Neither a single lesson observation nor a checklist would be able to ascertain the effectiveness of a reflective educator. To assess the extent to which an educator is being reflective would require multiple lesson observations coupled with subsequent discussions with attention paid to details such as assumptions, beliefs, and scenarios being slot in.
Instructors can observe students' abilities to exploit information and use their knowledge in response to real situation. Making students to discover or apply something by putting a theory in practical situation , or solve a problem, and manage an activity to prepare ,conduct or perform are the activities that teachers involve in their classes. Analysis This level has been considered a far more difficult task than those given in the preceding categories because students are expected to interpret elements, structure, construction and internal relationships. Here, students must break ideas into component parts and uncover the unique characteristics of what they have been taught. The instructor may ask the learners to identify constituent parts and functions of a process or concept, or make qualitative assessment of elements, relationships, and effects.
I know that the students in my class learned what I need them to learn from my writing lesson. Furthermore, the students learned what was intended and stated in the objectives. I was able to measure the student’s understanding using a rubric, the quality of the student’s writing, and from my small group observations. 2.Were the students productively engaged? How do I know?
It has helped me in seeing by what means would I be able to improve a group and lead it legitimately. It has helped me see so far what are the styles and demeanor of a leader. In the class the lecturer is calm and flexible and simple to approach. The showing style is incredible it serves to comprehend things better in a simple way. The speaker educates on a level that each understudy can appreciate.
Therefore, a lecturer who has an understanding of subject content is mostly able to use clear examples to simplify the background of the subject to students. According to Glatthorn (1990) indicates that some teacher read exactly what is in the prescribed book to students instead of presenting the subject content in the form of new similarities and comparison, instructional selection and actives that student can reflect on, such as something student can practically relate to.
This study takes into consideration two teachers as a sample and the observation as instruments. Teachers initiated most of the lessons with questions and called on pupils for answers. Students answered the teachers using just one word or a short phrase, and thus teachers responded by means of a single word such as “yes” and “correct.” For example, take this interaction between teachers and their students into consideration: 1. Teacher: “What is the auxiliary for the present simple tense?” Student: “do -