He talks in a monosyllabic manner that is perceived to be monotonous and students at the back would strain to hear the entirety of his discussion. The students posed diverse stances ranging from perceptive, partially responsive as a class, partially attentive (which means there were a few who were really inattentive), somewhat indifferent, and generally unparticipative.
The professor discussed the day’s subject matter on the need to examine the context of the sentence by enumerating a point-by-point sentence structure as detailed in their course material. He tried to solicit participation from the student by asking them questions after relevant points from the course material were presented. Apparently, only one student from Saudi Arabia was virtually responding actively to his inquiries. The rest of the students (predominantly Asian) were either very softly responding in their respective seats or silently observing and listening during the whole discussion. At one point where handouts were needed to be disseminated, Saudi students voluntarily stood up and assisted in distributing the materials to the other members of the class. As noted, other students (Asian) were not at all participating and one actually saw two students changing seats upon the start of the class discussion; and where one student even changed seats twice for some reason. Even worse, some Asian students were also seen sleeping in class (a total of three students) and neither the professor nor the classmates made any efforts to wake them up. The professor either did not see them or was indifferent to students sleeping in his class.
Regarding observing student-student interactions, one could deduce that the students are already well acquainted with each other. This acquaintance was observed to have negative effects in terms of exhibiting private conversations and communications with each other, without regard to the professor discussing the lessons. These were actually three (3) Asian ...
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(Course: Observation of Teaching English/ Observation Report #2 Essay)
With regard to the people around us, the ease and quickness with which we can ascribe labels (as female, male, gay, straight, rich, poor, etc.) to people represents a greater length of time and a greater amount of effort that we can spend attending to other things requiring attention.
Educators and people who have pursued higher education could perceive writing an autobiography as a simple and straightforward endeavor. It is simply a narrative story of oneself. But if I use this definition to write my language learning and teaching autobiography, it would be as dry and lifeless as a brown leaf about to fall from a barren tree.
According to the course syllabus, the general description that were presented focused on developing the skills of the students in terms of proficiencies in standard English as used in both oral and written communication. The thrust is on grammatical structures.
The professor, Mike O’Bryan, was observed for the second time in his class Advanced English Grammar (ALI 345). He started the class by advising the students to open their course material to a particular page. It could be observed at the onset that his voice was particularly soft and he was standing at the front of class the whole time, and never moved.
Apart from the desks and the chairs in the room, the class was equipped with other facilities, which facilitated the learning process. The facilities improved the classroom from the usual traditional form to a class that enhanced the dynamic
Therefore, making a choice of such duty would be greatly dependent on the societal aspect in regard to the children and community at large. According to Geertz, the rate of madness of a person becomes less visible because
The shop is an ill maintained but spacious place, poorly lit and somewhat shabby with old and creaking chairs and benches. Yet, the good thing is that the coffee and the sandwiches served by the owner happen to be really awesome.
e is a relationship of the lesson activities to the reading in that they indicated an improvement of the students’ common communication to a content interface. Students’ ability to cooperate in class and fully participate indicated that they had understood the importance of
Their voice was much louder than others.
3. Textbook CD (10min.) – Students listened to a chant and repeated after every phrase. When they were done practicing, the teacher ordered each group to stand up and sing