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s.

INSTITUTION:____________________________ TEACHER TRAINEE:_________________________________

OBSERVER:___________________________________________ DATE: ________________________________

TOPIC: ________________________________________________ GRADE:_______________________________

CONVENTIONS (SYMBOLS):

T: teacher S: studentSS: studentsG: small groups

C: whole class/: short pause, silence//: middle pause///: long pause

XXX: unintelligibleπ T units (talk units). Teacher talk.π T units. Student talk( ) descriptions (objective. Low inferen[ ] interpretative (Subjective. High infe

DESCRIPTION, MAPS, DIAGRAMS

7:05T: Okay, Felipe? π   No? π German? πS : Sad πT : No. π  Complete answer. π  Isabel? πS : Ella is the sad πT : is the sad? π  Ella is sad π  / sin el the π  // (calls another pupil by gesture; whispers to Paul; Paul mimes) /T : Okay π Okay. π  John Alexander  π

7:15S : Maria Isabel is angry πT : Maria Isabel is angry π  Okay. π Excellent. π  (T goes to blackboard, points to the picture). Do you understandifference between sad, happy, angry, and hungry? π  (pointing to pictures on the blackboard). Do you understadifference? π  Entienden? πSS : Yes, yes, yes πS : Yes πS : Yes πT : // (takes cards from teacher ‘ s desk)

S : Yo, yo, yo. πT : Felipe. π   Okay. π   Come here. π(Whispers to Paul. Paul mimes angry) .

7:30T : Okay, David. πS : is angry πT : Complete answer π  / You π

......

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Conventions:

T Teacher S Student SS Students[ ] High inference ( ) Low inference XXX Inaudible

 ♠: The teacher (me)

  : The most disciplined ones

: Undisciplined girls

: Undisciplined boys.

ϑ : Low score students

 

: Average students : High score students

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  Windo

wBoard   Observer three

♠

      

   

ϑ  

ϑ 

  ϑ  ϑ   ϑ    

   

ϑϑ   ϑ  ϑ    

    

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Date: March 23 – 2000 Time: 11:40 – 1:00 p.m.Level: eighth grade

Topic: Test yourself: write about yourself (A grammar class)

DESCRIPTION:  I told them that today they would have the opportunity to test themselves. I said “OK, now we’ll have a little

quiz. It’s not an exam. Take out a piece of paper and write the following instruction:” I wrote on the board:

write a composition about yourself according to the questions. What’s your name? What’s your nationality?

Who do you live with? Etc. The students took about 15 minutes. After the exam, we developed that on the

board in order to let the students realize about their own mistakes. ...

AT THE BEGINNING WHILE AT THE END OF THE CLASS

board teacher’s desk 

  ♠                    ϑ   ϑ  ϑϑ

♣ϑϑϑ

ϑ     

  window   observer 

 ϑ 

ϑ

    ϑ  ϑϑ     

♠  ♣ϑϑ

ϑ  ϑ     

 

ϑ   ♠  ϑ

ϑ            ϑ

ϑ      

           ϑϑϑ   ϑ

window  

 REFLECTION: When I always enter the classroom, the students are never prepared or better ready to

 start. So, I get upset because it is all a mess and it’s difficult to start a class with such noise. It’s known that 

boys are more undisciplined, they can not remain in the place they are; they also get tired faster than girls.

 At the end of the class, they were really anxious to go home and asked me to let them go earlier, but I 

couldn’t. “Rules are rules and I can not break them”. The problem is that teenagers always want to goagainst the rules.

 INTERVENTION POINTS FOR THE NEXT CLASS:

 I think that we can not underestimate our students, but we have to be very demanding with them.

To do an introduction about ‘there is-there are’.

No grammar, no translation

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August, 24th.

A TEACHER-TRAINEE´S CLASS

7 :09 (Teacher Calls the roll. The children speak to each other.) [Very

few students keep quiet. [ He seems angry ]7 :19 (Teacher writes on the board : “Love is more powerful than hate”)

T : This is the phrase for today. /

T: “Qué significa esto ?”

SS : El amor... /

T : (Translates) El amor es más fuerte que el odio. Explains the

meaning of the phrase).

T : (Hands out a photocopy ) En esta guía ven unos dibujos vamos

a comparar cosas. Por ejemplo, vamos a ver el Océano Pacífico.Lo comparamos con el océano Atlántico. Entonces nosotros

como decimos ?

(writes on the board : The Pacific Ocean is bigger than the

Atlantic Ocean.)

S : El Océano Pacífico es más grande...

T : Más grande que qué ?

S: Que el Atlántico.

T : Van a escribir en su cuaderno.

T : Cuando vamos a hacer una comparación utilizamos la partícula

er y para comparar decimos than.

S : Y por qué se escribe doble g ?

7 :29 T : Mirando el dibujo van a hacer la comparación y van a

escribir en el cuaderno.

(One student stands up and asks the teacher what he is supposed to do

with the photocopy. [Maybe, he seems nervous ]T :xxx

T : (Escribe en el tablero : old + er + than)

T : Si necesitan que les explique de nuevo, me dicen.

S : Profe, si termina en xxx que se pone ?T : xxx

[Teacher goes rapidly around the groups to provide help]

T : Les doy diez minutos.

7 :32 S : Cuál es más largo ?

T : La terminación no es re sino er.

7 :35 T : O.K. Finished ?

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