Lesson Observation

Teacher: Boldurat Diana

Observer: Crutîi Iana Cezara
Date: 09.10.2024
Number of students: 18
Level: 11th Grade
Time: 45 minutes
Topic: Practice your English
Course book: This is our world Student’s book, 2008, by Galina Chira, Margareta
Dușciac, Maria Gîscă, Elisaveta Onofreiciuc, Mihai Chira, Silvia Rotaru

Competences of the lesson:

1. Improve language fluency through whole-class discussions and pair activities.
2. Practice accuracy in grammar, vocabulary, and pronunciation in a communicative
setting.
3. Enhance collaborative learning skills through pair and group work.

Comments/ what seemed successful?

Nr. Area How did students respond?
Any suggestions or improvements?
PREPARATION
Did the teacher have a clear set of aims? The teacher prepared a well-structured revision lesson, with
A lesson plan? clear objectives for each activity.
1.
Was thought given to the classroom-layout, Students responded positively to the organization of the
positioning interaction possibilities? lesson.
Were things in place for the lesson?
SUITABILITY OF MATERIALS The revision materials were appropriate for the students'
Was the choice suitable in content and level and covered a range of topics.
quantity? Students engaged actively with the materials, finding them
Did the students seem to enjoy working with useful for revision.
2. the materials? Consider adding more visual aids for variety.
EXPLOITATION OF THE MATERIALS
Was full use made of materials available
including personalization and classroom
potential?
USE OF AIDS The teacher used the course book and supplementary
Was there any attempt to use visual materials effectively during the revision.
3. aids/supplementary materials? Were they Students followed along and were engaged throughout the
used well? lesson.
Add digital tools or multimedia for more dynamic revision.
ACCURACY OF TECHER’S LANGUAGE
Was the teacher’s language acceptable from The teacher's language was clear, accurate, and suitable for
considerations of accuracy, fluency, clarity of the revision context.
diction, projection of voice? Did the teacher Students understood and interacted well with the teacher's
4.
seem at ease using the language and instructions.
metalanguage of the classroom? Did the
classroom discourse seem natural, thus
helping acquisition of the target language?

1
 INSTRUCTIONS/ CLASSROOM Instructions were clear, and the teacher ensured all students
MANAGEMENT were participating in whole-class and pair activities.
Were clear instructions given and repeated Students responded well to the management of transitions
where necessary? between activities.
5.
Did the progress of the lesson seem logical
and well controlled by the teacher?
Was attention paid to discipline and how the
learners applied themselves to the task?
PRESENTATION OF NEW LANGUAGE No new language was introduced, as it was a revision
Were attempts made to introduce and clarify lesson. The teacher reinforced previously taught language
new language points or areas? points effectively.
Was the presentation attractive and Students recalled the material easily and asked for
6.
stimulating? clarifications when needed.
Was it clear?
Did the teacher seem at ease with the
respective language point or area?
ELICITATION The teacher used effective questioning techniques to elicit
Did the teacher use a range of elicitation responses from students during class discussions and pair
techniques? work.
Were the students’ contributions received Students actively contributed, offering both short and long
supportively and made use of appropriately? responses as appropriate.
7.
Was the nature and the content of material
elicited appropriately to the level of the
students and their intellectual status?
Were long and short answers elicited
appropriately?
CHECKING UNDERSTANDING The teacher frequently checked understanding by asking
Were there conscious efforts made by the questions and circulating during pair work.
teacher to check understanding? Students demonstrated a good understanding of the
8.
Were these more than surface enquiries? material, with additional clarification when needed.
Where understanding was not adequate, did
the teacher spend the time clarifying?
CORRECTION The teacher corrected mistakes in a positive, constructive
Was the teacher able to identify errors manner, ensuring the class learned from individual errors.
appropriately? Students were receptive to corrections and applied them in
Was the teacher’s response appropriately subsequent activities.
timed and aimed to correct generally not
9.
merely individually and specifically?
Were the corrections made tactfully and at
the right time?
Was there evidence that the correction had
been effective?
MONITORING The teacher monitored both individual and pair work
Did the teacher monitor groups and class effectively, offering guidance as necessary.
appropriately? Students appreciated the feedback and stayed focused.
Was the manner of monitoring an obtrusive
and constructive without being intimidating?
10.
Was the process accepted by the students?
Did the teacher monitor both oral and written
work?

2
 MOTIVATION AND INTEREST The teacher maintained a high level of motivation, using
Did the teacher try to achieve a high level of engaging activities that kept students involved.
motivation and participation by variety of Students were enthusiastic, participating actively in both
question techniques? whole-class and pair activities.
11.
Did the teacher show interest in the pupils as
individuals?
Were pupils’ questions evident and a natural
part of the classroom discourse?
A CLEAR STAGING OF LESSON The lesson had clear stages, with smooth transitions
Was it clear to observe that the lesson had between whole-class discussions and pair work.
been staged/phased appropriately? Students adapted well to the structure of the lesson.
12.
Were the transitions and changes made in a
smooth manner without disturbing the
rhythm of the class?
VARIETY OF ACTIVITIES A good variety of activities was used, including
Were the materials varied enough? discussions, grammar exercises, and pair speaking
Was the transition natural and unforced? activities.
13. Was the variety appropriate for the level of Students remained engaged and focused due to the diversity
the students? of tasks.
Was there any imbalanced – why was this Introduce more kinesthetic activities for movement.
caused?
PACE/SENSITIVETY TO CLASS The pace was well-matched to the students' abilities, with
Did the lesson progress not only according to extra time for more challenging tasks.
plan but also according to the natural rhythm Students followed along comfortably and were able to
and requirements of the group complete all tasks.
14.
psychologically and pedagogically?
Was there evidence that the teacher had
thought about learners’ styles and preferences
whatever possible?
BALANCE OF ACCURACY: FLUENCY There was a balanced focus on accuracy and fluency, with
ACTIVITIES grammar revision complemented by speaking practice.
Was this balance correctly chosen and Students demonstrated both accurate and fluent language
15.
maintained? use.
Were they natural compliments to each
other?
STUDENT All students were involved, with active participation during
MOTIVATION/PARTICIPATION both whole-class and pair activities.
Were all the students actively involved? Students engaged well, and shy students were encouraged
What evidence is there for this observation? to contribute in pair work.
16. Was the teacher conscious of turn-taking, and
including shy or reluctant students?
Did the participation level match the nature
of the materials and the student level?
Did the students seem motivated?
17. RANGE OF THE TEACHING The teacher used a range of techniques, including direct
TECHNIQUES questioning, pair work, and group feedback.
Did the teacher demonstrate a range of Students responded well to the variety of techniques.
techniques that formed an integrated whole?
Was the balance towards “learner-
centeredness”?
What was the proportion of student vs.
teacher?

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 Did the techniques illustrate an underlying
principle or approach?
CLASSROOM FLUIDITY/MOBILITY The lesson flowed smoothly between different activities,
Was the classroom an active, lively a fluid with students transitioning easily.
18. environment? Students were at ease with the dynamic classroom
Did the teacher and pupils seem to be at ease environment.
with this environment?
VOICE CONTROL: loudness/speed/clarity The teacher’s voice was clear, well-modulated, and suited
Were all aspects of voice use appropriate and to the size of the class.
consistent? Students were attentive and responded promptly.
Were learners aware through voice that a
19.
special point was being made or activity
organized?
Was the teacher able to gain respect and
attention through language/voice control?
BODY LANGUAGE/EYE CONTACT The teacher used effective body language and eye contact
Did these compliment the spoken language to maintain engagement and give cues for participation.
20.
and were they appropriate and effective for Students were engaged and responded well to non-verbal
the respective group? cues.
MANNER REPORT IN CLASSROOM The rapport between the teacher and students was positive,
How would you characterize the report and contributing to a collaborative learning environment.
the mood in the classroom? Students felt comfortable participating and asking
Were they appropriate to the level and questions.
21. maturity of the students?
Was there empathy and support on the part of
the teacher?
Did the students respond appropriately to the
teacher’s efforts to create report?
ENCOURAGEMENT/GROUP DYNAMICS The teacher encouraged active participation and positive
Was there awareness of the process of group peer interaction during pair work.
dynamics? Students worked well together and supported one another
22. Did all learners seem to be adequately during tasks.
encouraged by the teacher?
What was peer response like?
Was it a collaborative classroom?
UNDERSTANDING OF LEARNING The teacher demonstrated an understanding of student
PROCESS needs and adapted the lesson accordingly.
Was there evidence that the teacher was Students felt included in the learning process and
aware of the psychological and pedagogical contributed actively.
23. factors being developed in the classroom?
Were there conscious efforts to include
learners in their own learning?
Was there sensitivity to learners with special
needs or disabilities?
ACHIEVEMENT OF AIMS The aims of the revision lesson were fully achieved, with
Were the lesson aims achieved? If not, why all students participating and revising key language points.
not? All students showed progress and felt more confident with
24. What would be reasonably considered to the material.
have been learned during the lesson?
Was this goal achieved by all or only some of
the students?