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Observation Tasks
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Teacher1: Gaffarova Rohila
Teacher2: Sagdiyeva Umida
Observer: Bekmurodova Zarnigor
OBSERVATION TASK 1
Notice how the experienced teacher ’manages’ the group and make notes of tips for your future lessons!
What the teacher did What the students did What I learned
First of all, the teacher stuck papers with different Students read the quotes and stood in front of the The importance of a strong visual hook and
quotes on the 4 sides of the room and asked the quote they liked engaging opening question to grab students’
students to read all the quotes and stand in front attention. Using varied vocal tones and purposeful
of the one they like. Students read independently with focus and gestures can greatly increase engagement.
purpose. They readily participated in think-pair- Making brief eye contact before speaking ensures
The teacher asked them to explain why they liked share discussions, engaging with both their peers everyone is attending.
that particular quote and asked if they agreed and the teacher. They listened attentively to their
with the statement in that quote classmates’ contributions and responded Circulating the room allows for individual support
respectfully. and monitoring of comprehension. Non-verbal
When she gave next tasks, Ms. Gaffarova moved cues offer positive reinforcement without
around the classroom as students read Students actively participated in the summary and interrupting the flow of independent reading.
independently, checking in with individual question-and-answer session. They confidently Think-pair-share is a great strategy to engage all
students, offering quiet encouragement, and shared their thoughts and insights. They showed students and build confidence. Strategically
providing subtle assistance where needed. She willingness to take risks and express opinions. calling on students helps ensure inclusive
used non-verbal cues like a nod or a smile to participation.
acknowledge good reading. When addressing the
whole class, she paused, establishing eye contact
before speaking, and used think-pair-share
strategies for discussions. She strategically called
on students with varying levels of confidence.
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First Day of Teaching - Peer Observation Task
Make notes on as many of your colleagues as you can!
How did the teacher
She maintained a positive and encouraging demeanor throughout the lesson. It was evident she had a strong, positive
come across and what
relationship with her students built on mutual respect and trust. Her interactions were natural and friendly, creating a
was the rapport with the
comfortable and collaborative learning environment.
class like?
The students were overwhelmingly active and enthusiastic. They responded readily to questions, participated willingly in
How did the students
discussions, and showed genuine interest in the reading material.
respond? Passive/
Active? Enthusiastic?
Were instructions clear?
Instructions were clear. This was likely due to Ms. Gaffarova's clear and concise language, her use of visual aids where
Why? Why not? Take
appropriate, and her consistent eye contact to ensure understanding before proceeding. For example, Now, please open
down specific examples
your books to page 27 and read silently to yourselves until I tell you to stop. We'll be discussing the main ideas in a few
verbatim.
minutes. What we are going to do now?
How useful was the
monitoring of students?
Teacher’s regular circulation allowed her to gauge individual student understanding, offer timely assistance, and ensure
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everyone was on task.
Comment on the balance
The balance between TTT and STT seemed well-managed. While Ms. Gaffarova provided clear instructions and
between teacher talking
explanations, a significant portion of the lesson involved student discussion, collaboration, and independent work.
time (TTT) and student
talking time (STT).
Which element of the I particularly enjoyed the seamless integration of different teaching strategies and assessment methods. The lesson was
teaching did you well-paced, incorporating independent reading, partner work, whole-class discussions.
particularly enjoy?
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TP 2: Observation task
Think about the things we’ve talked about – make notes about each of the teachers you observe, focusing on the following:
Name of Teacher Gaffarova Rohila Sagdiyeva Umida
Setting the Ms. Gaffarova effectively set the context by using a Umida effectively set the context by introducing the topic of the
context clearly in captivating image and an engaging opening question. This listening lesson with a brief overview and engaging questions
the lead in sparked curiosity and prepared students for the reading that related to students’ personal experiences. This helped
material. The lead-in was clearly linked to the reading text, students connect with the material and understand its relevance.
creating a smooth transition into the activity.
Being attentive to Ms. Gaffarova demonstrated excellent attentiveness. Her Umida demonstrated excellent monitoring throughout the
learners circulating around the classroom allowed for individual lesson. She walked around the classroom, checking in on pairs
(monitoring, monitoring, providing immediate assistance and and groups as they worked, offering support where needed. She
dealing with encouragement. She responded naturally to student was approachable, encouraging students to ask questions and
questions etc.) questions, addressing concerns and clarifying confusion clarifying any misunderstandings promptly.
promptly.
Instructions Instructions were clear and concise, as evidenced by the Umida provided clear and concise instructions for each activity.
students' understanding and engagement. The teacher She ensured that all students understood what was expected
- ICQs
used straightforward language, ensuring all students could before moving on. She effectively used ICQs to confirm
- time limit
easily follow along. She used ICQ, The lesson seemingly understanding. For example, after giving instructions for a group
- clear lang
used visual aids (images) and potentially short activity, she asked questions like, "What will you do in your
- examples
demonstrations to clarify concepts or introduce new pairs?" to ensure everyone was on the same page.
/demos
vocabulary.
- screen-
sharing
Teacher talk The amount of teacher talk appeared balanced, with Umida balanced her teacher talk well, allowing for enough input
sufficient explanation and instruction but a significant without dominating the lesson. She spoke at a measured pace,
-amount
portion of time dedicated to student interaction and ensuring that all students could comprehend what she was
-speed activity. The speed of speech seemed appropriate, saying. The complexity of her language was appropriate for the
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-complexity allowing students time to process information and learners’ levels, with occasional simplifications when needed.
respond. The language used was appropriately complex for
the reading level and the age of the students.
OCFB: Seeking Ms. Gaffarova demonstrated effective OCFB. She skillfully During feedback sessions, Umida sought consensus by asking
consensus and sought consensus during discussions, ensuring all students for their opinions and encouraging them to share their
responding viewpoints were considered and building upon student thoughts on the listening task.
naturally to sts responses with follow-up questions to encourage deeper
thinking.
(asking follow up
qs)
Balance of time – The description suggests a good balance between There was a good balance between pair/group work and open-
was there more pair/group work and open class discussions. While whole- class interaction. Students spent ample time collaborating in
pair/groupwork class instruction and discussions were present, a pairs/groups, fostering a communicative environment, while also
than open class? considerable portion of the time was dedicated to engaging in open-class discussions that allowed for sharing
collaborative activities, indicating a preference for student- insights and clarifications.
centered learning.
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Observation Task
Using the Whiteboard
Evidence of Planning
Did the teacher appear to be referring to a board plan?
What do you think was on it? Complete the plan below:
Evaluation of Board Work Yes/No Suggested Improvement
Yes
Visible to all students?
Yes
Layout clear & organised?
Yes
New language highlighted?
Yes
Accurate?
Yes
Legible?
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Yes
Upper case used
appropriately? e.g. Paris
Yes
Any useful visuals?
Yes
Good use of colours?
1. Conclusions
What were the purposes of writing on the WB?
Was board work a useful summary of the lesson content, and will the students understand their notes in a few days time? the primary purpose
of writing on the whiteboard was likely to p resent key vocabulary, record key ideas, support activities
Regarding the usefulness of the board work as a summary and the students' ability to understand their notes in a few days, it depends on
several factors including clarity of writing, organization, student note-taking skills, and teacher's explanations
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Staging
Stage Inter-
Time (give it a brief name, What the T/Ss did Comments
afterwards)
action
Warm-up T: Displays captivating image, asks engaging question related to the T-Ss, Strong visual hook, sets context and
text. Ss: Respond, predict. whole generates interest.
class
T-Ss,
Pre-Reading T: Introduces key vocabulary through visuals/definitions. Ss: Builds background knowledge, activates
whole
Activities Discuss predictions/connections. prior learning, sets clear expectations.
class,
pairs
T- Allows for individual pace and
While reading Ss: Read the text independently. T: Circulates, monitors, offers individua comprehension. Opportunity for
individual support. l Ss differentiated support.
T-Ss, Consolidates learning, checks for
Post reading T: Leads class discussion summarizing main points. Ss: Share whole comprehension, encourages critical
interpretations and opinions. class thinking
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Learner language
To help with assignment 2 (Focus on the Learner) you need to try and find examples of successful uses of language- and also mistakes. Listen carefully to
the students today, and make a note of anything you hear in the boxes below / on the following page. It might be useful to note down the context in
which it was said too.
Successful uses
Grammar Vocabulary Pronunciation
If I’d known there was a lesson on Friday I would I took up painting last year. inconceivable
have come.
(Correct use of past perfect): "Before we read (Precise vocabulary choice): "The Irony
this chapter, I *had already* read the protagonist's *ambivalence* towards his
summary." decision was evident throughout the
chapter."
(Correct use of conditional sentences): "If I (Use of idiomatic expression): "The author Aesthetic
*were* to write a sequel to this story, I would really *brought the story to life* with vivid
include..." descriptions."
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Mistakes / Errors
Grammar Vocabulary Pronunciation
I am living here since last It was satisfied for me. I was thinking (’tinking’ ) about that.
summer.
(Incorrect verb tense): "I *go* to the library (Incorrect word choice): "The ending was Comfortable
every day" (when referring to past routine) *boring*."
(Incorrect preposition use): "The character was (Word meaning confusion): "The story was Development
afraid *of* the dark forest." (incorrect *suspenseful*," used when describing a
preposition) comedic story
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Change of TP Levels (Observation Task)
Focus on – the students:
What is your overall impression of the group in terms of linguistic ability & motivation? Who are the strong students & how might you be able to use them in your lessons?
Who are the less able students & how might you be able to support them when you’re teaching? The students seem to be a fairly homogenous group in terms of linguistic
ability, with a general level of proficiency appropriate for their age and stage of education. They appear motivated and engaged in the lesson, actively participating in
discussions and activities. Again, specific identification isn't possible without further detail. However, students who were hesitant to participate, struggled to answer
questions, or used simpler language than their peers would benefit from support.
What kind of activities do the students seem to respond well to? At what points are they more forthcoming? Are there any reasons for this? The students seem to respond
best to interactive activities such as Think-Pair-Share and discussions. They're more forthcoming when engaged in collaborative work or when given opportunities to
express their opinions and interpretations. This is likely because these activities foster a supportive and less intimidating environment than direct questioning from the
teacher.
Focus on - teaching at this level:
What seem to be the main differences between this level & the group you’ve been with recently? Think, in particular, about the following areas:
a instructions, setting up tasks
At this level, instructions and task setup would be simpler, clearer, and more explicit than for a higher-level group. More visual aids and gestures would likely be used to
support understanding. Tasks would be broken down into smaller, more manageable steps.
b language grading & TTT generally
The teacher would use simpler language, with more repetition and rephrasing, to ensure comprehension. TTT would be higher at the beginning of the lesson
(introducing vocabulary, explaining tasks) but would decrease significantly as student interaction increased through pair/group work.
c the teachers’ use of gesture, mime, facial expressions, the board, visuals etc
More frequent use of visuals (images, board work), gestures, and mime would likely be used to support understanding, particularly for less confident students. The board
would play a more significant role in displaying key vocabulary and summarizing key ideas.
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d the amount of material covered in 45 minutes & general lesson pace
The amount of material covered in a 45-minute lesson would be less compared to a higher level group. The pace of the lesson would be slower to accommodate the
needs of learners and allow for more time for clarification and practice.
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Progress on Previous Lessons
For this lesson, look at the words in the box below and consider how this lesson compares to previous lessons. Ask the teacher what they would like specific feedback on, and add it on the
dotted line.
monitoring instructions / task set-up feedback
clarification(MFP) teacher talk interest / exploitation of materials
pace use of questions ................................
Which of the items are better dealt with in this lesson? Which ones are the same? And which ones are worse? Put the each word in the correct position in
the chart beneath and make a note on why you have written it there.
better
monitoring
instructions
use of questions icqs
same
feedback
pace
teacher talk
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worse
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Focus on Language
1. What context was used for the teaching of the Target Language? How effective was this choice of context?
The context for teaching the target language (we assume it was related to vocabulary and grammar points from the reading text) was likely the
reading text itself. The teacher may have used specific excerpts from the text to illustrate the use of target language items in a meaningful
context.
2. How was the target language conveyed and clarified? List some examples of Concept Checking Questions that were successful.
The target language was likely conveyed through examples from the reading text, explanations, and visual aids (on the whiteboard). The teacher
directly explained the meaning and usage of target language items. The teacher used questions to draw out information from students regarding
the meaning and use of the target language.
3. Draw a quick plan of the board- How was Form highlighted?
The board might have been divided into sections:
Section 1: Title of the lesson and key learning objectives.
Section 2: Key vocabulary words, perhaps with pictures or definitions. Form is highlighted through underlining, bold lettering, or color-coding
grammatical features (e.g., tense markers).
Section 3: Example sentences illustrating the target grammar, with grammatical features highlighted.
Section 4: Summary of main points covered in the lesson.
4. What did the teacher do to help the sts with Pronunciation? Modelled pronunciations of words, used minimal pairs,
5. What was the practice? To what extent did it practise M, F, P? reading, speaking, students fill in blanks in sentences with the target
vocabulary or grammar. (Practises Meaning (M), Form (F), and Production (P))
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6. How do you think the students found the practice? Easy/hard? How do you know? It's likely the students found the practice moderately
challenging but manageable, assuming the lesson was well-paced and the tasks appropriately scaffolded. The teacher's observation of student
engagement, completion rates, and participation in follow-up discussions would provide clues
7. How did the teacher do feedback to practice? Make notes on some effective FB, and how else you’d have done it. The teacher would likely
provide feedback by error correction, providing examples
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Focus on Skills
1. How well did the lead-in work? How do you know?
The effectiveness of the lead-in would depend on how well it captured student attention and established a connection to the lesson topic. A
strong lead-in would have been engaging, relevant to the text, and would have stimulated student interest and participation.
2. How did the teacher generate interest in the text / tapescript?
To generate interest, the teacher likely used several strategies. These could include:
* Visuals
* Engaging questions
* Brief background information
* Real-world connections
3. How difficult/easy were the listening / reading tasks? Give some specific examples to support your thoughts.
The difficulty level of the tasks would depend on several factors such as Length and complexity of the text, Vocabulary and grammar, Task
instructions
4. How engaged/involved did the students seem on the tasks / in the lesson as a whole?
Active participation, attentive listening, appropriate responses, positive attitude
5. How was feedback to the tasks? List some examples of things that worked, and things that didn’t work so well.
The feedback was generally effective. After each task teacher checked student’s understanding
6. Was there a pre-teach stage? How necessary was this? How well was it executed?
A pre-teach stage would likely have been used to support understanding of the reading/listening text. The necessity of a pre-teach stage would
depend on the difficulty of the text and the students’ prior knowledge. If the text contained a significant amount of unfamiliar vocabulary or
complex grammar, a pre-teach stage would be highly beneficial.
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Addressing personal aims
In order to do this task, first find out three personal aims that each teacher is working on in today’s lesson(s) and make a note of them. During the course of
the lesson, decide whether the teacher has met / improved on these aims (or not) and record on any evidence to explain your decision.
Teacher: Gaffarova Rohila
Personal aim Met? Evidence
1. To improve Yes Students accurately answered comprehension questions focusing on identifying the
students' reading main idea in the text.
comprehension
skills
2. To expand students' vocabulary related to Partially Students learned some new vocabulary, but struggled with applying some of the more
the text's theme complex words in their own sentences
3. To enhance students' critical thinking Partially While some students engaged in critical analysis, others focused more on literal
skills comprehension. Further activities might be needed to fully develop this skill.
Teacher: Sagdiyeva Umida
Personal aim Met? Evidence
1. To improve Yes Students correctly identified key details in the audio recording, demonstrating
students' ability effective listening comprehension skills.
to identify key
information
2. To develop Partially Some students took effective notes, while others struggled to capture key
students' note- information. Teacher might need to explicitly model effective note-taking strategies
taking skills
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during listening
4. To enhance students' pronunciation of Yes Students pronounced several words without any difficulties
target vocabulary
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