Critical Analysis Of Teaching Style: Guided Observation

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Question :


1) What, in your opinion, where the teacher's aims in the lesson?

2) Did the teacher achive her aims? why? why not?

3) what teaching ideas did you obtain from observing this lesson?

4) what question would you like to ask the teacher?

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Answer :

Executive summary

Every teacher follows a particular teaching style that he or she assumes to be effective enough to suit the learning needs of the students. However, there several tools and techniques that the teachers use and it varies from one teacher to another. Current report sheds light on the teaching style of a teacher in order to evaluate the work modes and interaction pattern of the teacher to analyse the effectiveness of the used methods in a classroom study. This report is based on three different lessons that have been taught by the teacher. The methods and techniques used in each lesson have been categorized in three different sections of the report along with that for each lesson one critical reflection is attempted to propagate the understanding of the guided observation. 



This lesson is the first lesson that begins with a particular game that the teacher attempts in the classroom. This game requires the in depth involvement and participation of the students. As per the instructions of the teacher, the students are to recall a crime within three seconds of asking. The subject for this particular lesson was crime. The study attempts locate several aspects of this teaching method and attempts to analyze the effectiveness of this technique. 



From a technical perspective, it   is evident that the teacher aimed at practising the narrative verb forms in   the mode of talking about incidents that are associated with crime. The   teacher aimed at effective persuasion of practicing past perfect tense in the   classroom. The objective behind selecting the game of memory was arranged in   order to arise a competitive spirit among the students that can drive them to   participate in the activity[1].   The participation indicates engagement of the students in the lesson, which   is the moot concern of a trainer at the initial level of beginning a   particular lesson. The teacher aimed at engaging the students in a game that   has the credential of invoking their interest in the class so that they can   learn using the forms of verbs, to specific the use of past perfect tense in   real life conversation. This has been attempted with an objective of   strengthening the verbal communication skills of the students as well as   helping them in understanding the usage of the verb form in constructing   meaningful sentencing while initiating a conversation.


As per the insight in the response   of the students in the classroom, it can be stated that the teacher succeeded   in accomplishing the objective he aimed for. Evidently, the students   throughout the lesson could use the narrative verb forms in their conversations.   After this lesson the students reflected their learning in the later   interviews and they were able to conduct the interviews using the past   perfect form of verbs. Apart from that, another important factor is achieving   the engagement of the students in the classroom. It has been noticed that   most of the students participated in the activity with interest and   excitement. After the session the students began to use contractions in the   past perfect tense more than they used to do previously. The drilling session   conducted by the teacher, facilitated the process of learning largely[2].   The interview session proved to be effective as a free practice session. The   teacher’s achievement of the aims can be justified from noticing the   students’ ability to use the target language seamlessly. 


The teacher incorporated few   innovative teaching techniques in the session that have proved to be   effective for effective learning of the students of the target language. The   initial stage of the session reflected usage of a game to captivate the minds   of the students in order to engage them closely in the learning process of   the classroom. The technique of using a verbal game in the classroom can   increase the engagement of the students in classroom activity to an optimum   level. Another important technique that can be obtained as a potent teaching   idea is the interview technique. The interview at the end of the session is   an effective teaching style for free practice. It was effective in reflecting   the ability of the learners of using past perfect form of the verbs in the   practical conversations. From the reaction of the students it has been noted   that the learners enjoy free practice when they are to opt for distinguished   sides of a specific conversation. 
The lesson was presented in   organized manner and it included relevant grammar points in the process of   linking one phase to the next phase. It made the session a seamless operation   without any disjunction in the process. 


In order to understand the   teacher’s stand in incorporating this method in the lesson several questions   can be conveyed to the teacher. The first query is as this was a long session   of 90 minutes, did the teacher calculate a possible time frame for commencing   each section? 
The second question is how did he   know how long it will take to finish each of the designed sections?
Another important question that   can be asked that did he have any back up plan in case the session finished   earlier than the suggested period?
What other activities did he have   in his mind in case the session finished earlier than the proposed time?


An insight at the 90 minutes lesson session helped in understanding a specific method of teaching that is followed by the teacher. Importantly, it also helped in identifying the effectiveness of free practice technique in the classroom technique. It has also been understood that the learners are more prone to the interview sessions and it helps in their usage of the target language freely.