Critical Analysis of Teaching style: Guided Observation
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.
1. WHAT, IN YOUR OPINION, WERE THE TEACHER’S AIMS IN THE CLASS?
|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. 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.|
2. DID THE TEACHER ACHIEVE HER AIMS? WHY? WHY NOT?
|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. 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. |
3. WHAT TEACHING IDEAS DID YOU OBTAIN FROM OBSERVING THIS LESSON?
|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.
4. WHAT QUESTIONS WOULD YOU LIKE TO ASK THE TEACHER?
|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.