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Classroom Speaking Observation Analysis

The document summarizes an observation of an early childhood classroom. It includes a table tracking reasons students spoke during a 15-minute English language lesson, including repeating words/phrases after the teacher, answering direct/open questions, asking questions, and participating in paired/group work. Most common was answering when knowing the answer. Least common was asking the teacher questions. The reflection questions have the observer noting most of the lesson involved teacher talk, and more student expression would have been better than just answering questions. They also felt the teacher should use Arabic less to better help students learn English as a second language.

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12 views3 pages

Classroom Speaking Observation Analysis

The document summarizes an observation of an early childhood classroom. It includes a table tracking reasons students spoke during a 15-minute English language lesson, including repeating words/phrases after the teacher, answering direct/open questions, asking questions, and participating in paired/group work. Most common was answering when knowing the answer. Least common was asking the teacher questions. The reflection questions have the observer noting most of the lesson involved teacher talk, and more student expression would have been better than just answering questions. They also felt the teacher should use Arabic less to better help students learn English as a second language.

Uploaded by

api-311161442
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Bachelor of Education, Early Childhood Education Degree

Observation Table:
Reasons for speaking in the classroom

Class: KG -2
Number of learners: 19
Length of lesson: 15 minutes
Teacher observed Language: English
______
Learning Goals: pattern
Materials used: colors animals - shapes

Reason for speaking Learner A Learner B Learner C


Learner repeats word / Yes/E Yeas/E -
1 phrase
after teacher
Learner whole
repeats word / - - Yes/E
2 phrase
after teacher
Learner repeatsword
group
/ / - - Yes/E
3 phrase after teacher
individual
Learner answers direct - - Yes/E
4 question
from teacher
Learner answers open Yes/A Yes/A Yes/E
5 question
6 from teacher
Learner asks teacher a - - -
question
Learner answers a Yes/E Yes/A Yes/A
7 partner in
Paired
Learnerwork activity
answers a group - - Yes/A
8 member in group work
activity
Learner answers the Yes/A Yes/E -
9 teacher
10 informally
Learner answers peer - - -
informally
11 Other reason for - - -
speaking
12 Other reason for
speaking

1
Bachelor of Education, Early Childhood Education Degree

Reflections on Observation Task 1: Chit Chat

Read the questions below and write your answers


What was the most common reason for speaking? If the child know the
answer they will speak.

What was the least common reason for speaking? Maybe they dont want the
teacher punish them or will not get the reward like there friends.

Were there any boxes with no ticks?

How much of the lesson was spent on the teacher using Teacher Talk, in your
opinion? Like 13 minutes.

Do you feel it was an appropriate amount of talk? Why / Why not? No,
because the teacher have always give the child chance to express his opinion
not just when she ask the question they have to answer and enough.

What do you think is an appropriate sequence of interaction patterns?

Now consider how much Arabic was used. Do you think it was used
appropriately?
Why? / Why not? Always the teacher speaking Arabic language either the
English or that will not help children learn the second language.

2
Bachelor of Education, Early Childhood Education Degree

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