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Classroom Speaking Observation Analysis

This document summarizes an observation of an early childhood education classroom. The observation tracked reasons students spoke during a half-hour English lesson where the learning goal was for students to pronounce the letter H correctly. The most common reason for students to speak was to repeat words or phrases after the teacher. The least common reason was for students to ask questions of each other. The reflection questions evaluated the appropriate balance of teacher and student talk, as well as the use of Arabic in an English language class.

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10 views3 pages

Classroom Speaking Observation Analysis

This document summarizes an observation of an early childhood education classroom. The observation tracked reasons students spoke during a half-hour English lesson where the learning goal was for students to pronounce the letter H correctly. The most common reason for students to speak was to repeat words or phrases after the teacher. The least common reason was for students to ask questions of each other. The reflection questions evaluated the appropriate balance of teacher and student talk, as well as the use of Arabic in an English language class.

Uploaded by

api-307983833
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

BachelorofEducation,EarlyChildhoodEducationDegree

Observation Table:
Reasons for speaking in the classroom

Class: KG2-2
Number of learners: 24
Length of lesson: half an hour
Teacher observed Language: English
Learning Goals: By the end of the lesson students will be able to
pronounce letter H correctly.
Materials used: flash cards

Reason for speaking Learner A Learner B Learner C


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

Reflections on Observation Task 1: Chit Chat


1
BachelorofEducation,EarlyChildhoodEducationDegree

Read the questions below and write your answers


What was the most common reason for speaking?
To pronounce the words- letters correctly, to learn the wrong vocabulary and grammar.

What was the least common reason for speaking?


When children ask, and talk about other things.
Were there any boxes with no ticks?
No.
How much of the lesson was spent on the teacher using Teacher Talk, in your
opinion?
Around 15 minutes.
Do you feel it was an appropriate amount of talk? Why / Why not?
Yes, because they do not participate and they feel bored.
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?
Yes, because they talk Arabic more than English even if its English class.

Reflection for Bonus Points


You do not have to do this activity. However, if you want a higher grade, you
must do it. If you are interested in thinking about this subject more, consider
the following reflection.

Choose one of the following questions (A, B, or C) and write your answer:

A. Why is talk important for teachers?

Why is talk important for learners? (Think about the What and How.)

Talk it is important because it is build the relationship with the teacher and
the learners, it is also important for the teacher to manager her classroom.

2
BachelorofEducation,EarlyChildhoodEducationDegree

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