Date Observations:_____________
Course:_________________
Teacher in Charge:________________
Classroom Observation Guide : PPP
Remember to include quotes to support your observations.
(show a sample)
eg. As Larsen–Freeman (2011-publication date) states/ claims/ points out “ Activities that
are truly communicative…have three features in common: information gap, choice, and
feedback (161- page)”.
eg. As it can be observed “creating a low affective filter fosters a classroom atmosphere in
which anxiety is reduced and the student’s self-confidence is boosted” (Larsen-Freeman
137-page).
General considerations
a. Lesson objectives
1-Are objectives for the class given verbally, written, or not at all?
2- Are the objectives or the purpose of the lesson established
beforehand?
b. Educational atmosphere for learning.
1-Are students and the teacher interested and enthusiastic?
2-Does the teacher use students’ names?
3-Is the atmosphere of the classroom participative? Humorous? Tense?
4-Does she/he establish rapport? Did the teacher have eye contact with
the students? Can you spot any teacher’s action zone in particular?
Parts of the class
a. Presentation
-Was there any warm-up previous to the teaching itself? What did it
consist of?
- Was there an instance of recapping or revision? What did it consist of?
Did it come after or before the warm-up ?
-Which is the teaching point ? A linguistic exponent? A vocabulary area?
-How is it presented? By means of flashcards? Posters? Videos? A text?
Realia?Did the opening gain the class’ attention?
-Is the material authentic?
-Does the teacher activate any previous schema? How?
-Does the teacher model a sample? How?
What kind of questions does the teacher use? ((procedural/
display/referential) Is wait time enough?
-Can you spot any method/ approach being used?
-Does the teacher make use of L1? L2 only? What strategies does
she/he resort to to make himself/ herself understood?
- Does she/he use the board ? What for?
_ Do sts have to copy from the bb ? Do sts come to the front to write on
the bb? Is the information on the bb clear and well-organized? Does the
T use the same handwriting all throughout or does he/she mix capital
letters and small letters?
- Which is the seating arrangement? Is it suitable for this part?
b. Practice
-What is the aim/ purpose of the task(s)? Is it scaffolded? How?
-How are instructions delivered? Does the teacher model a sample?
-Does the T check understanding of the instructions delivered? How?
-Are activities stirring or settling?
-How do students participate? Do they have an active role in the class?
-Does the teacher encourage quiet students to interact with others?
-Does one group dominate discussion and hinder others’ participation?
How does the T handle this?
-Has the seating arrangement changed?
-Do students do solo, pair or group work?
-How does the teacher monitor students' practice? Is there room for
mistakes?
c. Production
- How has the teacher reduced the scaffolding in the next activities?
-What is the aim/ purpose of the task(s)? Is it scaffolded? How?
-How are instructions delivered?
-Does the teacher model a sample?
-Are activities stirring or settling?
-Has the teaching arrangement changed?
-Do students do solo, pair or group work?
-How does the teacher assess and monitor students' practice? Is there
room for mistakes?
- How is the class wrapped-up? Does the class end abruptly? Is there
any rounding-off? Which one? Is there any homework assigned?
Bibliography
Remember to include all the bibliography that has contributed to
developing your observational skills, not only the one you resorted to in
your current report (those are References)
A sample with books…
MLA
Halliwell, Susan.”Teaching English in the Primary Classroom.”
Longman,1992.
[Link]
content/1/[Link]
APA
Halliwell, S.(1992).”Teaching English in the Primary Classroom.”
Longman
[Link]
content/1/Normas%[Link]