Topic/Skill: Forming and answering questions / speaking
Teacher Presentation: The class period was well organized (agenda on the board) with a balance between group work, classroom discussion, individual work, games, and role-play activities. The instructor took sufficient time to answer questions and provide examples, while also fitting in a lot of different activities and keeping a good class pace.
Classroom Management: Students were engaged and supportive of each other. One student was distracted by his phone for part of the class. The instructor made a joke about it and the student put the phone away for the rest of the class without actually being directly told to do so.
Materials included a textbook worksheet and picture dictionary, printed note cards with a series of words that the students used in sentences, the board game "Guess Who", and questions on little strips of paper that students drew out of a bucket to practice answering questions.
Classroom Management: Students were engaged and supportive of each other. One student was distracted by his phone for part of the class. The instructor made a joke about it and the student put the phone away for the rest of the class without actually being directly told to do so.
Materials included a textbook worksheet and picture dictionary, printed note cards with a series of words that the students used in sentences, the board game "Guess Who", and questions on little strips of paper that students drew out of a bucket to practice answering questions.
Student Participation: The students were engaged in the lesson, spoke up to answer questions, and participated enthusiastically in the pair-work.
Feedback Provided: The instructor gently corrected student's speaking mistakes. It was obvious that the students felt comfortable asking questions and making mistakes in front of this instructor. Often, the instructor would write the error on the board and would ask the entire class to help figure out the mistake and what the correction should be. He never directly changed a mistake and instead had the students figure out the correct answers.
Lesson(s) on teaching you learned: I am aware that it is best to correct only some of foundations level students' mistakes as to not discourage them, but today I learned that instructors often carefully consider which mistakes to correct. This instructor picked mistakes that were directly related to the main point of the lesson at the moment, mistakes that changed the entire meaning of the sentence, or that were reoccurring for the individual or the class. He also encouraged students by telling them that they have improved in certain specific areas over the past few weeks.
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