Jessica L. CO #1

Date/Time: 5/3/16, 2pm

Topic/Skill: Group 1A (Warmka) Listening to passages and determining the Main Idea and Supporting Details

Teacher Presentation: Introduction of an American saying that expressed how Instructor felt, wrote down the agenda, quick review of importance of listening, went over main idea and supporting details of homework students did, pre-listening exercise on learning vocabulary, and the main activity was listening to a passage and writing down main idea and details

Classroom Management: The three students all sat around the large table, and the instructor stood and walked around between the two whiteboards, as she engaged with the students.

Materials: white board, projector, computer, speaker, student's binders with worksheets

Student Participation: There were only three students in class today with some absent, and two of the students interacted with each other a lot, most likely because they both spoke the same first language. There was one student who did not speak often, and only answered questions when directly asked, but Ms. Warmka did a great job at keeping this student engaged. 

Feedback Provided: When a student would state something or ask a question with grammatical mistakes, the instructor would write down the sentence on the board and have all the students discover what the mistake was. She gave all the students a chance to answer her questions about the listening exercise and she kept each student engaged. When the passage was about Washington state and the students thought it was about Washington D.C., the instructor politely corrected the students and explained who the places were different and googled a map and pt it up on the board.

Lesson(s) on teaching you learned: I learned how to interact with students who are at very beginning levels of their English learning. For example, the students lost focus often, and the instructor would get the students back on track, but allowed a small amount of outside discussion especially when it involved sharing of culture and questions that the students would ask. The instructor always made sure she engaged with the quiet student who never spoke up, and allowed him to answer questions even when the other students would say it out loud first. I learned the way the instructor corrected grammatical mistakes by engaging students in figuring out what the mistake was. I also learned that everything the instructor would say in regards to the exercise, she would write it on the board as she spoke it.