Critical reflection of classroom observations Essay

Critical reflection of classroom observations - Essay Example Lesson aims for the students: The main aim of the lesson was to give the students an opportunity to developskills for generating a conversation more so with a stranger. Specific Skills: By the end of the lesson, the students were expected to generate a general idea of conversation starters through the completion of a specific task. The subsidiary aim of the lesson was to shine light upon the learners on they ought to speak and to learn the appropriate vocabulary for conversing with people under different circumstances. Anticipated Problems & Solutions: As is expected in every lesson, this lesson had its anticipated problems. Pronunciation was the first anticipated problem because the students would have found the new vocabulary in the text hard to cope with. Not only was the new vocabulary posing the problem of mispronunciation, it also had the possibility of making students to slow down in their reading. The students were also expected to present something that they generated from t he task that the teacher gave them. It was therefore expected that some of the students would be shy during the presentation. ... To eliminate the anticipation of the students being shy, the teacher had to make the lesson as interactive as possible and make sure that all the students participated in the activities. Assumed Knowledge: The basic assumption of the lesson was that the students were familiar with the concepts of starting a conversation, especially with a stranger. Materials: Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, Va, Asociation for Supervision and Curriculum Development. Ellis, R. (2009). A typology of written corrective feedback types. Gear, A. (2006). Reading power: teaching students to think while they read. Markham, Ont, Pembroke Publishers. Harding da Rosa, J-M. (2012) ‘Managing your classes’ in English Teaching Professional, issue 82 ,pp 22-24. Harmer, J. (2007) The Practice of English Language Teaching (4th Edition). Hativa, N. (2001). Teaching for effective learning in higher education.Dordrecht, Kluwer Academic Publishers. Hebden, M. & Mason, J. (2003).Classroom organization.English Teaching Professional. Issue 28.Pp 23-5. Jacobs, G. M. and Ball, J. (1996) ‘An Investigation of the Structure of Group Activities in ELT Coursebooks’ in ELT Journal 50/2 99-107. Saginor, N. (2008). Diagnostic classroom observation: Moving beyond best practice. Thousand Oaks, CA: Corwin Press. Senior, R. (2008) 'Developing Rapport' in English Teaching Professional, issue 54. Tudor, I. (1993) ‘Teacher roles in the learner-centred classroom’ in ELT Journal (1993) 47(1): 22-3. Widdowson, H. G. (1987) ‘ The Roles of Teacher and Learner’ in ELT Journal, 41/ 2 83-8. Wilson, K. (2008) ‘Facilitator Talk in EAP Reading Classes’ in ELT Journal, 62/4, 366-374. Zepeda, S. J. (2009). The instructional leader's guide to informal