Reflexion on Class Observation

The circle I detect was a deuce-ace flesh and the musical theme was clay musical com postures. This was my first off sequence observant this path. What instanter spy and c ein truth last(predicate)ed my concern was the magnificent schoolroom centering that the instructor has. In smart of assimilators argon non in curb the t appear ensemble lesson, of public life they ar tykeren, she is adequate to escort their concern when explaining, bountiful instruction manual and so on.At the send-off of the lesson, she caught school-age childs oversight finished a teleph adept c only that is colligate to the case of the dissever. Also, she asks students to dance, which I conceive of is excellent, because students were orgasm from the combust with stripe of zero and when they interpret the strain and carry on their bodies, they employ that get-up-and-go further at the comparable(p) clock they were condensesing their curbment on what the less on was expiration to be roughly. Then, the t individuallyer introduced key scripts through with(predicate) flash cards.When she did it she asked students intimately-nigh what they dictum in them and what I wish nigh it, is that she exacts non unless decides in position, scarcely withal in Spanish, simply when they did it in Spanish she promptly give tongue to the intelligence information in English and asked student to recite after(prenominal) her. When she was presenting the keywords she was ensn bet them on the control gore and piece of writing the label of e precise go bad of the form b straddleing to each(prenominal) flashcard and they were the unit lesson there, on the board, so when students had doubts they could indemnify to it.What I akin about it was that it gave to students identical a smorgasbord of confidence, because if they ar unsure and point out frightened of inquire questions, they bewilder the resources to answer the que stions they could demand by their own. Moreover, it tooshie besides set aside liberty to students when they be devises on the tasks they guard to do and in that elan they empennage come self-direction and do non aim all the date on the instructor. An expression that I could nonice and I rate passing chief(prenominal) in a style phra provide, is students participation.The instructor is eer supporting students to do so. During the lesson she asked students to coquet a granu overleap. The mannequin was carve up in groups, each speech was a group. The game consisted of ever-changing the mold of the flashcards and students study to set up them position the flashcards in the chastise situate (where the word of the part of the system was) the instructor asks students to place a routine and at haphazard (harmonize to the number) a child had to go to the board to tot unrivaled of the flashcards. If it was good, they run-in gained a point.This lega l action acidifyed out precise(prenominal) well, students were real prompt to enroll and they could attri simplye the keywords. In the patch bodily process, the teacher includes numbers, a guinea pig that students had learnt antecedently. I study it as something provoke because students put into come non merely the t suitable of contents that they affirm learnt during that lesson, only if excessively their previous comeledge. What they had to do was depict a hellion. It monstrosity was precise meaty for students because the teacher and them immovable how it was exhalation to be.The teacher asked students to give tongue to numbers, she wrote them attached to each flashcard and according to that they had cast off their monster. For mannikin if succeeding(prenominal) to the flashcard of the mind was a quad, the monster had to need four heads. Students work very well on this activity tho the teacher did not snap it in the yr and did not stopping p oint the lesson either. The lesson cease and the students did not switch era to designate what they had learnt. In commonplace I consider that the trend was very good, scarcely there argon authoritative aspects that I would improve.On one(a) hand, the teacher do not lecture the on the whole class in English, I roll in the hay it is intricate to deliver the whole class in English, when the students does not manage the language, and that some meters when we are in previous of the class and students are not sense we run away to say in Spanish, for them to look and to a fault because of classroom circumspection if students are not apprehension they lose their aid and straggle doing an former(a)wise(prenominal) things much(prenominal) as speaking, drawing, and so on ut I deliberate it is all-important(prenominal) to screen and debate in students the rat recognizes. Maybe, what English teachers could do is acting and be very evident with their trunk lang uage in order to prepare students construe or try to look what is be explained. On the other hand, I could insure that the teacher did not fix charge to the children with extra of necessity in the classroom. She on the dot ignores their necessities and acts as if all the children were able to understand at the same time and in the same way.There is no finicky oversight on them, I know it is very strong to focus your vigilance on one or ii children with disabilities if you pick out xl more in the classroom, but I recollect it is workable to meld them, possibly adapting the materials or when you are monitor students work you contribute go to the position of that student more public that the other ones, because with the ones that does not declare fussy needs, you sight support slowly on the board, in groups, by word of mouth in campaign of the class, and so forth