- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
1. Práctica Educativa II. Residencia en Escuela Primaria
Facultad de Ciencias Humanas. Depto. Lenguas Extranjeras. Unlpam
Docente Regular a Cargo: Prof. Adjunto E.N.Braun. Ayudantes Interinas: Prof.
Vanesa Cabral. Prof. Lis María Luján Ramos. EAT: M.A. John Brakke
Año Académico / Ciclo Lectivo: 2017
Observation Feedback Report
Trainees: Laura Ramìrez – Bessim Assad
School: Escuela Nº 4
Mentor Teacher: Prof. Romina Cheme Arriaga
Class observed by: Prof. Lis María Luján Ramos
Class delivered by : Laura / Bessim (Intercultural Proyect with Jasmine)
Date: September. 1st.
Grades: 5 C / 5 D
Timetable: 16.00 / 17.30 hrs.
Number of Students on the Lessonobserved: The two trainees delivered the class
to the two grades together with Jasmine and mentor teacher. The two groups of
students were gathered and they made a group of around 30/35 students.
2. I think that your intercultural project was really interesting. Students were eager to
participate at all time and I believe they really profited from the contact with a native
speaker of English. In spite of their basic level of English, they could perfectly
understand Jasmine´s oral narration on her town, family, likes , customs, etc. The
project was well designed and thought. It was appropriate for the students´ context,
previous knowledge on the English culture and level of English language. But I do
not know up to what extent the project was planned by you or by the mentor teacher
and the guest ( Jasmine). I would have liked to have the possibility of observing you
in a more interactive lesson, since most of the class was carried out by the mentor
teacher who did most of the work (it was only she who greeted students, placed them
in the room, introduced the guest, interacted with Jasmine, lead the session of
questions on part of the students, explained the activities, did most of the monitoring
to students, etc.). I think that it is necessary for you to make more interventions along
the classes of your practice. The help and guidance of the mentor teacher is
necessary, but you should be in charge of the classes you teach during your
practicum. Otherwise, the main purpose of your practices (to set in motion the skills,
theories, techniques, resources and approaches acquired along your course of studies)
might be lost.
In spite of the short scope of participation, you showed a proper, confident teacher´s
stance in the few instances in which you intervened. Your use of English was
efficient and you used other non-verbal resources, such as mime, when explaining
lexical contents. Despite this, I think that you should keep monitoring yourself when
using language. For instance, in the case of Besim, he made some minor mistakes
3. regarding language use and pronunciation. It is true that these mistakes did not
interfere with understanding of L2, on part of your students; but we should remember
that as ELT teachers we are the one providing the main model regarding English.
As teachers speaking a foreign language, as foreign speakers, we should try to seek
for appropriate substitutes regarding words and phrases, when delivering our classes.
When Besim was explaining the last activity, which was the only activity he
explained to students, he clearly forgot the word “drawing”, and he was not able to
provide a proper synonym quickly. I think that as language teachers, we should be
prepared to solve these flaws.
Concerning behaviour, I think that you should avoid caring in excess about quietness
and silence, since this might prevent students from participating if they are constantly
being hushed or asked to sit down. Language classes, especially with motivated
students, might turn a little noisy from time to time. But this shows, many times,
motivation, involvement and eagerness to learn and practice L2.
Concerning the scope of activities you prepared, I think that most of them were two
short and that they may have be designed differently to make them more creative,
attractive and interactive. You had a large audience and most of the activities
prevented the participation of many students. Designing activities that allow few
interventions on part of the students, may be discouraging for students. Those that
had no possibility of participating might get bored and loose interest in the class.
Another issue that you should take into account, especially when teaching large
classes is participation on part of those students who might show same signs that
might be interpreted as misbehaviour. Many times, this type of students are not
misbehaving, but too eager to participate in class.
4. I believe that you should praise students more often, particularly when they have
done some really outstanding. For instance one student made a really beautiful
drawing that might be acknowledged and praised by her trainees.
Finally, I think that was not a good idea to mix what might represent our country,
such as the National flag, badge or anthem with what they or others like or do not
like about our country. In my opinion, likes should not be mixed with the concept of
nationalism.
Concluding, I think that you are doing a good job as trainee teachers, but I would like
to suggest more variation and creativity regarding activities, so as to improve your
practicum.
