Brown Ch 9-11, Kumar Ch 13

Lauren Watters

November 12, 2012

Brown Ch 9-11

Kumar Ch 13

            As we talked about in class last week, there should be a certain rapport between students and teachers. Teachers should act in a certain way with their students. The product-oriented model of classroom observation is based on the assumption that a description is necessary in order to build a classroom behavior profile of the teacher. Some of the examples of these given only offer a narrow view of how the classroom can practice and progress. Process-oriented are meant to help teachers but aren’t always designed for them specifically. The tradition of classroom observation makes us focus on surface-level teacher performance but has driven us to neglect the understanding of learner perception of classroom events. The M&M observational scheme consists of preobservation, observation and post-observation. I am not sure if preobservation is really necessary. I know for any class that I have observed I have only completed the observation section. Most teachers that I observe don’t give me much background information about their class and I just leave as soon as I am supposed to. I think this observational tactic is a great idea but I am wondering if it will really be implemented. I know that when I observe I make sure to include as most detail as possible because after I leave that classroom, I will forget the majority of what happened. I think it is really important to write down what the classroom looks like. I feel like the classroom atmosphere can really help or hinder learning. The M&M observational idea is designed to help teachers and is the best way to get the most information in the easiest way.

            The second language curriculum development process diagram really helps lay everything out in an organized manner (151) because it shows how to design a course for students. It is obvious that the curriculum and lesson plans can be revised depending on the students. Situation analysis includes the steps in course design and analyzes that setting, audience and the needs of the students. In order to have an effective course it needs an educational setting, class characteristics, faculty characteristics, governance of course content, and assessment and evaluation requirements. A syllabus is very important, I think, so that students can follow along with it. One of my classes now does not have a syllabus and I do not like it because I personally like to plan ahead. I think it is a good idea for a teacher to pass out a syllabus at the beginning of the semester/year but say that it is subject to change. A syllabus also helps students to complete their assignments because they know when things are due and can’t really have excuses about not knowing the assignment was due. I agree with Brown in regards to lesson plans because not every teacher plans their lessons the same way, but most teachers agree there are certain things that belong in a lesson plan. For example, goals, objectives, materials, procedures, assessment and extra-class work should be included. I know that some teachers are more detailed with their lesson plans than others. Personally, I do not think it is necessary to time everything out and say for example, “Taking attendance will take 2 minutes, reading announcements will take 3 minutes, etc.” I believe that lesson plans should always have a rationale and always have extra things for students to do in case the lesson runs too short. Textbooks can sometimes be helpful in my opinion. Some of them seem tedious and just highlight key information. Only a few techniques do not involve the use of materials to support and enhance them. Other aids can be teacher resource books, self-made paper-based visual aids and commercially available visual aids. Individual work, group work and whole-class discussions need to be used in the classroom in order to keep variety alive.