Teacher Observation Essay

INTRODUCTION

The aim of this remark project is always to analyze through four periods the way an amount one British class is developed inside the FUNLAM. All of us will watch as analysts, the development of your class and its powerful relationship with all the purposes of studying British as a language. In the evaluation of this task, we will certainly discuss the various conditions which affect or perhaps enhance learning, such as: the attitude in the teachers, teacher's methodology, teacher's activities and teacher's assets, his preparing of each course and his strategies, among others. We will also pay attention to the students' attitude, behavior in their learning environment and to learning the point language. We all will see and analyze the relationship between physical, psychological and educational aspects of binomial teaching-learning versus the process of foreign language buy. CLASSROOM'S INFORMATION

The FUNLAM has embarked on a process of renewal physical structure, rendering to their pupils an environment that facilitates learning and instructing, but this may not be enough. There are several details to consider. The classroom is situated on the second floor with the 11th stop at the Funlam, the classroom it's marked with the number " 204” and it is the first class on the right at the fermeture; The class it's colored with a great almond color, it has a modern video light with appear devices. There are 4 large lighting bulbs on the ceiling and there are 2 medium size windows around the right wall and three or more smaller glass windows upon them. There are several more house windows on the left wall membrane. The class room doesn't have virtually any picture on its wall surfaces, except one small solid wood board which in turn it's bare, there is a little desk coated in black; there are zero rows in the classroom and every single course it's distributed in a equine shoe couch arrangement. SCHOLAR'S DESCRIPTION

Age students is usually between seventeen and 23 years old, they may be in different academic programs, such as international business, childhood education, social interaction and level in English. Most of learners have no involvement in the course's curriculum, relating to these people the reason is the motivation and methodology of the teacher; it is incomprehensible. Escaño, G.; Gil De La Serna, M. (2000) says that motivation is the basis of institution failure and often discipline concerns. On the other hand, a few students demonstrate a comprehensive education since senior high school, and incorporated into their character expressed through values ​​of fairness, responsibility, respect, fairness, consistency, solidarity, good study habits, duplicating ability, sociable competence and good associations. The students seen in this category belong to the first amount of English; a lot of them are more advanced. All of them are extremely respectful and tolerant however, many of them find it hard to follow the guidance given by the teacher. The scholars are always making time for what is stated in class and in addition they show themselves confident with the teacher because he tries to create a comfortable environment. Although oral presentations and team-work are incredibly important regions of the class, the students keep getting afraid of facing this kind of activities but now, the students are able to infer the fact that main goal of this English language course is to use the target vocabulary in a practical way in their jobs and daily situations. Quite a few know the importance of understanding the cultural environment, the facilities inside and outside the classroom where they build their academic process, these types of aspects are necessary because they offer safety and welfare when ever studying. Daniel Goleman offers a model of learning based on the differentiation between solely cognitive, personal and social skills. Goleman suggests that cognitive skills will be based simply on the neo cortex. In contrast, personal and social expertise are also linked to other areas of the brain, specially the amygdala, pre frontal lobes and the " executive middle of...

Recommendations: Cook, V. (April para 2013). Krashen 's Understanding Hypothesis Model of. Obtenido sobre Krashen is Five Hypotheses: http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm

EscaГ±o, G., & Gil entre ma Serna, M. (April para 2013). Will be we pushing our children to become motivated by work from the school? Obtenido de Queries for parents: www.geocities.com/motivacionescolar

Freeman, Deb., & Freeman, Y. (2001). Between Planets: Access to Second Language Acquisition. Portsmouth: Heinamann.

FUNLAM. (April para 2013). FUNLAM, Facultad sobre educaciГіn. Obtenido de Departamento de idiomas: http://www.funlam.edu.co/modules/facultadeducacion/item.php?itemid=166

Goleman, D. (1998). The mediative mind: The varieties of mediative experience. Nyc: Tarcher.

Nunan, D. (2011). Teaching Enlgish to young learners. California, USA: Anaheim University Press.

Pundik, T. (1999). ВЎNo quiero labrar! Madrid, EspaГ±a: Filium.

APPENDIXES



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