گزارش مشاهده فرایند تدریس در پایه اول راهنمایی

Student participation in lesson

Situation: After the first reading, he translated the dialogue into Farsi.

Other options: Involving the students to infer the meaning gain more priority in comparison with mere translation.

Situation: After translation he told the students, “this time you read after me”.

Other options: Asking two students to come to the front of the class and then dramatize the dialogue with the help of teacher may provide the students with a good model for repetition.

Situation: One student had read the dialogue and other students repeated after him.

Other options: As the name implied, a dialogue is a conversation between two persons. It may be better to perform the dialogue between two students.

Grouping of students; arrangement of seating

Situation: The students were sitting in rows.

Other options: There are other seating plans like semi-circle or U-shape which teacher can make use of them.

Board; classroom equipment; visual aids

Situation: There was an old blackboard in the classroom which was bearing a lot of scars.

Other options: At the first glance this blackboard seemed to be demotivating. There is an immediate need for a new blackboard or a white board.

Situation: There were no additional electronic or visual aids in the classroom.

Other options: The teacher can make use of simple objects in the classroom as visual aids.

Situation: There was an old blackboard in the classroom which was bearing a lot of scars.

Other options: Sometimes there exists conditions which teacher may have no control on. So, it is important to adjust and lowered some standards.

Dealing with unexpected problems

Situation: On 10:45 bell rang and after the teacher all the students rushed out!

Other options: Changing some boring activity in favor of the more interesting ones, may help to establish a more friendly atmosphere in the classroom.

Teacher’s role and participation

Situation: The teacher had entered the class at 9:30 and said hello to the students in Farsi.

Other options: He could say some simple sentences and expressions in English.

Situation: He told students open your book and go to the page 42.

Other options: Closing the book while teaching the dialogue seems to be more fruitful because, it may help the students to pay more attention to the meaning than form.

Situation: He told them to stay silent while he was reading the dialogue aloud.

Other options: For the first time it may be better that the teacher himself dramatizes the dialogue.

Situation: If the students mispronounced the words, the teacher himself provided the correct sample.

Other options: Letting the students to correct themselves or ask other students to correct their classmates’ errors, proved to be a better alteative than teacher correction.

Situation: The teacher reminded them to stay silent but, after some while they started to talk again.

Other options: Repetition for a long time is a boring activity. Other activities like role playing may be helpful.

Situation: The teacher waed students about mispronunciation and told them they might fail the course if they continue to pronounce the words erroneously.

Other options: In order to alleviate the negative sense of the aforementioned sentence, the teacher could say if pronounce the words correctly you will be able to pass the course.

Situation: For their homework, students must copy the dialogue three times and also commit the dialogue to the memory because the teacher would evaluate them next session.

Other options: It may be more challenging to ask students to change some aspects of the dialogue.

Other notes about the lesson: There is a public junior high school located in the downtown of the city. It has three floors with the total number of 12 classrooms. I went to the second floor to observe one of the first grade classes. I sat on a chair at the back of the class waiting for the teacher. There were 31 students in the classroom. Most of them were between 14 and 15 years old The classroom had two big windows with opaque glasses. Thence the class was cold all the students didn’t take off their warm clothes. There was an old blackboard in the classroom which was bearing a lot of scars. There were no additional electronic or visual aids in the classroom. The students were sitting in rows. The teacher had entered the class at 9:30 and said hello to the students in Farsi. All the students rose from their seats to show their respect for him. The teacher told them to sit down. He checked the names, three students were absent. He told students open your book and go to the page 42. He told them today they will lea the dialogue of lesson eight. He told them to stay silent while he was reading the dialogue aloud. After the first reading, he translated the dialogue into Farsi. After translation he told the students, “this time you read after me”. After several repetitions, the teacher asked, “who is volunteering to read the dialogue?” Several students raised their hands. The teacher had chosen a student and told the other volunteers they would have an opportunity to read the dialogue. One student had read the dialogue and other students repeated after him. If the students mispronounced the words, the teacher himself provided the correct sample. Then, the teacher told the students all of them must read the dialogue in pairs i.e. one student read a line and the other student read another line. While this activity was going on other students were speaking with each other so, class became noisy. The teacher reminded them to stay silent but, after some while they started to talk again. Some students had difficulty in pronouncing words like; ‘orange’, ‘apple’, ‘this’, and ‘today’ to name but a few. The teacher waed students about mispronunciation and told them they might fail the course if they continue to pronounce the words erroneously. The teacher reminded students that, their pronunciation had to be improved by passing time. When all the students had finished reading the dialogue, the teacher told them to open their notebooks and copy the dialogue. For their homework, students must copy the dialogue three times and also commit the dialogue to the memory because the teacher would evaluate them next session. On 10:45 bell rang and after the teacher all the students rushed out!