Observation Write-Up for Ms. Nathalie

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Name(s) of the course(s): Movers Level – Cambridge English Qualifications

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Dates and times of the observations: 13th December, 2:30 PM

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Learner Profile:
The class comprised 35 learners aged 8–10 years, with English proficiency at the A1 Movers level. The students were generally enthusiastic and responsive, with a mix of confident and shy learners. Some demonstrated a strong foundation in basic grammar and vocabulary, while others required additional support and scaffolding to keep pace with the lesson. The group exhibited varying levels of engagement, particularly during speaking tasks, with more vocal students readily participating and quieter learners showing hesitation.

 

Available Technology:
The classroom was equipped with a whiteboard, a projector, and audio playback facilities. Ms. Nathalie effectively used These tools to support her teaching, particularly during listening tasks and while modeling sentence structures. The projector's display of sample dialogue and vocabulary visuals enhanced students' comprehension and retention.

 

Specific Observations Made During the Lesson:

1. Use of Visual Aids and Modeling:
   Ms. Nathalie displayed a model conversation on the projector to introduce vocabulary related to leisure activities. This approach helped students visualize the language in context, making it easier for them to understand and replicate in speaking tasks. The combination of visuals and verbal cues ensured inclusivity for learners with varied processing preferences.

2. Scaffolding and Differentiation:
   To support less confident learners, Ms. Nathalie provided sentence starters and guided examples during speaking tasks. For instance, students were encouraged to use prompts like, "I like to..." or "I enjoy playing..." to build their sentences. This strategy enabled hesitant learners to participate without feeling overwhelmed, fostering a positive and supportive environment.

3. Interactive Pair Activities:
   The lesson included a pair activity where students practiced short dialogues about their favorite hobbies. This approach encouraged peer collaboration and provided opportunities for quieter students to participate in a low-pressure setting. I observed how the pairing strategy—matching more confident learners with quieter ones—helped balance the dynamics and maintain engagement across the class.

4. Handling Difficult Situations:
   During the writing task, one student struggled to form complete sentences. Ms. Nathalie handled the situation by sitting with the student and breaking the task into smaller, manageable steps. This one-on-one interaction allowed the student to regain confidence and complete the task successfully.

5. Encouraging Self-Reflection:
   At the end of the lesson, Ms. Nathalie conducted a brief review session where students were encouraged to reflect on their performance. She asked them to share one thing they learned and one thing they found challenging. This reflective practice fostered self-awareness and helped students identify areas for improvement.

 

How These Observations May Help Me in My Own Teaching:
This observation highlighted several innovative approaches and strategies that I can incorporate into my teaching practice:

1. Effective Use of Visual Aids: Incorporating visuals, such as modeled dialogues and contextual images, can enhance comprehension and engagement, especially for young learners.

2. Scaffolding Techniques: Providing sentence starters and breaking tasks into smaller steps can support struggling students without overwhelming them.

3. Pair Activities: Pairing confident students with quieter learners can encourage participation and collaboration, creating a balanced classroom dynamic.

4. Handling Challenges with Individual Attention: Offering one-on-one support during difficult tasks can help students overcome challenges and build their confidence.

5. Reflection as a Learning Tool: Encouraging students to reflect on their learning can promote self-awareness and foster a growth mindset.

 

Ms. Nathalie’s teaching style demonstrated the importance of creating an inclusive and interactive environment that caters to the diverse needs of learners. Her approach to scaffolding, task design, and reflective practice will inform and enhance my own teaching strategies.