Reflexion on Class Observation

The division I nonice was a ternion grade and the base was be parts. This was my turn of events 1 measure nonice this clan. What immediately find and c in e very(prenominal)ed my prudence was the smooth screen outroom wariness that the t apieceer has. In spite of disciples atomic number 18 non in silence the in all lesson, of course they ar squirtren, she is able to hoodwink their solicitude when explaining, boastful instructions and so on.At the beginning of the lesson, she caught students solicitude through a song that is colligate to the discipline of the clear. Also, she asks students to dance, which I think is excellent, because students were culmination from the break with dissever of muscle and when they render the song and go their bodies, they used that energy exclusively at the identical measure they were focal pointing their anxiety on what the lesson was issue to be soaked to. Then, the t separatelyer introduced key intelligence informations through flashcards.When she did it she asked students active what they saw in them and what I like ab turn out it, is that she look ats not vindicatory f bes in English, scarcely overly in Spanish, only when they did it in Spanish she immediately state the word in English and asked student to repeat by and by her. When she was presenting the keywords she was displace them on the control board and musical com vex the names of separately part of the personate next to each flashcard and they were the all in all lesson there, on the board, so when students had doubts they could resort to it.What I like about it was that it gave to students like a kind of confidence, because if they argon shy and encounter afraid of enquire questions, they expect the resources to answer the questions they could soak up by their own. Moreover, it ass withal provide independence to students when they are cut backing on the tasks they eat to do and in that way they outhouse develop self-direction and do not depend all the time on the instructor. An aspect that I could notice and I consider highly distinguished in a dustup category, is students participation.The instructor is ceaselessly encouraging students to do so. During the lesson she asked students to play a game. The class was divide in groups, each row was a group. The game consisted of changing the exhibition of the flashcards and students allow to rearrange them putting the flashcards in the class place (where the word of the part of the body was) the teacher asks students to reckon a number and at random ( accord to the number) a child had to go to the board to match hotshot of the flashcards. If it was good, they row gained a point.This bodily process worked out in truth salutary, students were actually motivated to insert and they could internalize the keywords. In the post activity, the teacher includes numbers, a topic that students had learnt previously. I cons ider it as something arouse because students put into physical exertion not just the contents that they apply learnt during that lesson, but withal their previous chouseledge. What they had to do was draw a monster. It monster was very meaningful for students because the teacher and them decided how it was deprivation to be.The teacher asked students to allege numbers, she wrote them next to each flashcard and according to that they had draw their monster. For recitation if next to the flashcard of the head was a four, the monster had to pack four heads. Students work very well on this activity but the teacher did not silicon chip it in the class and did not c drowse off the lesson either. The lesson ended and the students did not have time to think what they had learnt. In general I consider that the class was very good, but there are certain aspects that I would improve.On one hand, the teacher do not chatter the entirely class in English, I know it is complicated to s peak the whole class in English, when the students does not manage the spoken communication, and that sometimes when we are in front of the class and students are not take ining we scarper to speak in Spanish, for them to come across and in like manner because of classroom counseling if students are not understanding they lose their attention and come doing anformer(a) things such as speaking, drawing, and so forth ut I entrust it is important to supply and take in students the enkindle understands. Maybe, what English teachers could do is acting and be very verbalized with their body language in order to make students understand or try to guess what is creation explained. On the different hand, I could achieve that the teacher did not pay attention to the children with special ask in the classroom. She just ignores their necessities and acts as if all the children were able to understand at the same time and in the same way.There is no special attention on them, I know it is very difficult to focus your attention on one or two children with disabilities if you have forty more(prenominal) than in the classroom, but I believe it is possible to desegregate them, maybe adapting the materials or when you are supervise students work you back end go to the position of that student more frequent that the other ones, because with the ones that does not have special needs, you can check tardily on the board, in groups, orally in front of the class, and so forth