Observation N1 : Marta, Claudia and Fernanda.
The girls call the students to participate in the activities, then give an instruction, followed by an example and finally the activity. They repeat that twice. All the students participate actively in the activity as the girls encourage them to do what they aks them to. At the beginning we see that one of the students refuse to participate, so Marta goes and convinces her. I also notice that she uses a lot of gesture and body language when explaining the activity. She constantly smiles and asks for clarification. Claudia is the first teacher in give an instruction. She hesitates at the beginning but then gives the example with confidence, she knows what she's doing. She is very sweet and tender when talking to the students. Fernanda talks just once and then I don't see her again.
Observation N2: Catalina, Francisca and Juan.
This class starts a little bit different. The teachers starts telling the students the objectives of the class, then they explain the activity and finally they perform it. The activity is absolutelly students-based, so one of the teachers explains and then the others encourage students to participate. Everytime they finish one of the slides, one of the teachers repeats what the students say so eveyrbody has it clear. All the teachers use a lot of gesture when explaining the activities and when asking for participation. They all talk a similar amount of times and leave space to their colleagues to perform their part in the activity.
Suming up:
Almost all these teachers are very encouraging and talkative. They all planned student-centered activities, which is good because keep them busy and active, making them feel important and also entertained. They all give very clear examples when it comes to illustrate the instructions which also helps the understanding and a better development of the activity. Their use of language is very appropiate for the level of English their students supposedly manage.
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Please look at the (Mehan, 1979) two chapters that describe ethnographic research in a classroom and read chapters 1 and 2 again before the test next Friday.
ReplyDeleteField Notes: Good format and style for the Field Notes! Field notes are usually written in paragraph format (like you do), though you can also write in unconnected sentences. My suggestion is to make field notes more detailed because the idea is to put a “picture” in your field notes to describe what happens in your observations. When a researcher is observing a classroom, often the researcher will take several pages of field notes, but remember, you only record observations that are relevant to what you are studying (I’m not sure which topic you chose here)
Analysis/Interpretation: This section needs more development. For example, when you state that “student centered activities make students “feel important and also entertained” this conclusion should come directly from evidence written in your field notes. Does this conclusion result from your field notes, or is this what you separately believe to be true. If it is the former it is analysis, if it is the latter it is conclusions.
Grade: 5.3