Report on Classroom Observation Essay

Introduction Internship teaching is the culminating experience of the first academic degree program in education. It provides the opportunity to apply theoretical knowledge on pedagogies in the literal enlightenroom setting and gain the experience. The internees are undecided to an environment where they encounter learners for the first time and face them with multitude of ideas, approaches, techniques and processes. During the internship cessation I got ample opportunities to demonstrate the art of teaching in actual raguation and participate in all activities at the school level.The sequence of internship was one semester. I tried to perform the appoint responsibilities in Azimpur filles School and College under the direct management and see of the heads of respective(prenominal) school and under the supervision of twain subject-supervisors and a school co-coordinator, assigned by be of Education and Research, Univer posey of Dhaka. Aim Teaching is in the centre regar ding all educational issues. So as a scholar of Institute of Education and Research, we should have an experience in teaching at the plain level. onwards offset teaching face to face it helps a dress instructor to acquaint themselves with the process, method of teaching if they observe a flesh of a certain level before entering in a course of instruction as a instructor. I have observed 3 knowledge buildes of grade 8. I have analyzed those classes and gave a truncated description of one of the classes below. Azimpur Girls School and College Class 8Sec B Time 11. 45-12. 25 Date 29. 08. 05 Period 2nd Ab emerge the lesson The class was on physical science on Work, Power and Energy. The lesson contains intervention roughly the following topics 1) Work and the mathematical expression of hold2) divers(prenominal) types of work 3) Power Description I had to observe the physical science class of Md. Shamsul Alam sir. I was waiting in front of his classroom. When he came I ask ed him politely if he could give me the permission to observe his class. He told me to sit in the class. When the teacher entered the class all the students stood up and when he told them to sit, they took their sits. At first he declared the lesson. Then he started his lecture by relating the lesson with practical experiences. Then he showed the mathematical expression in the dim board.He explained the different types of work and to do so he dropped the gabardine from his hand and so also took a book higher(prenominal) from the desk. at once he told that if either student is more than curious to know more about this he could go through the text book of higher secondary level, except this is fitting to write down in the mental testing paper. Then he asked the class what is power? one of the students answered. He agree with him. Then he discussed on the unit of power. After that, he discussed with the students on energy, its unit and different forms of energy.He s ever soal( prenominal)times asked some examples and the students participated. While proceed the class he also told students to co operator with me. He go away the class before the due time to let me pull in myself in the class. I talked with the class about their class times, syllabus, hobbies etc. when the bell rang for the contiguous class, I left the room. Main features of the lesson observed A. Physical facilities Location of the class The class is in the substance of the 2nd floor in the principal(prenominal) school building. Shape of the class The shape of the class room is most square. Doors and windows All the windows are in the right side of the class and the alone door is in the left side of the room. The door is non really a hefty deal spacious. Students bench and evade Every 23 students sit in a bench. The bench and the writing table are joined together. at that place is a long wooden string in every two sides of bench. thither are columns and every column has row s with only one bench. There are 4 columns and 5 rows of benches in the classroom. The benches are not that much congested. Students have space to easily move. Blackboard The slowboard is put in the wall of the class.It is not portable except fixed. It is not in the middle of the front wall. So all of the students cannot entrance easily what is written in the board. Lighting and ventilation The natural lighting is not quite adequate for the class. The cross ventilation is not available in the classroom. Provision of insubstantial lighting and ventilation There are 4 electric fans and lights in the class. just this is not quite adequate for the room. As there is no generator in the school and power failure being a common problem, sometimes students face problems as they suffer from the hot summer and cannot concentrate to their lessons.There is an an another(prenominal)(prenominal) problem of the artificial lighting as it is reflected in the blackboard and the front right si de of the class cannot see the right corner of the board. Teachers table and chair The wooden chair and table are in the front side of the class. The table is spacious but its drawers are hardly movable. The chair is quite ok as we should economic consumption in not for a long time to sit there bandage teaching. Color of the class The colors of the walls are ashen but fade. It should be brighter. Other furniture There are no other furniture except the above mentioned desk and benches for the students and the chair and table.B. Evaluation of the teachers proficiency Dress up His dress up was fit for the class. Teaching method His teaching method is good. When he was working out the problems, he asked the students for its possible solution. It shows that he applied the participatory approach. Sometimes he feels the need for recalling. So he asked the students to write down the important notes. He relates his lessen with real life. He told the students about he base of proble ms which had an similar solution and then worked out one or two from that group of problems. Teaching solids He used no other teaching material except the black board. Learning environment He learning environment was come and quite which was obvious for science lesson. But the environment was not business organisation free because of his way of punishment. intent of teaching materials Except the blackboard he did not use either other teaching material. Use of black board He used the blackboard neatly. His writings were legible and could be seen from even the last bench. He also did not allow parallel to the board making the students facing his back, but stand making angle with the board.But he did not look at the students while writing on the chalk board and the students took the advantage for side talking. Before going out of the class he wiped the board. Students contact and participation Students involvement and participation is not very high. tho most of the particip ants the conventional good students. Classroom questioning After finishing a problem, he promote classroom questioning. But to arouse interest he did not asked any question to the students. Punishment and reward His quantity of rewards was less than the quantity of punishment.Moreover his way of punishment did not suit to the child psychology. Classroom control His classroom controlling power is really strong. No student apprehensive in the class while he gave his lesson. Only few students talked in the class while he was using the blackboard. He used a nice technique while calling the rolls. Teacher student birth Teacher student relationship is not friendly, but grim. He retained a big distance with them. Students were afraid of him. The teacher was caring but not frank. Way of expressing He explained the steps of the solution clearly to the students with speedy expression. Expertise in his particular lesson He had a good expertise on his subject. He can answer the stude nts questions proving his sagacity and he had other knowledge related to his subject beyond the text book. Beginning of the lesson He didnt make any limited motivation for the lesson. But his starting was quite good. Class work observation He observed the presumption class by walking and watching the activities of the students entering the passages between the columns. He also gave individual feed back to some students. He did not collect the class work copies from the students. Home work He gave readying at the end of the class and at the beginning of the class imperturbable the homework copies. He corrected every copy and gave back the copies that day. But he did not give any feedback according to homework. Wittiness barely ever he created suitable funny situation in the class making the students laugh. But obviously it is related to the lesson. He used some different words in the class, like he said that if anyone feels any pain in his mind meaning that if they had unders tood the topic. Voice and note His voice is suitable for the class. It can be heard from the last bench.The c returning tone of his voice creates some special situations or attention in the class which is something urgent. Confidence His face, behavior, talking shows that he is confident, confident about his expertise and controlling power. It is proved from the situation when students ask him questions and he answered in a very smart way. Punctuality He was punctual. He started the class at the right time and finished before 5 minutes for me to introduce myself to the class. Discipline The students were disciplined through out his class time. Cleanliness He maintains cleanliness in every step. C.Strengths of the teacher Good controlling power over the class. bewitch voice and flexible tone Tries to relate the lesson to everyday life. Maintains the rules of using black board. Asks the students about the possible way of solving problems to enhance student participation. Punctual. He can clarify the salvation of a problem clearly. D. Weakness of the teacher Does not give attention to classroom participation and student involvement. Does not give much emphasis on girls. Cannot crate a friendly, fear free classroom situation. Emphasizes on negative reinforcement rather than tyrannical reinforcement. Bad way of punishment and scolding. Does not use any other teaching material but the blackboard. Does not make a specific and effective motivation towards a specific lesson. He didnt memorise the class work copies. E. Possible ways of improving the lesson He could use a poster with the necessary algebraic formulas, in this lesson. That poster could hang on one corner of the black board thus the students could inspire the formulas in a friendly and effective way. To be confirmed about the students class performance the class work copy of every student can be collected and corrected.And basing on it the teacher can burst a record by grading th em about their class work copies. He could do something at the beginning of the lesson to motivate the students. If he could check the class work copies of all the students it would help the students to do his class working more sincerely. Conclusion This class observation helped me a lot to correct myself in teaching and learning. In this sense I will ever greatful to the administration of Azimpur School and College for giving me the unique opportunity. Tamanna Kalim Material Developer BRAC Education programme Bangladesh.