ASSIGNMENT 3 EVALUATION OF TEACHING in submitting this assignment, i declare that this piece of work is my own and that all sources of information have been acknowledged and referenced

HO CHI MINH OPEN UNIVERSITY POSTGRADUATE OFFICE (Complete and staple to the front of your assignment) Name: NGO QUOC TUAN Student ID: 2191401111089 Course Title: LANGUAGE TEACHING PRACTICE Course Instructor: PHAM NGUYEN HUY HOANG ASSIGNMENT EVALUATION OF TEACHING Word count: 2753 Assignment Due Date: December 18th, 2021 Certification of Authenticity In submitting this Assignment, I declare that this piece of work is my own and that all sources of information have been acknowledged and referenced Student’s Signature: _ Date: December 18th, 2021 Ho Chi Minh, 2021 Page | Classroom Observation Form Instructor: Nguyen Van Phuong Course: Speak Now (A1)- Size 10-15 Students Date and Time: November 13th , Peer/Observer: Ngo Quoc Tuan 2021 Use criteria that apply to format of course observed Review Section SUBJECT MATTER CONTENT (shows good command and knowledge of subject matter; demonstrates breadth and depth of mastery) Description/Comments The T’s knowledge is average, he pronounced the word “younger” /‘jʌŋgər/ without letter ‘g’ He provided extend knowledge and used L1 to help Ss The T met the class on time He just followed the order of tasks in the book, then gave instructions to students No challenges or games were applied in the lesson While teaching, he checked the class for their attention regularly by ORGANIZATION calling different students (organizes subject matter; evidences There were four parts which had been preparation; is thorough; states clear objectives; emphasizes and summarizes main observed: Part 1: T reviewed the last lesson points, meets class at scheduled time, Part 2: T presented the new lesson (asking regularly monitors on-line course) and answering about personalities) Part 3: He broke rooms for Ss to work in pairs and asked Ss individually Part 4: T presented the new lesson (asking and answering about daily activities) The T knew how to bring out the potential of students When the Ss RAPPORT answered correctly, he gave praise If the (holds interest of students; is respectful, fair, Ss does not answer correctly or does not and impartial(unprejudiced); provides know how to answer, he will suggest feedback, encourages participation; interacts some useful keywords He also with students, shows enthusiasm) encouraged Ss to speak by asking “And how about you? Do you…” T did not use any specific teaching TEACHING METHODS methods He just followed Pre, While and (uses relevant teaching methods, aids, Post steps materials, techniques, and technology; includes variety, balance, imagination, group involvement; uses examples that are simple, clear, precise, and appropriate; stays focused on and meets stated objectives) 2|Page Review Section Description/Comments The T presented the content simply, not yet eye-catching, all the information was PRESENTATION cut from the textbook, the T edited (establishes online course or classroom directly on the cut content In addition, environment conducive to learning; maintains letting students turn off the camera made eye contact; uses a clear voice, strong projection, proper enunciation, and standard it easy for them to lose focus and work on their own English) Note: the background of the T was not bright enough MANAGEMENT T used time effectively, mainly focusing (uses time wisely; attends to course on teaching new knowledge, practicing interaction; demonstrates leadership ability; speaking and correcting pronunciation for maintains discipline and control; maintains learners effective e-platform management) T was relatively good in caring about Ss SENSITIVITY (asking about their diet) He has a friendly (exhibits sensitivity to students' personal voice, maintained a happy face during the culture, gender differences and disabilities, responds appropriately in a non-threatening, lesson pro-active learning environment) ASSISTANCE TO STUDENTS (assists students with academic problems) T listened and helped Ss to correct their pronunciation (fifty and fifteen) PERSONAL (evidences self-confidence; maintains professional comportment and appearance) T always keep fresh with a smile on his face He is young, dynamic, easy to create sympathy with Ss 10 PHYSICAL ASPECTS OF CLASSROOM (optional) (state location and physical attributes of classroom, number of students in attendance, This is an online lesson layout of room, distractions if any; list any observations of how physical aspects affected content delivery) Strengths observed: - T had a good-looking appearance, a confident style, and a pretty good voice - T knew how to interact to create a feeling of joy and friendliness with students - T knows how to elicit questions before starting the lesson - During the learning process, T suggested answers so that students had more confidence He also corrected pronunciation when possible Suggestions for improvement: - T should add more challenges or activities to motivate Ss - T shouldn’t spend too much time for lead-in questions - T should learn more about teaching theories to organize his lesson effectively Page | Overall impression of teaching effectiveness: Classroom Observation Form Instructor: Nguyen Minh Tam Course: Family and Friends (American English) Peer/Observer: Ngo Quoc Tuan Date and Time: December 4th, 2021 Use criteria that apply to format of course observed Review Section Description/Comments At the beginning of the lesson, the teacher reviewed the lesson with a speaking review activity Students enthusiastically SUBJECT MATTER CONTENT participated and earned points The teacher (shows good command and knowledge of divided the students into pairs for the subject matter; demonstrates breadth and speaking task by asking them to raise their depth of mastery) hands, and he placed the students in order from top to bottom The Speaking review took 20mins After completing the review, the teacher moved on to the main part by teaching grammar Before that, he prepared a video ORGANIZATION clip to review the topic vocabulary taught in (organizes subject matter; evidences the previous lesson He then introduced the preparation; is thorough; states clear grammar section, which was about the objectives; emphasizes and summarizes structure 'simple present combined with main points, meets class at scheduled present progressive' time, regularly monitors on-line course) At the end of the class, the homework is sent home by the teacher to the parents in the form of a PDF file, the students then it and send it back to the teacher by Zalo Teachers use friendly language, speak RAPPORT (holds interest of students; is respectful, Vietnamese when necessary (30%) for fair, and impartial(unprejudiced); provides difficult content such as grammar He paid attention to each student, reminded them to feedback, encourages participation; sit upright, raise hands when they are interacts with students, shows allowed, and mute when necessary enthusiasm) Teachers suggested familiar sentence patterns, vocabulary words that students had TEACHING METHODS learned so that they felt easy to answer (uses relevant teaching methods, aids, questions The teacher then formed the materials, techniques, and technology; includes variety, balance, imagination, sentence structure after answering the group involvement; uses examples that examples with the students are simple, clear, precise, and appropriate; stays focused on and meets stated 4|Page Review Section objectives) PRESENTATION (establishes online course or classroom environment conducive to learning; maintains eye contact; uses a clear voice, strong projection, proper enunciation, and standard English) MANAGEMENT (uses time wisely; attends to course interaction; demonstrates leadership ability; maintains discipline and control; maintains effective e-platform management) SENSITIVITY (exhibits sensitivity to students' personal culture, gender differences and disabilities, responds appropriately in a non-threatening, pro-active learning environment) ASSISTANCE TO STUDENTS (assists students with academic problems) PERSONAL (evidences self-confidence; maintains professional comportment and appearance) 10 PHYSICAL ASPECTS OF CLASSROOM (optional) (state location and physical attributes of classroom, number of students in attendance, layout of room, distractions if any; list any observations of how physical aspects affected content delivery) Description/Comments Before starting a new knowledge or a new activity, the teacher always asks concept check questions, in order to draw attention to the activity he is aiming for In an online classroom environment, he used facial expressions and gestures instead to signal to students that they need to keep quiet or ask students to sit up straight and keep order to receive extra points at the end of the lesson Though inserting interesting activities into the lesson and leading the lesson content is quite reasonable, sometimes the teachers still encroach on other activities He always invites the very-good students to the first examples and gives the easiest assignments to the weak students of the class Sometimes teachers forget to turn off the annotation function, making it easy for students to draw graffiti on the screen while lecturing Teachers always keep a balance in the class, weak students will have as many opportunities as fairly good students For those who tend to ask about unrelated topics, the teacher will stop explaining further and ask them to focus on the topic Teachers were very supportive in explaining more to the good students and analyzing difficult knowledge for the weaker students However, teachers need to be aware that paying attention to and responding to all students' comments can be time-consuming and lead to a delay in the lesson progress The teacher was very confident with the knowledge he had and could answer all questions around the topic he was teaching with a comfortable attitude In addition, he also provided new knowledge based on the topic they were studying when possible This online class was conducted via Zoom on the laptop The teacher used headphones to speak with a loud and clear voice Some students had problems with internet connection and one student could not open the camera and voice, but she could type in the chatbox for the answer Page | Strengths observed: T had a good interaction with Ss Exciting activities Good eliciting before coming to the main lesson Suggestions for improvement: T should manage the time more effective Try to control Ss’ behavior during an online lesson Lacking activities for group work to learn the new grammar point Overall impression of teaching effectiveness: It was my honor to observe a class of Mr Tam His lesson was informative and exciting, very suitable for children His example is familiar with Ss and he knew how to motivate their learning goal The children could adapt to the new knowledge and make sentences with the structure That’s a successful lesson to me and I want to adapt his strength to my teaching 6|Page EVALUATION OF TEACHING INTRODUCTION 1.1 Background of the class The class instructor's full name is Nguyen Minh Tam He graduated from Pedagogical University and has years of experience in teaching kids and teenager classes Although he is 28 years old, he has a youthful, dynamic, and humorous style, very sympathetic to students Each lesson is like a journey to discover new knowledge interestingly The class that the writer is attending includes 10 students from different primary schools in District 12, Ho Chi Minh city The level of the class ranges from A1-A2 for young learners The textbook that the class is learning is the book Family and friends American version Although they just started Unit 1, the whole class learned together more than six months ago in the book Family and Friends Teachers and students are used to each other's ways of working and easily cooperate After completing the Family and Friends course, the class will be prepared for the Flyers exam The center where the writer observed is A Chau English Center (ACE) which is located in District 12, Ho Chi Minh city The center has 15 years of experience in teaching English to young learners and has won many certificates of merit from the Ministry of Education With more than 30 branches in the city, A Chau is a prestigious place for children to study and find English certificates for the future Currently, due to the epidemic situation, the center can only conduct online teaching on the Zoom platform, so the writer can only evaluate based on an online lesson 1.2 Objectives of the class and aims of the evaluation Although the session was conducted on an online platform and the class also learned the new curriculum with only two sessions, through the teaching style of the teachers and the student’s participation in the class, the writer has assessed that lesson fully Mr Tam is a person who has a lot of experience in creating sympathy with students, leading lessons appropriately, and designing tasks on the PowerPoint platform in a beautiful, professional and attractive way Through the session, the writer has learned a lot about the teaching method that Mr Tam applied, the strengths as well as the limitations of the teacher's method have been recorded by the writer and selectively applied in his future lessons To evaluate this session most methodically and effectively, the writer has applied criteria such as subject matter content, organization, rapport, presentation, etc that the writer has learned during the last course with I hope to be able to objectively and accurately Page | evaluate the online teaching that I am about to attend Moreover, the writer understands that in addition to language skills, other factors related to teaching skills need to be taken into account to create a successful teaching session this class to be able to learn valuable teaching experiences from Mr Tam EVALUATION OF THE OBSERVED CLASS 2.1 Subject matter content In the previous lesson, students learned about restaurant-related vocabulary such as "server, uniform, menu, customer, a bottle of water, cup of coffee, a glass of milk, a bowl of soup" The teacher focused on pronouncing difficult words like “server, a bottle of water, a glass of milk” and corrected pronunciation errors for weak students In the grammar section, students learned about “be+ going to” The teacher also gave the class to practice making sentences using this structure in the previous lesson At the beginning of the lesson, the teacher created a speaking practice activity "be+ going to" using PowerPoint He reversed the order of words in a sentence, each word he attached to a letter from to Then he showed a specific sequence of numbers, that sequence of numbers would correspond to a complete sentence The students were asked to look at the number quickly to connect with the corresponding word and read a complete sentence The teacher would time and calculate the plus point for that student For example, “2-what/ 4-it/ 3-is/ 1-time”, the teacher shows the sequence 2-1-3-4, and the students must quickly read the sentence “What time is it?” within a certain period The teacher has attracted the attention of many students through this activity For the vocabulary review activity, the teacher has created a Youtube channel and played a video with background music that she uploaded earlier Students then watched the video while reviewing the vocabulary they have learned in the previous session After the video ended, a question popped up to lead into the new lesson of the day Due to that day's lesson on the structure “Present progressive combined with Present simple tense”, the teacher raised the question “What are you wearing today?” After opening with a question and leading students to successfully answer, he opened a lecture slide with an example of “I/He/She/They usually wear…, but today I/He/She/They + am/is/are wearing…” He cleverly covered up “wear + wearing” and led his students to fill in the blanks After learning about the first example, the teacher replaced the word 'wear' with other words that are familiar to the students such as "eat, drink, sit " and asked the students to make sentences Finally, the teacher introduced the new structure 2.2 Organization 8|Page The teacher started the class with a long review of vocabulary and grammar in about 20 minutes He then leads the grammar class with a 5-minute example Next, he had the class practice making sentences about himself for about 15 minutes and drawing out the structure from the book in minutes After finishing introducing the structure, he played the audio file and let the students listen to sample sentences from a native speaker's voice for minutes and replace the structure with the subjects "He/She/It/They" Then he turns around and asks the class to make sentences using these new subjects (20 minutes) Finally, the homework part in the workbook has been cut out by the teacher and uploaded to a class page (Class Dojo), students will check, download and it at home, then send it back to the teacher according to the Zalo application The plus points will be added directly by the teacher on the class page after the student's work has been graded At the end of each Units, there will be a short test (formative assessment) and rewards for students who well or have many plus points 2.3 Rapport The teacher cares about the friendliness, feeling of comfort, the closeness between himself and the learners, then the transfer of knowledge, so he always wants students to feel comfortable before entering any activities and always give easy-to-understand examples first According to Tomlinson (1998), the content that the teacher shows to the students first should be less challenging and easy to understand, so that the students will be more motivated to carry out the more difficult tasks later That's why in the review section, the teacher gave the sorted numbers, and the students just needed to quickly read it out into a complete sentence based on the sequence of numbers According to Zoltan Dörnyei (2001, Pg.30), not all strategies work in different situations Motivation will vary from time to time, from session to session, and even from culture to region So, getting students excited to continue learning is an art The teacher used the students in the class to ask the question “what are you wearing today?” and choose the good-good student to answer first When the good classmates answered correctly, the rest of the students took turns to imitate and talk about what they were wearing Teachers can also monitor students' cameras about the clothes they describe and help them answer correctly 2.4 Teaching methods The teacher's teaching method according to the writer's observations is the inductive approach First, the teacher will give an example that is close to the students, help them answer and then substitute new knowledge, and finally derive a general formula from those examples Hammer (2007, Pg.82) stated that for the inductive approach, students will be the ones to find out new knowledge on their own This may not work for weak students because Page | they still want the teacher to provide direct knowledge However, Mr Tam used familiar examples and even suggested to weak students so that they could make up their sentences for their examples At first, he asked a weak student “What color you like?” and got the answer "It's green" He then continued to suggest and asked him to follow “I usually wear Green T-shirt But today I'm wearing…” The student then looks at his shirt and says “Yellow T-shirt,” and the teacher asks the student to repeat the whole sentence Although he was still shy, the weak student seemed to be able to say a complete sentence about his shirt Mr Tam taught the lessons in the order of "-pre, -while and -post" The "-post" part took up a lot of the total time because he spent a lot of time with the weak students in the class, making the class sometimes become thin because of the time waiting for the weak students to answer Fortunately, Mr Tam made quick suggestions to make these students' answers go faster 2.5 Presentation Despite asking questions and helping students create their examples, some students still didn't have a grammar score when it came to the -post section I think Mr Tam needs a few more activities to solidify this grammar point again It can be a sentence pairing activity or a simple fill-in-the-blank pairwork In addition, teachers can have a few other ways to help passive students give answers during practice, instead of forcing the whole thing to practice speaking He can ask students to take some time to think and type in their answers in the chatbox One thing to note is that the correction for students needs to be concise and point out the common mistakes that students often make, Mr Tam tried to cover every student, so it took a lot of time 2.6 Management He started the lesson by greeting the students and asking about their health Then he spent about 20 minutes reviewing both Grammar and Vocabulary Finally, he started his new lesson Strengths: Teachers knew how to create animated activities with software because online teaching needs a lot of attraction from lectures and activities designed by teachers to play an important role in determining concentration in the student's lesson In addition, the teacher's focus is on observing and reminding students He reminds those of you who often change the wallpaper, draw graffiti on the screen while the teacher is giving a lecture, or voluntarily leave the place while studying Weaknesses: He has not yet created many rules in the classroom for students to follow, but still only handles situations that arise in class A class should have rules and appropriate 10 | P a g e rewards, or deductions Creating more rules consumes less of the teacher's time and frees him up for other important activities 2.7 Sensitivity The teacher is a very sensitive person in detecting and caring for children He took the time to remind those who not sit neatly or their work during class He always creates conditions for weak students to have the same opportunity to speak as good students in the class Especially during the epidemic, he asked about the situation of some students at the beginning of the hour to know more about their family situation such as “Do you have brothers or sisters?” or introduce new students to your class However, according to the writer's opinion, the class of Mr Tam does not have high discipline According to Ur, P (1999, Pg.245), a disciplined classroom needs to ensure eight factors such as learning must happen, there should be silence, the teacher is in control, and there should be cooperation teachers and students, students are motivated, lessons need to go according to plan, teachers and students have the same specific goals, and finally, teachers need to have a natural charisma In the class of Mr Tam, keeping order has not been thoroughly carried out, there are still students constantly making noise, and reminding students to make the lecture not go as planned 2.8 Assistance to students Teachers were very supportive in explaining more to the good students and analyzing difficult knowledge for the weaker students However, teachers need to be aware that paying attention to and responding to all students' comments can be time-consuming and lead to a delay in the lesson progress 2.9 Personal The teacher was very confident with the knowledge he had and could answer all questions around the topic he was teaching with a comfortable attitude In addition, he also provided new knowledge based on the topic they were studying when possible However, when a student asks too much, the teacher seems to lose his confidence and when he tries to answer all the questions, he gets a little off-topic 2.10 Physical aspects of the classroom This online class was conducted via Zoom on the laptop The teacher used headphones to speak with a loud and clear voice Some students had problems with internet connection and one student could not open the camera and voice, but she could type in the chatbox for the answer FINAL JUDGEMENT AND OVERALL IMPRESSION Page | 11 3.1 Teaching Mr Tam is a teacher with many years of experience, so classroom management for him is quite smooth He always has a fresh but friendly style, close to the students, giving them a sense of fearlessness when having to ask questions However, as stated above, he needs to avoid getting caught up in unnecessary questions to manage his time better 3.2 Learning After absorbing new knowledge, students could make up their sentences with the given suggestions However, there were still students who did not know the lesson and forget the formula They might need even more time to apply these patterns 3.3 Learning outcomes According to the writer's observations, the teacher has provided sufficient knowledge so that the students can the homework in the workbook if required However, the writer has not seen the group interaction activities that help students feel confident with the new knowledge they have just learned At the end of the lesson, all that remains are questions and individual tasks 3.4 Suggestions This is a class with quite a bit of a difference in skill level Some students were not able to say a complete sentence, but some very good students volunteer every time the teacher asks a question However, the teacher cannot otherwise because this is an online class, which can only be overcome by asking a difficult question every time, the teacher will give priority to good students, and when practicing easy sentences, The teacher will ask the weaker students to answer The second thing that can be done to improve this disparity is to give more difficult homework to good students for them to at home At the review stage, teachers should choose only one activity that helps to review quickly and simply instead of a long challenge that requires the participation of all students Since grammar is the difficult part, it takes more time to practice In the post-teaching part, the teacher went back to the examples and substituted other subjects to form different sentences, which inadvertently caused the repetition of the sentence Instead, teachers should find a group activity, pairwork, and give students time to think about what they've just learned In addition, he can prepare an online questionnaire for the whole class to work on, as long as they use that grammar knowledge instead of saying it because grammar needs exercise activities to apply 12 | P a g e Finally, a small note about assigning more classroom rules will help teachers a lot, because, in the middle of the lesson, many students drew and typed words on the screen but the teacher did not warn them, leading others to follow Mr Tam probably needs to pay more attention to classroom management in the next class 3.5 Conclusion To sum it up, Nguyen Minh Tam had shown a lot of teaching skills through just an online lesson His passion for teaching children cannot be denied when he exhibited many characteristics that are appropriate for teaching this level Basically, with the students' understanding and enthusiasm for the class, it was a successful session for him However, there are still some problems in time management between sessions and Mr Tam needs to solve the problem of dividing study groups Page | 13 References Dörnyei, Z (2001) a Cambridge University Press Harmer, J (2007) How to teach English Pearson Education India Tomlinson, B (1998) undefined Cambridge University Press Ur, P (1999) A course in language teaching trainee book trainee's book Cambridge University Press Thank you for guiding us! We love you � 14 | P a g e ... (uses time wisely; attends to course on teaching new knowledge, practicing interaction; demonstrates leadership ability; speaking and correcting pronunciation for maintains discipline and control;... when it came to the -post section I think Mr Tam needs a few more activities to solidify this grammar point again It can be a sentence pairing activity or a simple fill -in- the-blank pairwork In. .. located in District 12, Ho Chi Minh city The center has 15 years of experience in teaching English to young learners and has won many certificates of merit from the Ministry of Education With more