After- treatment observation - PREZI PRESENTATION

Kulsbjerg Skole

Skolevej 1, 4773 Stensved

Teacher and grade: Per Larsen, 8th grade

Subject: English

Official language taught: Danish
The language spoke in the class: Danish/English

Group members UCSJ: Elisabeth Joensen, Juris Kalnins, Binita Shrestha, Alba Montalbán.  

After-treatment observation - PREZI PRESENTATION

I have not seen a teacher trusting on his/her students before. I remember all my school life having, in general, two kinds of teachers:

-  A very angry teacher, because it was unbearable the screams during classes and classes' changes before the teacher of the next subject came. And now I understand! We were one and a half hour in silence just listening the teacher, never being allowed to talk with each other, sitting in an individual separate tables (sometimes in couples), writing notes in a little papers to talk with our friends behind the teacher's back...and at the moment the teacher went out of the door...that was the apocalypse!!

- Teachers that gave up on us, while the others reminded us how bad children we were, and how ashamed we should feel on ourselves. They tried to make everyone in the class responsible for the others, so we had to work as a group, but it never worked.

However, at Kulsbjerg Skole, the pupils sit in groups and work in groups, and they are allowed to get out of the class and sit in a corner or wherever they decide that are more comfortable, and so they vent in small doses, and usually finish the work and present it on time.

Linguistic observation questions
Teaching Experience autumn 2013

Your questions	Classroom observations
Which is the primary language used in an English class? Are students allowed to use their native language, on what occasions, how often?	We expected teaching will be in English constantly, with maybe a few rare exceptions for explaining some specific language structure rules. In my opinion, that was NOT FULFILLED, being as they were talking in Danish, at least, the 50 % of the time, even at hold 1, with the best level in English of the students from 8th grade.
What activities are included in teaching language and how physical space is used?	We expect quizzes, role-plays, use of U-shape classroom. That was FULFILLED, being as they had the activities I was expecting, and they were using a similar distribution of the tables as expected.
Are all of the students engaged in language teaching activities? How is the teacher checking for understanding?	We expect the teacher will work for engaging everyone into activities and check for understanding by asking check-point questions.FULFILLED, as the teacher was asking and checking.
How often teaching is organized in group work, classroom discussion or discourse?	We expect a combination of all of these tools.FULFILLED, better than expected, the group work was organized the 90 % of the time.
How feedback is given, how reinforcement of positive behavior is carried out, how errors are corrected?	No expectations.
	The teacher
What language acquisition theories or perspectives supporter you are?	Probably innatist or socio-cultural perspective.
Which model (didactic or experimental) do you find more productive in language acquisition and why?	Probably they meet somewhere in the middle
How, how much and how often do you plan your lessons?	No expectations

	The pupils
Do you feel comfortable speaking English? What is the hardest part of language acquisition?	We expected students to like using English. Hardest part probably will be language structure and written grammar.
Do you understand English is a global language? How does it affect or motivate your acquisition?	We expected pupils to understand this concept and see the benefits of English acquisition.
Do you have homework? How do you feel about it?	We expected students have some and don’t like it.