Lesson Observation 3 (School Practice)

At the beginning of the lesson, the teacher asked individual questions to involve the students in the lesson. For example, she drew the students’ attention with questions related to daily conversation such as “What is the second day of the week?”, “I’m hungry. I want to eat. Where should I go in the city?”. Her use of body language was particularly striking at this point. When she asked about the seventh day of the week, she made it easier for the students to understand by showing the number seven with her hand. Such visual-kinesthetic supports contributed to the students continuing their participation in the lesson without losing their self-confidence.

Then, she played the song “days of the week” that the students were already familiar with. Then, they did a comics section as a reading activity. After first listening to the words, the students created a dual interaction by playing “rock, paper, scissors”. I really liked how the classic “teach the words, then read” situation was gamified a little.

After listening to the comics, the teacher asked the students to read. She asked the students to put their fingers on the text and follow it. I think this method is a good strategy that increases focus, especially for the early age group. Then, the class was divided into two groups and read again, and by numbering the speech bubbles, each student was given a number and asked to read. At this point, it was observed that the class was a little chaotic at first, and the voices were mixed up. However, the teacher managed to pull the process together with the rule of “start to read when I raise my finger”.

Then, students' speaking skills were activated with questions such as “Do you … every day?”, “Do you … at the weekend?” First, the teacher wrote ”Yes I do / No I don’t” on the board and asked the questions, then she told the students to ask questions to their classmates. Finally, the lesson ended energetically with a song and dance.