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OBSERVATION GRIDS
LEARNER'S INDIPENDENCE
This observation grid (Tav.1) is filled in after each session with the
data coming from Tape1, that is the recording near the teacher and shows
the kind of communicative interactions between the teacher and each child.
It is useful to remind that I have taken into greater account the results
of the two special educational need children in order to have a more detailed
state of their answers to the activities and experiences proposed.
The grid is to be completed with the times the child asks the teacher
each hour:
H-->help
I-->information
R-->repeating
C-->clarifiation
T-->talk without link to lesson/chatting
and will be resumed in a more structured
grid containing the whole class observation results.
NAME ____________________
date/hour__________________
es 1 2 3 4 5 6 7 8 9 10 more
mode
H
I
R
C
T
Tav.1 Times each child interacts with the teacher
ENGLISH USED
This grid (Tav.2) shows how many speech acts in English are done by the
teacher and by the children in each hour and is filled with the oral material
coming from both Tape1 and Tape2. It gives an overall outline of the effective
use of the target language within the class and of the children's participation
to the language tasks.
DATE__\__\__ HOUR __\__\__
TIME 10' 10' 10' 10' 10'
NAME
Teacher
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
Tav.3 English spoken by the teacher and the children each hour
FEEDBACK
This is a children-centred grid (Tav.3) aiming to show, for each session,
different features:
1-enjoyment O (likes) O (dislikes)
2-participation X (yes) : (no)
3-spontaneous use of English E (yes) * (no)
4-behaviour + (positive) - (negative)
The data are provided
by the children for the entry 1, they come from Tape2 for the entries
2, 3 and 4 and are less specific because give only a general outline of
what happened in each session. It is particularly useful to discover if
and when the activities suited children's needs and if children's behaviours
and participation could be in some way linked to the acceptance of the
activities and experiences done.
session 2/11 4/11 7/11 9/11 11/11 14/11 16/11 18/11 21/11 23/11 25/11
child
______
______
______
______
______
______
______
______
______
______
Tav.3 Children centred observation grid
STRUCTURED DIARY
Several of the aspects useful for the triangulation of the data are to
be taken from the teacher using a structured diary consisting in a detailed
grid to fill after each session and containing features like the considerations
about the relevance of the activities, the self confidence when performing
into the classroom, the control of the different classroom settings, the
personal awreness of the use of the Engkish language within the action.
All these data are to be collected into two different grids:
Tav.4: Lesson planning and procedures
sheet.
Tav.5: Classroom management.
DATE __/__/__ HOUR __/__ LENGHT OF LESSON __
TIME
STAGE ACTIVITY RESOURCES LANGUAGE
_____ warm up
and review
_____ presentation
_____ controlled
practice
_____ production
_____ feedbacks
Tav.4 Lesson planning and procedures observation grid
Date 2 4 7 9 11 14 16 18 21 23 25
Area
ACTIVITIES MANAGEMENT
Moving into
Monitoring
Moving out
TECNIQUES
Choral repetition
Correction
Demonstration
Discussion
Examples
Expansion
Games
Listening
Patterns
Point
Questions
Reformulation
Translation
Variation
ROLE
Counsellor
Facilitator
Friend
Informant
Manager
Model
Monitor
Social worker
Tav.5 Classroom management observation grid
Date 2 4 7 9 11 14 16 18 21 23 25
Area
PROXEMICS
USE OF
Board
Check\cross-check
Eye contact
Face expressions
Gestures
Names
Time control
movement
Space position
proximity
Turn taking
Voice variation
ATMOSPHERE
Awareness
Clarity
Collaboration
Enthusiasm
Fair
Firm
Flexibility
Friendly
Fun
Humour
Involvement
Kind
Positive
Relax
Spontaneity
Supportive
Trust
Tav.5 Classroom management observation grid
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