Anna CO #2

 Date/Time: May 14th, 2026  

Topic/Skill: Case Study article/ Reading  

Teacher Presentation: The instructor began by posing schema-building questions to students and providing additional background knowledge to help them tackle a more complex text. 

Classroom Management: The instructor briefly circulated around the room, but most stood at the front, calling on students to answer questions or read the assigned article. The instructor introduced the term "qualitative data" and analyzed the case study data with students. 

Materials: The instructor had previously given students a printed-out reading, which they brought to class.

Student Participation: Most students participated in the schema-building activity, and all students participated in reading the text aloud as the instructor called on each student to read a portion. 

Feedback Provided: The instructor corrected students on various things, from pronunciation to reading comprehension accuracy, but all feedback was given verbally. As students read aloud, the instructor modeled how to pronounce difficult words when he noticed students hesitating. 

Lesson(s) on teaching you learned: I learned from this classroom observation that using native-speaker material, or at least material at a challenging level for advanced ESL students, is a great way to maintain engagement. The challenge of a scientific article encouraged students to remain focused, and the "popcorn-like" reading method kept students effectively "on their toes". The case study also revolved around international students and their experiences, which was a great way to make the lesson relatable to students. 

Comments

Post a Comment

Popular posts from this blog

Tutoring Session 06/30/26 (Anna & Fadia)

  Date/Time: Thursday, June 30th, 4:30-5:30 PM Location: Zoom   Topic/Skill: Grammar- Present Perfect Verb Tense Feedback provided to the tutee:  During the tutoring session, I began with a review of the verb tenses we learned during our last grammar session (Past Verb Tenses), and asked my tutee questions requiring her to recall her knowledge of the past verb tenses giving her direct correction and explaining why if she had errors with her use of the past verb tenses, or if she had errors in any other area such as pronunciation or sentence structure. Then we re-did the past-tense verbs activity we had previously completed in a past tutoring session, and I gave my tutee a chance to directly correct the mistakes she had made last time. Next , I began with a review of the present perfect tense, asking my tutee to provide examples of sentences using it and directly correcting any errors in her usage before moving on to the activity. During the present perfect verb ten...
Read more

Tutoring Session 05/12/26 (Anna & Fadia)

  Date/Time: Tuesday, May 12 th , 2:00-3:15pm Location: FSU Student Union Topic/Skill: Casual Speaking, Productive Language Skills Feedback provided to the tutee: I, encouragingly and strategically, corrected my tutee’s grammar errors while we were having a casual, getting-to-know-you conversation.   Lesson(s) about tutoring and/or the tutee you learned:  ESL students are anxious to speak English even in situations where they know they are in a safe space. I learned that even if you have a plan for the session before going in, you should not focus too much on sticking strictly to it, but rather on adapting to your tutee's needs.
Read more

Tutoring Session 05/21/26 (Anna & Fadia)

Date/Time: Thursday, May 21 st, 2:00-3:00 PM Location: FSU Student Union   Topic/Skill: Quantifiers Feedback provided to the tutee: I offered examples of when to use quantifiers in different situations (e.g., how many water bottles vs. how much water) and corrected my tutee's errors directly, and I more casually corrected her errors during activities involving the use of quantifiers. Lesson(s) about tutoring and/or the tutee you learned:  Using a PowerPoint or presentation of some sort is a very effective tool for engaging the tutee and ensuring that they are understanding the material, as well as ensuring that they have sufficient linguistic support and background knowledge while completing the activities.
Read more