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300 Merged
300 Merged
Lloyd Balme
Listening/Speaking 300
Objectives: Students will be able to compare/contrast 3 tests using data retrieved with 90% accuracy.
Notes
11:00-11:05
Teacher asked" Do you know American ldol, Brittan got talent, America got talent
Teacher suggested that if a student can sing, dance, or do something, that they should sign up in room
232
Teacher explained that it will be fun and people have a good time
11:05-11:10
Teacher says" Do ygu know what follow up is?" Teacher writes on the board "follow up"
Student says "help" Teacher says "Yes, like follow up with a doctor"
T references classroom materials pg.76-78 and explains how points are required
Teacher says "when you get to D, review, then work together in English
Teacher references "door tesf . He tells the kids to work together. He says" No silence. Silence means
you are ready for a test.
Teacher talks to a group. He says "What's wrong? You don't want to work together?"
T tells Ss "She wants to know if you are finished. Are you shy? Then you don't mind doing the talent
show.
Teacher tells student "Can you change it to percent?" He references the score L9l2O
Teacher talks to the class to discuss the results. Teacher asks students what happened on the door test.
What happened in the document dropping test. What happened in the customer service test?
Ss gives teacher the results
T explained that the score for customer service was high because it was their job to be polite. Customers
would be annoyed if workers did not say thank you.
Observation
I observed Lloyd Balme in his Listening/Speaking class a few weeks ago. Majority of the class
were from Asia. A few were from the Middle East. I came in to observe a follow up activity from the
previous day. I specifically chose Lloyd because I wanted to see how he taught listening and speaking as
At the beginning of the lesson, I saw how Lloyd conducted his class. He created a classroom
environment'that was warm and welcoming. He was very specific on cell phone procedures and
reminded students to put them in the designated area. The classroom was nonthreatening. There was
participate and gave several examples of past performers. He was very positive and emphasized how
fun the event will be. Afterwards, he discussed a follow up activity from the previous day. He wrote
down vocabulary words that seem unfamiliar to the students. He wrote down "follow up" and asked a
few students what that meant. Students slowly grasped the meaning of the word after several
a6empts. Lloyd would confirm students answers by nodding and saying "Yes". Lloyd was encouraging
his students which builds confidence in their learning. (Richards and Farrell, 2011)
Lloyd also went over abbreviations such as "i.e and e.g". He used the white board to write down
the abbreviations. For visual learners, this was very helpful. Not only did he write, but he was explaining
the meaning of the abbreviations. This appealed to the audio learners. Towards the end of the class,
Lloyd explained the results of the door tests, document dropping tests, and the customer service tests.
He explained how in customer service, people must be nice because it was their job, He stopped and
went over each test to check their comprehension ability. He also asked if a student can calculate a
percent based on the score received. This appealed to the logical intelligence.
ln conclusion, Lloyd's listening and speaking class was very engaging. I watched how he went
Richards, Jack & Farrell, Thomas (2011). Practice Teaching A Reflective Approach. New York,NY: