Transcripts

Module 1 Lesson 6

Section 3 – Effective monitoring

 Section 3 – Effective monitoring

Transcript 1, Slide 2
Teacher Trainer: So Jane, how did you feel today? Tell me something you liked about your
lesson.
Teacher: I liked the way I was able to work with the learners. I was walking around and monitoring
while they did the reading tasks. Did you notice how some of the learners called me over to ask
questions? They normally never do that!
Teacher Trainer: That was good, they felt really comfortable about asking questions and they
used English. What did their questions help you to find out?
Teacher: I noticed when they’d finished – that helped me know when to start the feedback stage
and I also realised that some of the questions were quite difficult to answer.
Teacher Trainer: Great. So you spent longer on the difficult questions in feedback.
Teacher: But I found I couldn’t get round to listen to everyone.
Teacher Trainer: Yes, that can be a difficulty. If the class is big, don’t start monitoring in the same
place each time you set an activity. Start with the other side of the room next time, so you’re
monitoring different groups. It’s important to monitor everyone in the class at some point, and not
spend too long with the louder groups.
Teacher: OK. I’d like to give more attention to the quiet learners; some of them didn’t seem to be
discussing their answers much, even though I asked them to.
Teacher Trainer: That’s a good point. If some of them are finding it difficult to start, you can
prompt them with some questions as you monitor.
Teacher: That's a good idea.
Teacher Trainer: Also, maybe next time when you monitor, you can try to collect some examples
of the learners' language. What I mean is, you take a piece of paper with you and make a note of
your learners' mistakes and also of their good use of language. Then you can focus on the
language that you heard when you do the feedback. You can write some of the errors you heard
on the board, for instance.
Teacher: Yes, I want to try that.
Teacher Trainer: You can use a feedback sandwich. First give learners praise for doing the task
or getting the answers right. Ask a couple of people to share what they were saying with the class.
Then, identify a few mistakes (don't say who made them) and get the whole class to correct them
as a group.
Then you can finish off with more praise for the kind of language they used. For instance, you can
say: I heard lots of people using some good phrases – and then give examples.
Teacher: That’s nice. I like the idea of a sandwich – praise, some error correction, then praise
again so that the learners feel good about the activity. Thanks.

Transcript 2, Slide 3
Teacher Trainer: So Jane, how did you feel today? Tell me something you liked about your
lesson.
Teacher: I liked the way I was able to work with the learners. I was walking around and monitoring
while they did the reading tasks. Did you notice how some of the learners called me over to ask
questions? They normally never do that!

Cambridge English | CELT-S | Module 1 | Lesson 6 | © UCLES 2015 1

 Section 3 – Effective monitoring

Transcript 3, Slide 4
Teacher Trainer: That was good, they felt really comfortable about asking questions and they
used English. What did their questions help you to find out?
Teacher: I noticed when they’d finished – that helped me know when to start the feedback stage
and I also realised that some of the questions were quite difficult to answer.
Teacher Trainer: Great. So you spent longer on the difficult questions in feedback.

Transcript 4, Slide 5
Teacher: But I found I couldn’t get round to listen to everyone.
Teacher Trainer: Yes, that can be a difficulty. If the class is big, don’t start monitoring in the same
place each time you set an activity. Start with the other side of the room next time, so you’re
monitoring different groups. It’s important to monitor everyone in the class at some point, and not
spend too long with the louder groups.

Transcript 5, Slide 6
Teacher: OK. I’d like to give more attention to the quiet learners; some of them didn’t seem to be
discussing their answers much, even though I asked them to.
Teacher Trainer: That’s a good point. If some of them are finding it difficult to start, you can
prompt them with some questions as you monitor.
Teacher: That's a good idea.

Transcript 6, Slide 7
Teacher Trainer: Also, maybe next time when you monitor, you can try to collect some examples
of the learners’ language. What I mean is, you take a piece of paper with you and make a note of
your learners’ mistakes and also of their good use of language. Then you can focus on the
language that you heard when you do the feedback. You can write some of the errors you heard
on the board, for instance.
Teacher: Yes, I want to try that.

Transcript 7, Slide 8
Teacher Trainer: You can use a feedback sandwich. First give learners praise for doing the task
or getting the answers right. Ask a couple of people to share what they were saying with the class.
Then, identify a few mistakes (don't say who made them) and get the whole class to correct them
as a group.
Then you can finish off with more praise for the kind of language they used. For instance, you can
say: I heard lots of people using some good phrases – and then give examples.
Teacher: That’s nice. I like the idea of a sandwich – praise, some error correction, then praise
again so that the learners feel good about the activity. Thanks.
Cambridge English | CELT-S | Module 1 | Lesson 6 | © UCLES 2015 2