Classroom Observation Reflections
As part of your preparation for the training, you are invited to complete a classroom observation of a colleague, peer, school teacher, private language-course instructor, or university teacher who is delivering a lesson in English Language or a related subject. This task is an essential prerequisite for the programme, and your thoughtful engagement with it will support the depth and quality of our shared learning.
Please take time to read the observation instructions carefully before you begin. Thank you for your commitment and professional attention to this preparatory work.
Once you have completed your observation, please share your reflections in the comment section below. Your reflections will provide a valuable foundation for our discussions and activities during the training.
6 responses to “Classroom Observation Reflections”
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I observed a young colleague’s class for the second year students, pre-intermediate level. It was English Practice class, the text was devoted to biomimcry.
It should be noted that the textbook used in the faculty is designed to develop nog only reading and writing skills of students,but also critical thinking, collaboration, and intercultural competence. The teacher used handouts on increasing students vocabulary. The atmosphere in the class was relaxed and understanding. The teacher tried to pay attention to every student.
My suggestions: I would advise the educator to use the EDI principles in her classes. Implementing UDL principles for designing tasks and test woukd increase efficiency of classes. Fostering inclusivity and equity will have a beneficial effect on her classes. All in all, i recommend the teacher to take part in PDC organizied by British Councils and the US Embassy for EFL teachers. -
This programme, and this toughtful engagement with it will support the depth and quality of our shared learning.This reflections will provide a valuable foundation for our discussions and activities during the seminar
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This was a University class for 13 students. The date was January 20, 2026. The goal of the lesson was to learn words for academic writing.
At the start, the teacher showed a picture for every new word. This helped students who learn better by seeing things rather than just listening.
Later, the students worked in pairs to write their own sentences. This was a good way to include everyone because it let students help each other. It made the quiet students feel more comfortable.
At the end, the teacher gave everyone a printed list of the words. This was fair because it helped students who write slowly. Nobody felt stressed about missing information.
Using the DRA tool was very helpful. It taught me to watch the students, not just the teacher. I learned that every student needs different types of help to feel included.
The most useful part was seeing how the teacher used resources. By giving out “Word Bank” sheets, the teacher made sure that slow writers and fast writers could both finish the work. This made the lesson fair for everyone. -
Method: Communicative Language Teaching (CLT)
Time Management: The lesson followed a strict 5-15-20-5 pacing.
Transitions were seamless, aided by a visual timer that kept the “Warm-Up” and “Production” phases on track.
Theme & Consolidation: The Present Simple (Daily Routines) was present throughout.
The lesson moved from a “Routine Bingo” warm-up to a “Two Truths and a Lie” consolidation, ensuring the S+V+(s) structure was practiced in context.
Equity & Engagement: To ensure equity, the teacher used “Think-Pair-Share” and randomized name sticks. This prevented “participation bias” and kept engagement with almost all, as every student had to prepare an answer.
Behavior – The teacher used Proximity Control and positive narration (highlighting on-task students) to maintain a respectful, quiet focus during independent writing.
Effectiveness – By using an Inductive Method, students discovered the grammar rules through a text rather than a lecture, leading to deeper retention. -
Method: Communicative Language Teaching (CLT)
Time Management: The lesson followed a strict 5-15-20-5 pacing.
Transitions were seamless, aided by a visual timer that kept the “Warm-Up” and “Production” phases on track.
Theme & Consolidation: The Present Simple (Daily Routines) was present throughout.
The lesson moved from a “Routine Bingo” warm-up to a “Two Truths and a Lie” consolidation, ensuring the S+V+(s) structure was practiced in context.
Equity & Engagement: To ensure equity, the teacher used “Think-Pair-Share” and randomized name sticks. This prevented “participation bias” and kept engagement with almost all, as every student had to prepare an answer.
Behavior – The teacher used Proximity Control and positive narration (highlighting on-task students) to maintain a respectful, quiet focus during independent writing.
Effectiveness – By using an Inductive Method, students discovered the grammar rules through a text rather than a lecture, leading to deeper retention. -
Diversity assessment tool is vital as it provides equity l, inclusion, self-expression and representation. This kind of tools reveal obstacles in development.
On the other hand it is time consuming. Suggestions for implementing this tool:
– to set clear objectives by using action plan
– to monitor progress over the month
– to make it accessible for all language learners
– to conduct regular training
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