Instructional Supervision Activity

InstructionalSupervision Activity

InstructionalSupervision Activity

Classdescription

Theclass was made of 5th-grade students. The content area to be coveredwas basically English Grammar which involved the use of vocabulariesthat relate to the grade level of the students. This lesson wasgeared towards ensuring that the students were able to integrate somewords, both in their oral and written communication so as to ensurethat they perfect their mastery of English. As such, the words weredivided into three groups which included simple, medium and complexwords. Simple words were basically those that students are frequentlyexposed to and would find themselves using them from time to time.These included words such as book, chair, door, pen, house, roadamong others. Such words are quite essential given the fact that theytypically form the bulk of conversations people have on a dailybasis. It is, therefore, important that students are able to use themand know how they may integrate with other words. These words alsoform a basis for improving vocabulary and being able to learn morewords that are a little bit sophisticated.

Themedium words were those that are somewhat more advanced and would notbe used frequently. Several of such words include silhouette, meadow,ricochet, scrounge and subpoena. Although these words are normallythere, they are not always used, and a number of them are limited tocertain fields, and so, there is a high chance that some people maylack the opportunity to interact with them and have a feel of wherethey could be used. It is, therefore, important to orient students tosuch words so that they may be able to practice them more often andhave a feeling of how appropriate they may put them into use fortheir own benefit and for the sake of improving their vocabularyknowledge.

Complexwords are those which are very rare, and there is a chance that somepeople may not find an opportunity to use a number of them in arandom conversation. Some of these words include cognizant,commensurate, expeditious and erroneous, among others.Thesewords are also important. They not only increase the ability of thestudents to communicate effectively, but also help to ensure thatthey gain more knowledge on the insights of grammar. The students arealso able to communicate fully during the lessons as they aim to geta full understanding of the information given forth for their ownbenefit. The proper application of these words lay in creating totalinterest among the students and making them aware of the fact thatthey can be excellent students of grammar. They may also develop theneed to continue constant practicing so as to remember the wordstaught and also increase the number of complex words that they arealready aware of.

Thelevel of the students was junior schools, and the lesson took 1 hourforty minutes that is, from 10 O’clock in the morning all the wayto 11:40 am. This time was deemed appropriate for enabling thestudents to learn grammar given the fact that the day had juststarted, and the students could, therefore, absorb more informationand be in a good position to remember most of the things that theywere taught so as to be able to incorporate them in their studieslater on. About 20 students were in attendance, and this number wasdeemed appropriate since the instructor would be able to give themfull attention and ensure that they benefitted much from theinformation being shared.

Theexpected learning outcome articulated by the teacher in thepre-observation conference

Theteacher had the intention of making students aware of different typesof words that they may come into contact with all through theirinteraction with English. It also aimed to make the students learnabout the ways through which they may acquire new words, even as theyseek to increase their knowledge of vocabulary. As such, a studentthat has gone through the lesson successfully will avoid a situationwhere he/she learns simple grammar only and avoids medium and complexgrammar. Such a person will work hard to learn the three types ofvocabularies so as to improve his quality of communication in thelong run. The objective and expected outcome were well indicated bythe teacher during the pre-observation conference.

Theobserved learning outcome showed that the students were quiteinterested in the lesson given the fact that they were exposed tomany new words they had not had a chance to use before. They alsoparticipated effectively through asking questions as well asanswering some that were put forth by the instructor. They alsoseemed to remember most of the words the teacher had taught them. Asa result, this was a great indication that the lesson was going on asplanned and had a high possibility of adding a great value upon thestudents in the long run. The students were also able to apply thewords that they were taught in various exercises the instructor gavethem through having verbal communications with one another as well asputting them in writing.

Methodsused to determine that proper outcomes had been achieved

Iwas able to determine that the students had actually benefitted fromthe expected results of the lesson through looking at the progress ofthe class activities and events. I was in the class and observed howthe students were participating as well as the methods that theinstructor was using to make the information remain stuck in thestudents’ minds. One of the methods included the use of charts thatwere written in colored words. The charts, therefore, seemed quitebeautiful to look at, and the students were quite jovial to engage inthe lesson since they found it quite fun. Most of the answersprovided by students were correct, and this was an indication thatthey were able to grasp the information passed to them correctly.Another factor also lies in the fact that all the students seemed toparticipate in the lesson, and none of them were left out. This meantthat the lesson was an all inclusive affair that put in mind theneeds of all the students. As a result, there is a high chance thatthe students would look forward to the next lesson as they would beso eager to learn what the teacher had to offer as they felt quitevalued. I also had a chance to interact with the students in a bid toascertain the level of understanding that they had as a result of thelesson. I was able to establish that the students truly put intomemory the words taught by the teacher, and this only meant that theywould be able to use them even in future engagements. Whowas &quotin&quot and who was &quotout&quot during the lesson?

Duringthe lesson, it was quite clear that all the students were includedand participated in one way or another. It is, however, quiteunderstandable that all students may not have the same level ofunderstanding and they may not be able to learn in the same capacity.There is a huge chance that some of them could have a betterunderstanding during the lesson compared to others. I was, however,not able to establish the case during the lesson given the limitedtime which I spent with the students in class, and the time that Iwas able to interact with the students. From my personal assessment,I established that there was evidence of student learning as theywere able to repeat most of the words the teacher had taught them.This was also shown by the high level of cooperation that thestudents portrayed during the lesson. It was, therefore, quite clearthat the lesson worked for all the students, although it would bewise to argue out that the degree would definitely be different.

Levelof questioning that was evident during the lesson

Theteacher used the comprehension and application levels of questioningduring the lesson. The most prominent of these was, however, thecomprehension questioning. This is because he was more interested inensuring that the students were able to understand the informationbeing shared with them (Hsieh, Jang, Hwang, &amp Chen, 2011).Through an understanding of the information that they were beingtaught, they would easily remember it in the future, and be able toput it into application. The teacher would give a set of words andask the students to group them into their respective vocabularyclusters in a bid to determine whether they understood clearly on howthey may be categorized.

Howthe teacher assessed the students throughout the lesson

Theteacher used different methods to assess the students so as to ensurethat they had a full understanding of the lesson. One of themincluded the use of verbal questions that were asked randomly to thestudents to ascertain whether they had fully understood. The next setof questions was provided in written form, and the students needed togive answers individually (Palincsar, 2012). These would provide aclear indication to the teacher on whether he was able to attain theultimate objective of influencing the students well in terms ofmaking them fully understand the different types of vocabulary. Theteacher took the books for marking, and provided feedback in thefollowing lesson. So far, all the indications showed that most of thestudents were aware of what they were taught, and there was a highprobability they would perform well in the exercise that the teacherhad given them.

Effectivenessof the use of questions method

Thefact that the teacher applied the use of questions to test theunderstanding levels of the students, was a clear show of how he waswell aware of methods that would be most appropriate to determine hislevel of performance. The answers that the students provided would beimportant in providing the teacher with a clear map of the wayforward and the measures he would need to take so as to increase thechances of the students having a better understanding of the lesson(Wright, 2010). As a result, it is generally understood that themethod of assessment used by the teacher was the most appropriate inthis kind of learning. It is also important to point out that theverbal questions asked by the teacher, were key to making themremember the information that he would give them. This is because thestudents were bound to remember any correction that the teacher wouldgive them as they attempted to answer the questions they were asked. It is expected that more teachers would pick on the use of questionsnot only as a method of assessing students, but also as a way ofpassing around information as it increases the chances of it stickingin the minds of the students.

Reflectionon the experience

Theclassroom experience was priceless. This is given by the fact that Iwas able to observe on the ways through which students are able tolearn and understand a given concept. One of the issues that I foundto be quite effective as far as rolling out a lesson was the use ofthe concept of coming from the known to the unknown. Such a methodenables the students to follow through the lesson as it developsslowly in a bid to understand the new concept that is being givenforth. The teacher applied this strategy through recapping on theprevious lesson that he had shared with the students. The previouslesson was basically an introduction to vocabularies and how they maybe used in different scenarios. Therefore, the students were able torelate to the lesson as this was just a build up on what had alreadybeen introduced. This also meant that the level of knowledge of thestudents would be boosted consistently as the lessons continued sincethey acted on the principle of building upon what they already knew.

Iwas also able to identify the ways through which the concentration ofstudents may be enhanced in a classroom. The teacher used to applyeye contact and tonal variation during the lesson so as not to appearboring. The students developed great keen to listen to him and as aresult, they would grasp a lot (Richards, &amp Rodgers, 2014). Healso applied the use of names. By mentioning the names of thestudents, he made them feel valued and their level of concentration.The teacher also applied humor during the lesson so as to shift thestudents from some seriousness a little bit and make them associatethe lesson with some form of happiness. This would not only bebeneficial during the lesson, but would also ensure that the studentslooked forward to the next one. As such, with the continuing of thelessons, there was high chance that the students would be able toremember most of the information shared during the lessons whichformed part of the course.

Iwas able to understand the importance of including students inlessons. This method makes them feel part of it, and they will dotheir best to carry out activities that are crucial in making thelesson a great success (Kerby, Shukur, &amp Shalhoub, 2011). Thestudents also become quite open, especially when it comes to the needto ask questions and seeking points of clarification. As a result,they will be able to open up in areas they have not fully understoodand wish to seek more understanding. Such measures help to ensurethat the teacher develops high-quality teaching strategies which areof great benefit to the students in the long run.

Conclusion

Inconclusion, the lesson was quite informative to the students and theinstructor demonstrated high levels of professionalism during thedelivery of the lesson. He was aware that the students under hisguidance had varying degrees of capabilities and made sure the needsof all of them were considered during the lesson. He was also keen toensure that the students did not go through any form of distractionthrough observing them keenly during the lesson and calling for theattention of anyone who seemed to drift off by engaging the studentwith questions. The assessment method applied by the teacher was alsocritical in ensuring that he would be able to identify any areaswhich had limitations among the students so that he would addressthem accordingly and build the effectiveness of his lessons.

References

Hsieh,S. W., Jang, Y. R., Hwang, G. J., &amp Chen, N. S. (2011). Effectsof teaching and learning styles on students’ reflection levels forubiquitous learning.&nbspComputers&amp Education,&nbsp57(1),1194-1201

Kerby,J., Shukur, Z. N., &amp Shalhoub, J. (2011). The relationshipsbetween learning outcomes and methods of teaching anatomy asperceived by medical students.&nbspClinicalAnatomy,&nbsp24(4),489-497.

Palincsar,A. S. (2012). Reciprocal teaching.&nbspInternationalguide to student achievement,&nbsp369.

Richards,J. C., &amp Rodgers, T. S. (2014).&nbspApproachesand methods in language teaching.Cambridge University Press.

Wright,W. E. (2010).&nbspFoundationsfor teaching English language learners: Research, theory, policy, andpractice.Caslon Pub.