DAY 1: OBSERVING TEACHER AND LEARNER ROLES IN LANGUAGE ARTS

PRE-OBSERVATION

i. I would like to observe teacher and learners roles in the language arts class.
ii. I will make sure by making appointment with the English teacher and discuss with her. I will
get her permission to observe the language arts class so that she can prepare with her teaching
materials for the lesson.
iii. I will record using my phone. I will ask help from my friend to take pictures and another friend
will be taking note.
iv. I will do the report by using the video recordings. It will help me to do the task more easier
way. Not only that from the video recording, I will do the analysis for my assignment.
v. 1) How do you manage the classroom?
2) Do you follow the KSSR syllabus?
3) How do pupils participate during language arts class?
4) Do you find easier to teach language arts compared to other subjects?
5) Do your pupils feel comfortable when you speak English language in class?

WHILE OBSERVATION
i. During observation, teacher plays as a facilitator and motivator for the pupils.
ii. Pupils actively participated in the teaching and learning process.
iii. As there are students having mixed pupils who are normal pupils and learning disabilities
pupils such as ADHD in a single classroom, teacher interacts with all the pupils in a nice way.
This English teacher carried out interesting activities with normal individuals with misbehavior
pupils in order to keep a lesson moving. Teacher focuses on the cooperative and collaborative
learning. Teacher clearly specified to each child so that they know what they are doing or why
they are doing. Not only that, the teacher who Ive observed presented a material which capture
the interest of pupils. So, the children did not feel so bored and lose their interest in studies.

iv. The teaching and learning process take place very effectively. Pupils actively participated in
the activities. Not only that, when teacher poses questions to the pupils, they were not hesitate
to give answers. All tried their level best to answer the questions.

4. POST-VISIT REFLECTION EXERCISE

i. Teacher acts as a motivator and facilitator whereas pupils acts as active participants in
classroom.
ii. I felt so happy and satisfied when observing this class.
iii. Teacher should be a good motivator during the teaching process. Teacher should use some
method to control the misbehavior pupils. Most teachers want their pupils to display as a
working hard or not disturbing others. Attention should be given to the problematic students
by offering children a reward for not doing bad things. Teacher also can use praise which is
natural and sincere. It is good idea to try at least six synonyms and use them appropriately in
the class. Great, super, fine, splendid, remarkable are some examples which can be
used to motivate a pupil. It is much better to reward some worthwhile behavior from a
misbehave pupils. Teachers should announce to the pupils that teacher will give rewards if
pupils show good behavior in class.
iv. Yes.

DAY 2: OBSERVING CLASSROOM MANAGEMENT IN LANGUAGE ARTS CLASS

2. PRE-OBSERVATION QUESTIONS
i. pupils queue outside of the classroom until the teacher enters to the classroom. After teacher
enters, they greet the teacher and they sit in their place quietly. Teacher gains pupils by clapp
out a rhythm, and the students repeat the rhythm. That is their signal to stop whatever they are
doing and focus on what teacher has to say. Not only that, teacher gets the pupils attention
without losing her voice is to stand at the front of the class with one hand in the air. Then she
makes a long, continuous 'shhhhh' gradually getting quieter as more. Teacher distributes
resources to the pupils while conducting the lesson.
ii. After the lesson introduction, teacher asks the pupils to sit in a group for the next activity.
Without delaying teacher gives instructions for the next activity.
iii. During the lesson, teacher asks the pupils to sit in a group. They are not allowed to walk
during the lesson. Teacher control the class by monitoring group by group. The use the
resources in group. Resources such as mahjong paper and marker are distributed for each and
every group. Pupils in the group share their work by contributing ideas. Teacher gives extra
work for the pupils done earlier than others. Whereas teacher guides the pupils who work very
slowly. Teacher walks around the classroom and monitors every group. Teacher assists the
pupils if necessary. During the lesson, teacher asks the pupils to exchange their work with
friends and asks them to mark their friends book by giving correct answers. Teacher always
fulfil the pupils needs by assisting them time to time. Teacher does not delay when pupils ask
any questions to the teacher.
iv. teacher asks pupils to pronounce the words that theyve learnt in previous stage to make
sure they remember the words that learnt on that day. The group leader of each group give back
the materials to the teacher. Teacher recaps lesson by asking questions on the topic pupils have
learnt. Pupils stay in the class because they are having next lesson in the same class.
v. Teacher plans appropriate rules and procedures for different level pupils like different ability
pupils. Rules should be match for the different level pupils. It very good when teacher introduces
very short and sweet rules to the misbehave pupils. Teachers also c make sure that the rules
they stated can be written on a poster and pasted in front of the classroom so teachers are need
not to remind always to them. Example of rules in the classroom which Ive observed is:

1. We are a big family.

2. We must help each other.
3. We should raise hand when we want to talk.
4. We must not quarrel.
5. We must not fight

To encourage a good behavior, teacher gives them tokens for whom maintain silence in
classroom. Token reinforcers include check marks, gold stars, points and trading stamps. The
class that Ive observed do not have any behavioral problem pupils. They were all so good and
listen to teacher always. Teacher allows talking when teacher finish her lesson and teacher
allows talking in group work for make the pupils to contribute ideas.

3. POST-VISIT REFLECTION EXERCISE

The class was so good. The pupils all maintain a good behavior. They do not pose bad attitude
towards teaching and learning process. The classroom management was very good. English
teacher did a very good job in managing the class effectively.

DAY 3: TECHNIQUES IN TEACHING LANGUAGE ARTS

i. SET INDUCTION
Teacher shows some pictures to the pupils and asks them to guess. After pupils guess the
picture, teacher explains about the meaning of the words. Pupils listen attentively to the teacher.
Teacher introduces the title of the poem.

PRESENTATION
During the pre-stage, teacher introduces a poem to the pupils. Teacher asks pupils to read after
teacher. Teacher drills the pupils until they memorized all the lines of the poem. Teacher teaches
the pronunciation and meaning of the difficult words from the poem. During this pre stage she
completely uses her 15 minutes time to teach the pupils about the poem. She manages her time
very effectively throughout this stage. Pupils actively participate when teacher asks to read the
poem. Teacher asks pupils some questions related to the poem. Some of the pupils give correct
answers and get eraser as a reward. The pupils are so excited when answering to the
questions. Not only that, when giving rewards to the pupils, it encourages other pupils to give a
try to the teachers questions.

PRACTICE
During while stage the English teacher gives pupils on task-based learning through group work.
She divides the pupils into 5 groups. Teacher shows an example on reciting poem. She does
some actions based on the poem. Then, she asks pupils to do their own actions to recite the
poem. She monitors all 5 groups throughout the activity. She assists the pupils if necessary. In
this way she provides communicative activities, which allow the pupils to practice their language
skills. Communicative activities also allows learner-centered classroom. This English teacher
strongly believes the collaborative values such as helpful and caring towards the objectives of
the lesson. When pupils involve in group work, the free and open learning environment helps
learners to express themselves, investigate problems, think critically and exchange ideas (Chen

1998). In this stage teacher acts as a facilitator referred as the supervisor role as the teacher
provides the pupils with opportunities for explore with their own learning. It indicates that this
English teacher more focused on the learner-centered than a teacher-centered environment.

Next, teacher asks pupils to come in front and present the poem group by group. She assesses
all the groups based on the creativity and pronunciation. She asks other groups to give points to
the group presents in front of the class based on their pronunciation. Teacher announces the
best group and gives them eraser for each pupil as reward. In this stage, she occupies her
time using group activity and selects best group and gives them rewards.

PRODUCTION
In this stage, teacher distributes crossword puzzles to the pupils. First, the teacher explains how
to complete the crossword puzzles and shows the way of answering the crossword puzzles by
providing answer to the first question as an example. Next, the teacher instructs the pupils to
complete the crossword puzzles within the given time. The teacher monitors each pupil and
guides them if they encounter any problems in completing the task. After the pupils complete the
crossword puzzles, the teacher discusses the answers with them
.
CLOSURE
During closure. Teacher asks pupils to pronounce the words learnt in set induction, stage 1,
stage 2 and stage 3. Pupils are able to pronounce the words. Teacher reinforces by giving
rewards to the pupils at the end of the lesson.

ii. Teacher integrates the four skills in her language arts class. for example, speaking integrated
when teacher asks pupils to come in front and recite the poem group by group. Teacher asks
opinion from other group.
iii. Grammar integrated when teacher corrects the mistakes of the pupils when they give
comments about their friends performance. Vocabulary integrated when teacher teaches the
pronunciation and meaning of the difficult words from the poem.

DAY 4: TEACHERS APPROACH TO LANGUAGE ARTS

a.
b.
c. The type of activity teacher used is teacher asks the pupils to recite the poem in groups.
d. yes. There is a specific day for teaching language arts. They follow as the kssr stated.