Classroom Teacher Interview 1
Classroom Teacher Interview and Observation
Learning a second language becomes meaningful and engaging when teachers create a language-rich environment that provides students with authentic material.Using computers in the ESL classroom enhances student learning. The author observed and interviewed an ESL teacher who usually integrates a variety of media and technologies in her instruction.
Observing one lesson generally provides a limited view of the classroomsituation because it only shows one aspect of a much largerpicture. However, the author was able to interview the teacher (see Appendix A and B)before and after the lesson for information about the class. The class consists of 14 students who have learning difficulties in their first and second language. Most of them find it easier to speak than to read or write in English. Their proficiency level in ESL is the lowest for the tenth graders. Lessons in the computer room motivate these students to read. Students find web pages easier to access for information. The Internet appeals to students'diverse learning styles whether auditory, visual, or kinesthetic. The teacher chose to integrate technology to encourage students to engage in reading for information.
Since there were no special preparations made for the lesson, the author asked the teacher to complete alesson plan template (see Appendix B) based on the Assure model (Heinich et al, 1999) for this purpose. It was a complete unit of instruction. The object of the lesson was to access information from a website called the Internet Movie Database (2005). The students had to report their findings by filling in their hand written answers on a worksheet provided (see Appendix D). The class consisted of 14 students who worked in pairs on the computer. There were 26 computers (see Appendix F) but only 15 were in working condition. The teacher did not spend much time on instructing the students. They seemed accustomed to working in the computer room. Most of the students worked independently. Some needed help in navigating the site. They could not locate the search icon where they had to type the name of the performer from a list provided by the teacher (see Appendix E). This was mainly due to reading and language difficulties.
The teacher did not have any management problems. The classroom has 26 computers arranged along the walls with an open space in the middle. The teacher could view the screens each pair of students as they worked diligently on the task. Most of the students remained focused on the task but a few lost interest and played games. The teacher reminded them to get back on track. Those who completed the task continued to the second phase of writing their own questions. Students, who found it too difficult to write, chose another actor and continued working.
The performance taskengaged students in reading and assessing information from the Internet on a subject of interest. However, the author noted three weaknesses in the lesson.
First, the instructions were weak. The students received them by listening to the teacher as they turned on the computer and went into the Internet Movie Database (IMDb, 2005). The teacher could have instructed them by using PowerPoint slide presentation or projecting the target website on a large screen. The teacher felt that it was more efficient to get the students working as soon as possible without any introduction to avoid management behavior problems.The teacher has a website that she uses for online instruction (Zaritsky, 2004) for other classes. She could have solved the management issue by added instructions there.
Second, there was very little team collaboration (see Appendix C). Students took turns in locating and adding the information on the work sheet. They did not cooperate on the task. They each wanted to learn about a performer of their choice. There were enough computers in the classroom. The students could have worked on individual computers. It was not clear why they sat in pairs. The teacher justified her actions;she claimed that because most students were weak in English, it was less threatening for them to work in pairs than to work alone. They chose not to work collaboratively. The teacher believes in teamwork and felt it was important to get them used to working as a team. She hopes to direct them towards better cooperation next time.
One of the best ways to accomplish learning is by means of teamwork. It helps develop hand on skills necessary for life long learning.Learning teams are actually teaching teams because each of the members learns from the other. In this way students experience learning.
Teamwork offers students an opportunity to get involved in their own learning. It brings them closer to the real world. Learners become motivated when they realize that they are also teaching others, as they become active learners. Learners learn to appreciate the value of sharing. Sharing ideas and taking responsibility for not only your learning but alsosome else is very rewarding. Learning skills and practicing them in real every day situations helps learners understand that learning is a process that does not end in the classroom but goes on throughout their lives.
Lastly, the lesson did not have a closure. The teacher did not say anything. The bell rang and the students disappeared. The students may have benefited from reflecting on their findings and on the lesson. The teacher claimed she received very positive feedback the following lesson. The author believes students should fill in a feedback form and reflect on each lesson. It helps them and the teacher evaluate and improve in the future.It consolidates the learning process. If there is no time for it, they can do it at home and present it to the teacher the following lesson. It may be a good idea to have an online feedback form to make the process easier for the class.Learners should learn the skill of reflecting and expressing their feelings about the learning experience.Participating in the process and reflecting on how it feels is very engaging (Sachse, 2002).
Overall, the lesson was a learning experience for the author. Observing and interviewing a teacher who integrates technology in the computer room is an excellent way of becoming aware of instructional procedures and management in classroom. It gives an opportunity to observe student's involvement or lack of engagement during a lesson.By observing others the author can become more sensitive and able to improve professionally.
Nellie,
This is quite an in depth paper on classroom technology integration. Your background with using technology—yourself—played out significantly as you were able to identify many areas of strengths and weaknesses and offer alternative solutions. You did a wonderful job with the ASSURE model and theories.I agree with your concern about time management and having the class end with some kind of feedback. However, we should note that there will be times when a teacher loses track of time due to the buzz of activity in the room and feedback will have to be delayed. Excellent job using your created forms and rubric!
Content 150
Organization and presentation 30
Mechanics 20
200 pts.
References
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Instructional media and technologies for learning, 6th Ed. Retrieved April 20, 2005, from
Holznagel, D. (2005). Is technology integration happening? How Can I Tell? Retrieved April 22, 2005, from
Internet Movie Database Inc. (1990-2005). Retrieved April 25, 2005, from
Sachse, T. (2002).TLC experiential learning: Experiential learning theory. Retrieved October 29, 2004, from
University of Phoenix (Ed). (2002). Designing and Producing Education Technology [University of Phoenix Custom Edition]. Boston: Pearson Custom Publishing.
Zaritsky, M. (2004). 10th grade Micki's class. Retrieved April 25, 2005, from
Appendix A
Classroom Observation
School: RabinHigh SchoolTeacher: Micki Zaritsky / Grade: 10
Subject: EFL (English as a foreign language) / Class Size: 14
Observer: Nellie Deutsch / Date: January 28, 2005
Name of lesson: IMDB performance task / Length: 90 minutes
Degree of direct teacher instruction: Choose one
1. Low/None (Students are working independently and/or in student groups)
2. Medium (Some teacher direction of the entire class, but half or more of the time as above)
3. High (Teacher-directed instruction. Lecture, presentation, etc.)
Description of classroom activity and lesson:
The activity is a performance taskabout famous movie stars.Students work individually as they assess a database and report the information toa worksheet.
Size of student teams (single, pair, 4, or larger):
Pairs
Technology (hardware and software):
computers, internet, Microsoft Word
Number of computers in the classroom/how many are in use:
26/7
Instructional material in use: performance task
with instructions and resources for the task
Class management techniques:
The teacher walks around the class checking to see that all the students are on task, helping, answering questions, encouraging.
Created by Nellie Deutsch April 20, 2005
Appendix B
Assure Model Lesson Plan Template
Name: Micki Zaritsky
Date: January 28, 2005
Title: English Teacher
School: RabinSecondary School
Address of school: Tel Mond
Title of lesson: IMDB performance task
Length: 90 minutes
Analyze learners:
General Characteristics
- Number of Students: 14 students
- Level (grade or age): 10th grade
- Gender: mixed
- Age range: 15-16
- Exceptionalities - ADHD, hearing, etc: low-level class, many with LD and ADHD
- Cultural/Ethnic/or other types of Diversity: None
Entry Competencies
- What skills do they have already: basic computer skills, minimal English skills, minimal study skills
- They need to review: English – forming questions, reading comprehension
Learning Styles:
- Visual (% of students):
- Auditory (hearing/verbal):
- Kinesthetic (hands on/physical):
- Other: Do not access to this information
State Objectives
Objective elements: Access information by reading authentic material from the Internet
Audience: 10th grade Mabar (very diverse and weak) class
Behavior: Use internet site to access information and complete worksheet, write questions relating to website
Condition: computer room, working individually or in pairs.
Degree: Some students I expected 100% (accessing information and formulating questions), others 50% (accessing information only)
Objective Statement(s):
The 10th graders will be able to access specific information about movie personalities form a website. They will be able to formulate questions based on the information on the website.
Select Media, Materials, & Methods
Media and Materials used in the lesson:Worksheet
Utilize Media, Materials, & Methods
I did not implement instructions/ I could have used my web pages for instructions
Require Learner Participation
The task was relevant to the students as they could choose their own "movie stars"
Evaluate and Revise
Evaluate student performance:
Students completed the worksheet.
Were the media and the instruction effective? Yes,
Evaluate media components:
How did you determine the media effectiveness?
Most of the students completed the task successfully and stated that they enjoyed the task.
Evaluate instructor performance:
Make a note for revision in the future. This website requires multimedia (i.e. sound) which was not available in the computer room.
Appendix C
Evaluation of Student Participation
School / Team Name / TopicRabinHigh School / None / Searching for movie stars
Skills / Criteria / Points
Help / 1 / 4 / 7 / 10 / 7
Students help each other / Rarely / Some / Frequently / Always / Frequently
Listening / 1 / 4 / 7 / 10 / 4
Students listen to each other's ideas. / Rarely / Some / Frequently / Always / Some
Contribution / 1 / 4 / 7 / 10 / 10
Every student contributes to the task. / Rarely / Some / Frequently / Always / Always
Exchange of Ideas / 1 / 4 / 7 / 10 / 4
Students exchange, defend, and rethink ideas. / Rarely / Some / Frequently / Always / Some
Interaction / 1 / 4 / 7 / 10 / 7
Students interact, discuss, and pose questions to all members of the team. / Rarely / Some / Frequently / Always / Frequently
Respect / 1 / 4 / 7 / 10 / 4
Students encourage and support each other's ideas and efforts. / Rarely / Some / Frequently / Always / Some
Share / 1 / 4 / 7 / 10 / 4
Students offer ideas and report their findings to each other. / Rarely / Some / Frequently / Always / Some
Efficiency / 1 / 4 / 7 / 10 / 7
Students are efficient as they divide work load / Rarely / Some / Frequently / Always / Frequently
Document Meet / 1 / 4 / 7 / 10 / 10
Students write a report of the meet / Rarely / Some / Frequently / Always / Always
Complete / 1 / 4 / 7 / 10 / 10
Students complete the task as required / Rarely / Some / Frequently / Always / Always
Created by Nellie Deutsch April 23, 2005
Appendix D
Web task for grade 10 students
Name ______Date ______
10th Grade Webtask
Website:
Look on MAIN PAGE
1 / What is the name of the actor / actress?2 / What is his/her birthdate?
3 / Where was he/she born?
4 / How many movies did he/she make?
5 / What was the name of his/her FIRST movie?
6 / How old was he/she?
Look on Biography
7 / What is his /her birthname?8 / What is his / her height?
Look on Awards and Nominations
9 / How many awards has he / she been nominated for?10 / How many awards has he / she won?
Choose a movie or an actor / actress that you like and write 5 questions and their answers…
Name of movie / actor / actress: ______
Questions
1. ______
Answer:______
2. ______
Answer: ______
3. ______
Answer: ______
4. ______
Answer______
5. ______
Answer______
Appendix E
Choice of performers
Brad Pitt
Pamela Anderson
Bruce Willis
Hilary Duff
Keanu Reeves
Sandra Bullock
Chris Rock
Tom Cruise
Arnold Schwarzenegger
Eddie Murphy
Will Smith
Tommy Lee Jones
Sarah Jessica Parker
Tom Hanks
Johnny Depp
Jim Carrey
Natalie Portman
Whoppi Goldberg
Robin Williams
Julia Roberts
Appendix F
Computer Room Layout