Class
Observations – Nouméa 2017
Collège
Portes de fer – Day 1 – Friday 21st April
- Teachers
meet students in the playground and walk to class at the beginning of the day
and after breaks.
- All students stand to begin class
and sit when asked to.
- Teacher does not call out the roll
– Asks the students “Who is absent?”
- The class has desks organisied in
rows.
- Uniform t-shirt (grey) and Sports
t-shirt (green) – only to be worn for the correct sessions.
- Classes have approximately 25
students.
- Presentations using Interactive
board – Disney characters and other moving cartoons used to engage the
students.
- Use of Learning Apps (Homework
Task) – Subscribe to the App, make group, set tasks and monitor progress.
Year 9 – English – 7:10-8:10am
- Class are working on writing
biographies.
- Begin the lesson by revisiting the
last session.
- Questions are revisitied e.g.
Where was he born?
- Students respond to the teacher.
- Big emphasis on hands up.
- Students are required to memorise
the biography questions and information.
- Use of powerpoint to display
learning material.
- Students are working on sequencing
their ideas.
- Teacher guides the students to
write a shared class biography about Queen Victoria using the information
provided and the questions that they learnt in the previous session.
- The expectation for the next
session is that they will write their own biography on a chosen person (no
longer alive) and present to the class. They are able to make notes but not to
read sentences that they have written.
- Most instructions are given in
English – full immersion but due to different levels the teacher will sometimes
ask the students to translate her instructions into French and say aloud.
- Group work – Half class – They are
required to ask questions and respond. They stay in their seats for this task
and the teacher facilitates the discussion. The teacher selects a student to
share a question and then to give a response.
- Half the class have information
about William Shakespeare and the other half a table to fill out.
- Students then use this information
to write a biography about Shakespeare (Homework also). Write notes and begin
the task as a whole class.
Year 7 – English – Group 1 – 8:15-9:15am
- Students
learning: Have you got? Yes I have got/No I have not got. Singular and Plural.
- Recall
the previous session to begin. No books/notes – students are not allowed to
look back on their work from the previous class.
- Students
complete a workbook task on plurals – Has she got? Have you got? How many has
she got?
- Picture
of pet shop shown on Interactive board – Recall questions – Teacher to student,
teacher to student.
- Make
a list of the different pets as a whole class – She has got…
- Copy
the lesson into books – these are all very well presented.
- There
is an expectation of silence when copying down the lesson.
- Teacher
spends the lesson at desk or at the front of the class.
- Listen
and repeat for pronunciation of vocabulary.
Year 7 – English - Group 2 – 9:30-10:30am
- The
same lesson as taught to the previous Year 7 Group
- Interesting
to see the contrast in levels.
Collège
Portes de fer – Day 2 – Tuesday 2nd May
- Discussion about tablets/shared information about Language Apps we
use in NZ.
- Detentions are given to students who teachers feel are not working
hard enough in class – they return and complete their work.
Year 10 – English - Advanced – 8:15-9:15am
- I
gave a presentation about NZ and Berkley.
- Students
were hesitant to ask questions in English.
- Played
Order of Importance, Chain Fairytales and Categories.
- Next
session look at questions to do with school – Who, What, When, Where, Why and
How.
Year 9 – English – 9:30-10:30am
- Students
learning: Life in the past.
- Revise
What people could/couldn’t do in the 1800’s – Emphasis on full sentences.
- Life
was harder at that time Activity – Comparing Nowadays and the past. Vocabulary
given to the students using words and pictures.
- Teacher
reads and the students repeat – Not used in sentences.
- Students
work independently – teacher sits at desk – Many students unsure of task.
- Teacher
goes through the task. Chooses students to share sentences e.g. People couldn’t
use ______ in those times but they could use _______.
- Vocabulary
test scheduled for the next week.
- Make
sentences as a class e.g. Since there
was no electricity, people had to use candles or oil lamps.
- Asks
students to translate the sentence to French.
- Pour
- For + name, to + verb
- He
had to (il était obligé)
- They
didn’t have to (ils n’etaient pas obligé)
Tahitian Dancing – 12-1pm
Year 7 – English – Group 1 – 1-2pm
- Students
completing a test on what they learnt over the last week – 20 minutes at the
start of the lesson.
- Being
tested on - Have/have not got, has/has not got, how many. Use of singular and
plural.
- Expectation
of silence during the test.
- Instructions
are given in French.
- Once
finished students hand in their tests and take a vocabulary task to complete –
This is about food (matching pictures to the english words) – 5 minutes to
complete this task.
- Mark
the vocabulary sheet as a whole class then repeat the vocabulary after the teacher.
- Extension
– What do you love/like/don’t like/hate/prefer?
- Make
sentences e.g. I like pasta/I don’t like bacon and eggs – teacher writes
individuals sentences on the board.
- Gives
sentence structure – I like… and I love… but I don’t like…/I hate… but I
prefer… - Teacher picks students to share their sentences so not all students
get to come up with a sentence and say it aloud.
- Students
copy the lesson into their copy books.
Year 10 – English – 2-3pm
- Revise
work from previous session – Crime scene – Using subjects and verbs.
- Second
task – change senences into the passive voice e.g. The burglar broke into the
house becomes The house was broken
into by the burglar.
- Teacher
chooses students to feed back to the class – same individuals share – others
chat or quietly copy into their books.
- New
task – What did Sherlock Holmes use to do in the past?
- As
a class students come up with a paragraph to answer this question – using they
used to/they didn’t used to.
- Teacher
has the paragraph written and the students are trying to rewrite from memory.
- Students
copy the paragraph into their books.
- Students
complete a grammer sheet about used to/not anymore/no longer/not any longer.
Teacher reads the instructions and then the students complete in silence.
- Students
translate the sentences into French.
- This
class has a variety of levels as they have all come from different teachers –
Corinne mentioned that there is a lot of gaps in grammar and that she is
finding it difficult to catch up some students and to extend others.
Year 7 – English – Group 2 – 3:15-4:15pm
- The
same lesson as taught to the previous Year 7 group.
- These
groups will move on to write questions about likes/dislikes in the next
session.
Year 9 – English - Advanced – 4:15-5:15pm
- Showed
short presentation about NZ and answered questions.
- Played
the Memory Game, Categories, Chain Fairytales and Order of Importance.
Collège
Portes de fer – Day 3 – Thursday 4th May
- Students
who have misbehaved in a class get put on daily report. Teachers rank the
lessons behaviour/work by coulour – insufficient to good.
- Possibility of Year 7 classes writing letters to my class in
English – Name, Country, Family, Pets, Sports, Likes/Dislikes. My class could
then reply in French.
- Possibility of Year 10 - Advanced (European Section) – coming to
visit Berkley depending on fundraising.
- Possibility of Berkley visiting Portes de Fer during their
upcoming trip in October.
Year 10 – English - Advanced – 7:10-8:10am
- I
took a lesson on questions with this class (who, what, when, where, why and
how).
- Students
answered the questions in English and then wrote a paragraph about their school
to include as part of their presentation.
- Students
then came up with quiz questions about New Caledonia and their school to ask
the students in New Zealand.
- Their
teacher motivated them to raise money for their trip by saying that if they
sell enough cakes they may be able to come to Hamilton to visit Berkley.
Year 7 – English – Group 1 – 8:15-9:15am
- Students
complete a test on the food vocabulary from last session (10 minutes).
- Students
then move on to correct the test on have/have not that they did in the last
session. They go through each question. Teacher chooses student to share the
answer. The teacher was very disappointed by the results of this test.
- Students
revise I like, I don’t like, I love, I hate and I prefer.
- Teacher
shows pictures (cakes, ice cream, bread etc.) on the board and chooses students
to form sentences.
- If
students take more than 5 seconds to reply the teacher quickly selects another
student and asks the others to repeat.
- Teacher
often shouts at the students in French to remind them not to speak in French or
to tell them to be silent.
- Students
move on to questions e.g. Do you like coke? Yes, I do/No I don’t.
- Students
copy the questions into their copy books.
- Shows
pictures on the board and then chooses students to ask their neighbour a
question. The students repeat many of these.
- Teacher
tells me that a student is difficult and has problems understanding very loudly
in front of the whole class. She says “This is why he never learns anything!”
- Next
the teacher shows the picture and the like/dislike picture and students must
make a sentence. Teacher chooses the students to make each sentence.
Year 7 – English – Group 2 – 9:30-10:30am
- The
same lesson as taught to the previous Year 7 group.
- Teacher
compares the classes – attitude, attention, ability and individual students.
- Students
in this class begin correcting their tests independently using their copy
books.
- Students
are asked to write/copy vocabulary at home in preparation for the vocabulary
tests that they have.
- Use
of pictures and repetition is excellent.
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