Learner observation tasks as a learning tool for pre-service teachers

The main concern of the task (see Appendix 4) is to raise awareness of student teachers about the extent the task or activity match pupils' level of capacities. Student teachers will observe the teacher-class interaction. In the case if there is an opportunity to observe and record pair-, or group- work students can make some notes of pupils' language production as well.

Before the lesson pre-service teachers are recommended to consult with the teacher about the language and communicative level of pupils in the class. Full description of pupil characteristic about their language production and perceptive skills, communicative abilities might be time consuming. That it is why grades of pupils can be helpful as a rough measurement of pupils' level of competence. At the same time an observer can judge objectivity of these grades while making records of actual pupil's utterances.

During the lesson student teachers should observe language and communicative behaviour of pupils. The aspects of the language behaviour cover the accuracy in the use of grammar, and pronunciation, the size and organization of vocabulary (Meara 1996:37, 45), the complexity of grammar structures and construct of utterances; in so far communicative behaviour covers fluency of speech production, the choice and combination of `grammatical forms and meaning' (Canale and Swain 1980:12), adequate initiation and response in actual performance.

At the lesson student teachers put down all the notices in the chart with five columns. The first two columns they should fill in before the lesson, where they fix the names of pupils in the class, and their grades provided by the teacher. In the third column an observer outlines the learning activities. It will help to recall the context and join learning activities with the teacher's strategies. Later student teachers might refer to them as a sample in their own teaching practice. In the fourth column student teachers should fix concrete facts or evidences of the pupil's level of competence, such as concrete grammar mistakes, mispronunciation, speed of production, or make some jotted notes of actual utterances. These records should help student teachers in their judgment about the level of pupil competence. Finally, in the last column student teachers are recommended to observe teacher's strategies that s/he employs to adjust the learner level of comprehension. There are some examples of teacher's strategies that are set before the chart. I have appealed to the `supportive' (Millrood 2002:132) strategies mentioned above.

After the lesson student teachers are recommended to share their findings with the teacher and discuss the language behaviour of the learners whose level appears to be different from the designed before. An observer can present a fresh look at the situation and it should help to create new techniques and approaches that suit learner's expectations and level. Another task for student teachers is to comment on the congruency of the student's level of competence and the level of difficulty of the tasks. In the case if these levels do not coincide, student teachers should comment on the overt linguistic or communicative problems that pupils faced at the lesson.

At the post observation session students should reflect on the extent the task should be challenging for learners. Considering the data they have student teachers are recommended to contemplate over the appropriate activities and instructions that match learners' levels and capacities and develop their progress in the language and communicative competence. Finally, pre-service teachers should reflect on the connection between learner's social and physical position in the classroom, learner's motivation, learning styles and learner level.

Chapter 6

Implementation of the learner observation tasks

6.1. Phases of the observation period and their objectives

Learner observation tasks can be easily embedded in the Teaching Practicum Curriculum. To conduct observation effectively student teachers need to be prepared to the observation period itself. So, observation period consists of three phases: pre-observation, actual observation and post-observation. During the pre-observation period a supervisor is recommended to explain the key elements of the learner observation tasks, such as active reflecting, constructing of personal meaning through thinking about new ideas and comparing previous own learning experience and `reappraising old assumptions in the light of new information' (Wajnryb 1992:9), initiating that is encouraged by guided-discovery and inquiry nature of the `before the lesson' and `after the lesson' tasks. At the same time a supervisor should explain that samples and categories provided do not limit the range of learners' behaviour and student teachers should generate their own categories. Learner observation tasks do not require special training but some introduction about the general structure of the tasks is recommended. The actual observation student teachers should conduct with the groups of learners that they are supposed to teach in active phase of the teaching practice. But observation of other groups of learners can enlarge student teachers' experience in observation and increase their knowledge about learners' behaviours, styles, and motivation factors.

Learner observation tasks are recommended to conduct one per lesson in the sequence provided. Finally after fulfilling all the tasks separately the combination of all of them can expose the whole picture of the learner's characteristic and the group as a social setting. To achieve this aim four observers are given one observation task but different from each other to do during the lesson. After the lesson they combine and discuss their data about learners from different angles to draw the holistic picture about their physical and learning behaviour, and refine descriptions of categories observed. At the post-observation phase which is conducted once or twice a week student teachers and their supervisor discuss and analyse the data collected. Debates and analysis of the tasks will serve as a `resource base for their (teacher student) own teaching and classroom decision-making' (Wajnryb 1992:16).

6.2. Criteria for assessment of learner observation tasks

To assess the learner observation tasks I suggest using four criteria for evaluation of research observation proposed by Scott (1990) which were described in Chapter 2.7.1. and can be adapted to learner observation tasks: authenticity, credibility, represententativeness and meanings. Authenticity tests a task whether it is genuine, complete and of `unquestioned authorship' (Macdonald 2001:204). Unfortunately quite often student teachers deliberately present deceptive data, they tend to copy descriptions and comments of their peers rather than conduct their own observation. Sometimes due to the lack of language proficiency and analytical skills student teachers experience difficulty in describing events and interpreting their data. Therefore supervisors are recommended to check whether there is cohesion between aspects of observation and comments; a sense in comments and reflection; consistency in literary style; and compare different versions of the student teachers tasks. To test observation data on credibility a supervisor should take into account who produced the document, why, and for whom, so as to be assured of its quality. The problem is that pre-service teachers tend to present data in more pleasant way not to hurt her/his teacher monitor, or from the fear of revenge. So I draw to Scott's (1990) social nature of the text and assume that classroom climate, student teacher's relationship with pupils and a monitor should not be neglected. The classroom observation tasks constitute a representative sample if they reflect all the aspects of the original document. At the same time they should be treated as guidance so not every aspect of observation might occur at the lesson. The blank can emerge due to the teaching approach or inattention of an observer. The latter version can lead to wrong assumptions and destroy accuracy of data presentation. That is why a supervisor should consider every case objectively.

Meaning of the observation data involves two levels: `literal' and `deep' (Scott 1990:58). The first meaning can be derived from the level of language proficiency of student teachers. Learner observation tasks are recommended to write in the target language. The reasons of it have been explained in Chapter 3.2. It is rather complicated for student teachers to make notes in foreign language. But student teachers must possess the intermediate level of the language proficiency, so descriptive language of behaviour and manner of doing should not reveal great problems for them. Thus, a supervisor should take into account the language literacy of pre-service teachers. The deeper meaning is more difficult to assess. Here a supervisor should analyse the content of the text, and coherence between the aspects of observation and comments to them.

To sum everything up I can suggest that a supervisor should assess the tasks from different angles. Nothing can be taken for granted. The layout of the tasks, the amount of the comments and their appropriateness, method and additional sources for data collection should be considered. To ensure objectivity of assessment tasks can be assessed by two supervisors.

Computer assessment of ad-hoc observation needs further investigation and research. I should not deny practical problems in implementation of software packages in assessment of observation tasks: poor material and financial resources of institutions in developing countries. Moreover, most supervisors are computer illiterate and it requires much training for them to become competent users of software packages. But in future it is highly recommended to include computer packages in the evaluation process as it can assist and complement `manual' approach and present valid data analysis and assessment.

Appendix 1

Classroom climate

Before the lesson:

1. Arrange to observe a lesson. Make sure you are seated in a position where you are able to observe students' physical and emotional behaviour when the teacher attends to individuals.

2. Make familiar with the sample chart. Be aware that you will probably have to modify it.

During the lesson:

1. Make a grid of learners' seating arrangement. Note on your diagram whether the students are male (M) or female (F).

e.g.

2. Notice and put the symbols according to student's physical or emotional behaviour every time the teacher attends to him/her. You may like to add others as you observe.

3. Try to record some field notes on student's response to the teacher's attending strategies.

4. Notice any changes in seating arrangement during the lesson.

5. Try to put symbols of physical behaviour when students attend to each other working in pairs or in a group at the beginning and the end of the task fulfillment.

- eye contact with the teacher

- hand raising

- smiling

- no emotions

- boring

- daydreaming

- doing another task different from the lesson objectives

- physically bothering other students

- other

After the lesson:

Comment on:

1. the seating arrangement, classroom discipline and social climate;

2. balance between teacher's attendance to the students' at the back and at the first desks;

3. balance between teacher's attendance to female and male learners;

4. gender-related differences in physical behaviour;

5. comfort and attending to the task by the students at the first and the back desks;

6. the type and the amount of speech production by students at the first and the back desks;

7. any changes in students' behaviour after seating arrangement was altered (if happened)

Reflect

What is the relationship between seating arrangement and social climate at the lesson? Does seating arrangement influence on classroom management?

How female and male learners' behaviour is different?

What is the relationship between learners' physical behaviour of different gender and their attitude to each other, the teacher and learning in general?

What is the relationship between location of students, and the type and amount of utterances they produce?

What is the relationship between seating arrangement and the nature of the learning process? (teacher-centred or learner-centred)

Appendix 2

Learner motivation

Before the lesson:

1. Arrange to observe a class.

2. Make yourself familiar with the chart below. Consider the evidences/signs of physical and language beahaviour that indicates students' willingness and interest to the learning process. For example,

- asks the teacher when uncertain;

- attends the task at once;

- attends the task after the teacher's reprimands;

- does not obey teacher's instruction;

- enjoys working on difficult task;

- volunteers to participate in a competition (game);

- complains about the difficulty of the task;

- work(s) independently on the task for a long time;

- is glad with a teacher's reward;

- is upset with the teacher's feedback;

- presents additional material for home work;

- pleas teacher to get a good mark;

- other

You may wish to add some other signs.

3. Choose a range of six students of different gender and language level to comment on their motivation for learning.

During the lesson:

1. Consider these students' behaviour in class and describe the learning activity in which this behaviour occurs. The far right column is for any other comments, such as the manner or emotional behaviour, whether the motivation is descried as instrumental, or integrative.

After the lesson:

1. Consider the data you have collected. Comment on the linkage between the columns 2 and 3.

2. Which learning activities enhance integrative motivation and which of them promote instrumental one?

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