ASSIGNMENT 3 EVALUATION OF TEACHING in submitting this assignment, i declare that this piece of work is my own and that all sources of information have been acknowledged and referenced

HO CHI MINH OPEN UNIVERSITY
POSTGRADUATE OFFICE
(Complete and staple to the front of your assignment)

Name:

NGO QUOC TUAN

Student ID:

2191401111089

Course Title:

LANGUAGE TEACHING PRACTICE

Course Instructor: PHAM NGUYEN HUY HOANG

ASSIGNMENT 3

EVALUATION OF TEACHING
Word count: 2753
Assignment Due Date: December 18th, 2021
Certification of Authenticity
In submitting this Assignment, I declare that this piece of work is my own and that all
sources of information have been acknowledged and referenced.

Student’s Signature: _______________________ Date: December 18th, 2021

Ho Chi Minh, 2021
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Classroom Observation Form 1
Instructor: Nguyen Van Phuong

Course: Speak Now 1 (A1)- Size

10-15 Students
Date and Time: November 13th ,

Peer/Observer: Ngo Quoc Tuan
2021
Use criteria that apply to format of course observed.
Review Section
1.
SUBJECT MATTER
CONTENT (shows good command and
knowledge of subject matter;
demonstrates breadth and depth of
mastery)

Description/Comments

The T’s knowledge is average, he
pronounced the word “younger” /‘jʌŋgər/
without letter ‘g’. He provided extend
knowledge and used L1 to help Ss.

2. ORGANIZATION
(organizes subject matter; evidences
preparation; is thorough; states clear
objectives; emphasizes and summarizes main
points, meets class at scheduled time,
regularly monitors on-line course)

3. RAPPORT
(holds interest of students; is respectful, fair,
and impartial(unprejudiced); provides
feedback, encourages participation; interacts
with students, shows enthusiasm)

4. TEACHING METHODS
(uses relevant teaching methods, aids,
materials, techniques, and technology;
includes variety, balance, imagination, group
involvement; uses examples that are simple,
clear, precise, and appropriate; stays focused
on and meets stated objectives)
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Review Section

5.
PRESENTATION
(establishes online course or classroom
environment conducive to learning;

maintains eye contact; uses a clear voice,
strong projection, proper enunciation, and
standard English)
6.

MANAGEMENT

(uses time wisely; attends to course
interaction; demonstrates leadership ability;
maintains discipline and control; maintains
effective e-platform management)

7.

SENSITIVITY

(exhibits sensitivity to students' personal
culture, gender differences and disabilities,
responds appropriately in a non-threatening,
pro-active learning environment)

Description/Comments
The T presented the content simply, not
yet eye-catching, all the information was
cut from the textbook, the T edited
directly on the cut content. In addition,
letting students turn off the camera made
it easy for them to lose focus and work
on their own.
Note: the background of the T was not

bright enough.
T used time effectively, mainly focusing
on teaching new knowledge, practicing
speaking and correcting pronunciation
for learners.
T was relatively good in caring about Ss
(asking about their diet). He has a
friendly voice, maintained a happy face
during the lesson.

8.
ASSISTANCE TO STUDENTS
(assists students with academic problems)

T listened and helped Ss to correct their
pronunciation (fifty and fifteen)

9.

T always keep fresh with a smile on his
face. He is young, dynamic, easy to
create sympathy with Ss.

PERSONAL

(evidences self-confidence; maintains
professional comportment and appearance)

10. PHYSICALASPECTS OF
CLASSROOM (optional)

(state location and physical attributes of
classroom, number of students in
attendance, layout of room, distractions if
any; list any observations of how physical
aspects affected content delivery)

This is an online lesson

Strengths observed:
- T had a good-looking appearance, a confident style, and a pretty good voice
- T knew how to interact to create a feeling of joy and friendliness with students
- T knows how to elicit questions before starting the lesson
- During the learning process, T suggested answers so that students had more confidence.
He also corrected pronunciation when possible.
Suggestions for improvement:
T should add more challenges or activities to motivate Ss.
T shouldn’t spend too much time for lead-in questions.
T should learn more about teaching theories to organize his lesson effectively.
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Overall impression of teaching effectiveness:
Classroom Observation Form 2
Instructor: Nguyen Minh Tam
(American English)
Peer/Observer: Ngo Quoc Tuan

Use criteria that apply to format of course observed.
Review Section

1. SUBJECT MATTER CONTENT
(shows good command and knowledge of
subject matter; demonstrates breadth and
depth of mastery)
from top to bottom. The Speaking review
took 20mins
After completing the review, the teacher
moved on to the main part by teaching
grammar. Before that, he prepared a video
2.
ORGANIZATION
clip to review the topic vocabulary taught
in the previous lesson. He then introduced
(organizes subject matter; evidences
the grammar section, which was about the
preparation; is thorough; states clear
structure 'simple present combined with
objectives; emphasizes and summarizes
present progressive'.
main points, meets class at scheduled
time, regularly monitors on-line course)
At the end of the class, the homework is
sent home by the teacher to the parents in
the form of a PDF file, the students then do
it and send it back to the teacher by Zalo.
3. RAPPORT
Teachers use friendly language, speak

(holds interest of students; is respectful, Vietnamese when necessary (30%) for
fair, and impartial(unprejudiced); provides difficult content such as grammar. He paid
feedback, encourages participation;
attention to each student, reminded them to
interacts with students, shows
sit upright, raise hands when they are
enthusiasm)
allowed, and mute when necessary.
Teachers suggested familiar sentence
4.
TEACHING METHODS
patterns, vocabulary words that students
had learned so that they felt easy to answer
(uses relevant teaching methods, aids,
questions. The teacher then formed the
materials, techniques, and technology;
includes variety, balance, imagination, group sentence structure after answering the
involvement; uses examples that are simple, examples with the students.
clear, precise, and appropriate; stays focused
on and meets stated
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Review Section
objectives)

Description/Comments

Before starting a new knowledge or a new
5.

PRESENTATION

(establishes online course or classroom
environment conducive to learning;

maintains eye contact; uses a clear voice,
enunciation, and

activity, the teacher always asks concept
check questions, in order to draw attention to

the activity he is aiming for. In an online

classroom environment, he used facial

strong projection, proper

expressions and gestures instead to signal to students that they need to

standard English)

keep quiet or ask

students to sit up straight and keep order to
receive extra points at the end of the lesson.

6.
MANAGEMENT
(uses time wisely; attends to course
interaction; demonstrates leadership
ability; maintains discipline and
control; maintains effective e-platform
management)

Though inserting interesting activities into the
lesson and leading the lesson content is quite
reasonable, sometimes the teachers still
encroach on other activities. He always invites
the very-good students to do the first examples
and gives the easiest assignments to the weak
students of the class. Sometimes teachers forget
to turn off the annotation function, making it
easy for students to draw graffiti on the screen
while lecturing.

7.
SENSITIVITY
(exhibits sensitivity to students'
personal culture, gender differences
and disabilities, responds appropriately
in a non-threatening, pro-active
learning environment)

Teachers always keep a balance in the
class, weak students will have as many
opportunities as fairly good students. For

those who tend to ask about unrelated
topics, the teacher will stop explaining
further and ask them to focus on the topic.

8.
ASSISTANCE TO STUDENTS
(assists students with academic problems)

Teachers were very supportive in explaining
more to the good students and analyzing
difficult knowledge for the weaker students.
However, teachers need to be aware that paying
attention to and responding to all students'
comments can be time-consuming and lead to a
delay in the lesson progress.

The teacher was very confident with the
knowledge he had and could answer all
questions around the topic he was teaching
with a comfortable attitude. In addition, he
also provided new knowledge based on the
topic they were studying when possible.
10. PHYSICAL ASPECTS OF
This online class was conducted via Zoom
CLASSROOM (optional)
on the laptop. The teacher used headphones
(state location and physical attributes of to speak with a loud and clear voice. Some
classroom, number of students in
students had problems with internet
attendance, layout of room, distractions if connection and one student could not open

any; list any observations of how physical the camera and voice, but she could type in
aspects affected content delivery)
the chatbox for the answer.
9.
PERSONAL
(evidences self-confidence;
maintains professional comportment
and appearance)

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Strengths observed:
T had a good interaction with Ss
Exciting activities
Good eliciting before coming to the main lesson.
Suggestions for improvement:
T should manage the time more effective
Try to control Ss’ behavior during an online lesson
Lacking activities for group work to learn the new grammar point.
Overall impression of teaching effectiveness:
It was my honor to observe a class of Mr. Tam. His lesson was informative and exciting, very
suitable for children. His example is familiar with Ss and he knew how to motivate their learning
goal. The children could adapt to the new knowledge and make sentences with the structure. That’s
a successful lesson to me and I want to adapt his strength to my teaching.

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EVALUATION OF TEACHING
1.
1.1.

INTRODUCTION

Background of the class
The class instructor's full name is Nguyen Minh Tam. He graduated from Pedagogical

University and has 5 years of experience in teaching kids and teenager classes. Although he is 28
years old, he has a youthful, dynamic, and humorous style, very sympathetic to students. Each
lesson is like a journey to discover new knowledge interestingly.

The class that the writer is attending includes 10 students from different primary
schools in District 12, Ho Chi Minh city. The level of the class ranges from A1-A2 for
young learners. The textbook that the class is learning is the book Family and friends 4
American version. Although they just started Unit 1, the whole class learned together more
than six months ago in the book Family and Friends. Teachers and students are used to each
other's ways of working and easily cooperate. After completing the Family and Friends 4
course, the class will be prepared for the Flyers exam.
The center where the writer observed is A Chau English Center (ACE) which is
located in District 12, Ho Chi Minh city. The center has 15 years of experience in teaching
English to young learners and has won many certificates of merit from the Ministry of
Education. With more than 30 branches in the city, A Chau is a prestigious place for
children to study and find English certificates for the future. Currently, due to the epidemic
situation, the center can only conduct online teaching on the Zoom platform, so the writer
can only evaluate based on an online lesson.

1.2.

Objectives of the class and aims of the evaluation
Although the session was conducted on an online platform and the class also learned the

new curriculum with only two sessions, through the teaching style of the teachers and the student’s
participation in the class, the writer has assessed that lesson fully. Mr. Tam is a person who has a lot
of experience in creating sympathy with students, leading lessons appropriately, and designing tasks
on the PowerPoint platform in a beautiful, professional and attractive way. Through the session, the
writer has learned a lot about the teaching method that Mr. Tam applied, the strengths as well as the
limitations of the teacher's method have been recorded by the writer and selectively applied in his
future lessons.

To evaluate this session most methodically and effectively, the writer has applied criteria
such as subject matter content, organization, rapport, presentation, etc... that the writer has
learned during the last course with I hope to be able to objectively and accurately Page | 7

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evaluate the online teaching that I am about to attend. Moreover, the writer understands
that in addition to language skills, other factors related to teaching skills need to be taken
into account to create a successful teaching session. this class to be able to learn valuable
teaching experiences from Mr. Tam.
2.

EVALUATION OF THE OBSERVED CLASS

2.1. Subject matter content
In the previous lesson, students learned about restaurant-related vocabulary such as

"server, uniform, menu, customer, a bottle of water, cup of coffee, a glass of milk, a bowl

of soup". The teacher focused on pronouncing difficult words like “server, a bottle of
water, a glass of milk” and corrected pronunciation errors for weak students. In the
grammar section, students learned about “be+ going to”. The teacher also gave the class to
practice making sentences using this structure in the previous lesson.
At the beginning of the lesson, the teacher created a speaking practice activity "be+
going to" using PowerPoint. He reversed the order of words in a sentence, each word he
attached to a letter from 0 to 9. Then he showed a specific sequence of numbers, that
sequence of numbers would correspond to a complete sentence. The students were asked to
look at the number quickly to connect with the corresponding word and read a complete
sentence. The teacher would time and calculate the plus point for that student. For example,
“2-what/ 4-it/ 3-is/ 1-time”, the teacher shows the sequence 2-1-3-4, and the students must
quickly read the sentence “What time is it?” within a certain period. The teacher has
attracted the attention of many students through this activity.
For the vocabulary review activity, the teacher has created a Youtube channel and
played a video with background music that she uploaded earlier. Students then watched the
video while reviewing the vocabulary they have learned in the previous session. After the
video ended, a question popped up to lead into the new lesson of the day. Due to that day's
lesson on the structure “Present progressive combined with Present simple tense”, the
teacher raised the question “What are you wearing today?”.
After opening with a question and leading students to successfully answer, he opened a
lecture slide with an example of “I/He/She/They usually wear…, but today I/He/She/They +
am/is/are wearing…”. He cleverly covered up “wear + wearing” and led his students to fill in the
blanks. After learning about the first example, the teacher replaced the word 'wear' with other words
that are familiar to the students such as "eat, drink, sit..." and asked the students to make
sentences. Finally, the teacher introduced the new structure.

2.2.

Organization

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The teacher started the class with a long review of vocabulary and grammar in about 20
minutes. He then leads the grammar class with a 5-minute example. Next, he had the class practice
making sentences about himself for about 15 minutes and drawing out the structure from the book
in 5 minutes. After finishing introducing the structure, he played the audio file and let the students
listen to sample sentences from a native speaker's voice for 2 minutes and replace the structure with
the subjects "He/She/It/They". Then he turns around and asks the class to make sentences using
these new subjects (20 minutes). Finally, the homework part in the workbook has been cut out by
the teacher and uploaded to a class page (Class Dojo), students will check, download and do it at
home, then send it back to the teacher according to the Zalo application. The plus points will be
added directly by the teacher on the class page after the student's work has been graded. At the end
of each 2 Units, there will be a short test (formative assessment) and rewards for students who do
well or have many plus points.

2.3.

Rapport

The teacher cares about the friendliness, feeling of comfort, the closeness between himself
and the learners, then the transfer of knowledge, so he always wants students to feel
comfortable before entering any activities and always give easy-to-understand examples
first. According to Tomlinson (1998), the content that the teacher shows to the students first
should be less challenging and easy to understand, so that the students will be more
motivated to carry out the more difficult tasks later. That's why in the review section, the

teacher gave the sorted numbers, and the students just needed to quickly read it out into a
complete sentence based on the sequence of numbers. According to Zoltan Dörnyei (2001,
Pg.30), not all strategies work in different situations. Motivation will vary from time to
time, from session to session, and even from culture to region. So, getting students excited
to continue learning is an art. The teacher used the students in the class to ask the question
“what are you wearing today?” and choose the good-good student to answer first. When the
good classmates answered correctly, the rest of the students took turns to imitate and talk
about what they were wearing. Teachers can also monitor students' cameras about the
clothes they describe and help them answer correctly.
2.4.

Teaching methods

The teacher's teaching method according to the writer's observations is the inductive approach. First,
the teacher will give an example that is close to the students, help them answer and then substitute
new knowledge, and finally derive a general formula from those examples. Hammer (2007, Pg.82)
stated that for the inductive approach, students will be the ones to find out new knowledge on their
own. This may not work for weak students because

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they still want the teacher to provide direct knowledge. However, Mr. Tam used familiar examples
and even suggested to weak students so that they could make up their sentences for their examples.
At first, he asked a weak student “What color do you like?” and got the answer "It's green". He then
continued to suggest and asked him to follow “I usually wear Green T-shirt. But today I'm
wearing…”. The student then looks at his shirt and says “Yellow T-shirt,” and the teacher asks the
student to repeat the whole sentence. Although he was still shy, the weak student seemed to be able

to say a complete sentence about his shirt. Mr. Tam taught the lessons in the order of "-pre, -while
and -post". The "-post" part took up a lot of the total time because he spent a lot of time with the
weak students in the class, making the class sometimes become thin because of the time waiting for
the weak students to answer. Fortunately, Mr. Tam made quick suggestions to make these students'
answers go faster.

2.5.

Presentation

Despite asking questions and helping students create their examples, some students
still didn't have a grammar score when it came to the -post section. I think Mr. Tam needs a
few more activities to solidify this grammar point again. It can be a sentence pairing
activity or a simple fill-in-the-blank pairwork. In addition, teachers can have a few other
ways to help passive students give answers during practice, instead of forcing the whole
thing to practice speaking. He can ask students to take some time to think and type in their
answers in the chatbox.
One thing to note is that the correction for students needs to be concise and point
out the common mistakes that students often make, Mr. Tam tried to cover every student,
so it took a lot of time.
2.6.

Management

He started the lesson by greeting the students and asking about their health. Then he
spent about 20 minutes reviewing both Grammar and Vocabulary. Finally, he started his
new lesson.
Strengths: Teachers knew how to create animated activities with software because online
teaching needs a lot of attraction from lectures and activities designed by teachers to play
an important role in determining concentration in the student's lesson. In addition, the

teacher's focus is on observing and reminding students. He reminds those of you who often
change the wallpaper, draw graffiti on the screen while the teacher is giving a lecture, or
voluntarily leave the place while studying.
Weaknesses: He has not yet created many rules in the classroom for students to follow, but
still only handles situations that arise in class. A class should have rules and appropriate 10 |
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rewards, or deductions. Creating more rules consumes less of the teacher's time and frees
him up for other important activities.
2.7.

Sensitivity

The teacher is a very sensitive person in detecting and caring for children. He took
the time to remind those who do not sit neatly or do their work during class. He always
creates conditions for weak students to have the same opportunity to speak as good
students in the class. Especially during the epidemic, he asked about the situation of some
students at the beginning of the hour to know more about their family situation such as “Do
you have brothers or sisters?” or introduce new students to your class.
However, according to the writer's opinion, the class of Mr. Tam does not have high
discipline. According to Ur, P. (1999, Pg.245), a disciplined classroom needs to ensure
eight factors such as learning must happen, there should be silence, the teacher is in
control, and there should be cooperation. teachers and students, students are motivated,
lessons need to go according to plan, teachers and students have the same specific goals,
and finally, teachers need to have a natural charisma. In the class of Mr. Tam, keeping order
has not been thoroughly carried out, there are still students constantly making noise, and
reminding students to make the lecture not go as planned.

2.8.

Assistance to students

Teachers were very supportive in explaining more to the good students and
analyzing difficult knowledge for the weaker students. However, teachers need to be
aware that paying attention to and responding to all students' comments can be timeconsuming and lead to a delay in the lesson progress.
2.9.

Personal

The teacher was very confident with the knowledge he had and could answer all
questions around the topic he was teaching with a comfortable attitude. In addition, he also
provided new knowledge based on the topic they were studying when possible. However,
when a student asks too much, the teacher seems to lose his confidence and when he tries
to answer all the questions, he gets a little off-topic.
2.10. Physical aspects of the classroom
This online class was conducted via Zoom on the laptop. The teacher used headphones
to speak with a loud and clear voice. Some students had problems with internet connection
and one student could not open the camera and voice, but she could type in the chatbox for
the answer.
3.

FINAL JUDGEMENT AND OVERALL IMPRESSION
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3.1.

Teaching

Mr. Tam is a teacher with many years of experience, so classroom management for
him is quite smooth. He always has a fresh but friendly style, close to the students, giving
them a sense of fearlessness when having to ask questions. However, as stated above, he
needs to avoid getting caught up in unnecessary questions to manage his time better.
3.2.

Learning

After absorbing new knowledge, students could make up their sentences with the
given suggestions. However, there were still students who did not know the lesson and
forget the formula. They might need even more time to apply these patterns.
3.3.

Learning outcomes

According to the writer's observations, the teacher has provided sufficient
knowledge so that the students can do the homework in the workbook if required.
However, the writer has not seen the group interaction activities that help students feel
confident with the new knowledge they have just learned. At the end of the lesson, all that
remains are questions and individual tasks.
3.4.

Suggestions

This is a class with quite a bit of a difference in skill level. Some students were not
able to say a complete sentence, but some very good students volunteer every time the
teacher asks a question. However, the teacher cannot do otherwise because this is an online

class, which can only be overcome by asking a difficult question every time, the teacher
will give priority to good students, and when practicing easy sentences, The teacher will
ask the weaker students to answer. The second thing that can be done to improve this
disparity is to give more difficult homework to good students for them to do at home.
At the review stage, teachers should choose only one activity that helps to review
quickly and simply instead of a long challenge that requires the participation of all
students. Since grammar is the difficult part, it takes more time to practice.
In the post-teaching part, the teacher went back to the examples and substituted
other subjects to form different sentences, which inadvertently caused the repetition of the
sentence. Instead, teachers should find a group activity, pairwork, and give students time to
think about what they've just learned. In addition, he can prepare an online questionnaire
for the whole class to work on, as long as they use that grammar knowledge instead of
saying it because grammar needs exercise activities to apply.

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Finally, a small note about assigning more classroom rules will help teachers a lot,
because, in the middle of the lesson, many students drew and typed words on the screen but
the teacher did not warn them, leading others to follow. Mr. Tam probably needs to pay
more attention to classroom management in the next class.
3.5.

Conclusion

To sum it up, Nguyen Minh Tam had shown a lot of teaching skills through just an
online lesson. His passion for teaching children cannot be denied when he exhibited many
characteristics that are appropriate for teaching this level. Basically, with the students'

understanding and enthusiasm for the class, it was a successful session for him. However,
there are still some problems in time management between sessions and Mr. Tam needs to
solve the problem of dividing study groups.

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References
Dörnyei, Z. (2001). a. Cambridge University Press.
Harmer, J. (2007). How to teach English. Pearson Education India.
Tomlinson, B. (1998). undefined. Cambridge University Press.
Ur, P. (1999). A course in language teaching trainee book trainee's book.
Cambridge University Press.

Thank you for guiding us! We love you �

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