New PDF release: A Guide to Classroom Observation

By Clement Adelman

ISBN-10: 0203393252

ISBN-13: 9780203393253

ISBN-10: 0203397029

ISBN-13: 9780203397022

ISBN-10: 0415051207

ISBN-13: 9780415051200

For plenty of pupil academics the school room is a wierd and probably uncontrollable setting. This publication indicates how the interval of lecture room remark, which for many scholars precedes instructing perform, performs an immense half during this transition technique.

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Additional info for A Guide to Classroom Observation

Example text

There shouldn’t be a lump should there? …you can’t see it. Gail—the only fat lump we can see is you! (laugh) Don’t be rude. 47 48 CLASSROOM OBSERVATION Sequence: formal situation From an hour-long formal session with a large group (70+ girls) at the beginning of a new theme on the concept of ‘historical period’. The teachers have brought in various objects and pieces of music and are asking the girls to place them in historical context. Notice how the focus of attention fluctuates from the objects to discussion within this segment of the group.

0) in factThis is ours. That’s yours is it? That one. Yes. 0) perhaps it hasn’t cooled down enough yet. We’ve got a crystal. Where? Look here! Have a look at it! Go on! Look! It’s a—sand grain. —is it? 6) patience, patience Gail, that’s all. 0) He’ll—my book. —my ’and. Well all right. —my ’and. Well it won’t hurt you—come—can you get back to it? Yeah. Well why—what are you wandering round looking lost for? 6) I want a… What for? Hold that with. Hold it with your fingers. Oh! won’t burn yourself.

These two kinds of role performance we call ‘teaching in formal situations’ and ‘teaching in informal situations’ in order to underline the fact that they not only involve different kinds of role performance on the part of the teacher, but that they operate within quite different kinds of group structure. We want now to look at each of these aspects of the teacher’s role in some detail. Teaching in formal situations What we want to describe here is the kind of performance that teachers give when they are ‘whole-class teaching’, when they have the whole class as an audience and are trying to direct attention to a common focus.

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A Guide to Classroom Observation by Clement Adelman


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