For my final classroom observation, I attended Ainisa Radman’s speaking class for level 3B. From the very beginning of class she spoke very clearly and repeated herself so the students would demonstrate their understanding. She introduced some students who would be presenting on their partner’s equivalent of Memorial Day in their country.
While two young girls named Tugba and Somina presented on each other’s holiday, Ainisa listened with the class and wrote notes on a pad she had with her. At the end of the presentations, Ainisa made sure that her first comment was positive, “very good job to the both of you!” She pointed out some good things for each presentation, and then began giving them feedback. Since it was a speaking class, she was pretty nitpicky about pronunciation—probably the main class the students are forced to focus on their pronunciation.
She wrote on the board how Tugba and Somina pronounced some words, and asked how it should sound to the class. “Wisit” was turned into “visit” and “dem” was turned into “them,” and once Ainisa was satisfied with the responses, they began a role playing activity.
As a class, everyone read the directions, and she assigned pairs and a speech act to each pair. Before class I sat at a table on the far side of the room, which eventually filled with the girls of the class, while the guys sat at the table on the other side of room. It seemed habitual for them to separate like this, so Ainisa made sure to pair each boy with a girl, so more interaction between the genders could take place.
After each pair performed their speech act, Ainisa asked the class how they could improve. I liked how Ainisa interacted with each voice of the class. She only had eight students, so she did a great job giving each of them equal attention and feedback.
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