Description 

The Reflective Teaching Observations and Teaching Report descriptions were written for  Professor Metry's Reflective Teaching (TESL 557) Fall 2018. Both stories highlight my ability to use Wajnryb's classroom observation tasks to gain insights into language teaching in an  ESL classroom. Additionally, both reports use quantitative data to emphasize how I examine, dissect, and reflect on the teacher observation dynamic and teacher-student interactions.  

Reflection 

Initially, qualitative or quantitative research was intimidating due to my need for more understanding. After reading Ruth Wajnryb's Classroom Observation Tasks, I now recognize the importance of unbiased observations, recording, and analyzing data. In collecting qualitative or quantitative data, I interpreted the classroom experiences, made authentic connections to my assigned readings, understood forthright applications to my teaching, and pondered questions regarding a Reflective Teaching Observation. The information collected also identified the teacher-directed patterns between the EL Civics instructor and me. Our teaching patterns highlight a call and response. One example is reading the provided sentences aloud, and the students chorally answer. Also, I carefully compared and contrasted teacher-student interactions. In collecting and analyzing data, I saw the recognized changes needed to modify instruction to meet students’ L2 needs. For instance, plan lessons that are not solely teacher-directed. Most importantly, if planned and carried out thoroughly,  Classroom Observation Tasks provide a unique opportunity for honest reflection and professional growth opportunities.  

Application 

Wajnryb's book will become an indispensable resource for me as an L2 educator or an independent observer. I aim to implement various observation tasks to ensure that my collaborators and I remain focused on the student and their L2 learning journey and unearth the teaching styles that are most beneficial in the ESL classroom. This research is crucial in identifying recurring patterns and areas for improvement or strengths in teacher-student interactions. While research can be time-consuming, and some annotations may require more qualitative value, with careful planning and execution, the observation tasks and their outcomes can foster growth, thereby enhancing the L2 learning experience. I plan to incorporate diverse observation tasks to address classroom challenges, such as a teacher's “attending behavior, verbal or nonverbal” (Wajnryb, 2002, p. 28). Another observation task I intend to use is “recording/collecting data of several student-teacher interactions, with components that include the following: Teacher question + student response teacher feedback student response to feedback” (p. 49). I will conduct my future research by video or audio recording my lessons and my colleagues (with their permission).