Organizing the Classroom Observations

Taking down notes during the reading comprehension lessons was very important because it included descriptive information as well as reflections and interpretations (Gall & Gall, 2007). The guide was developed in such a way that the notes should be well detailed, concrete and without being vague or overgeneralizing (Silverman, 2006). Additionally, my reflections and the interpretations were written separately from the descriptive data during observation. After a comprehensive writing of the field notes, data were segmented according to an observation protocol by Creswell (2007). The observation protocol had a header for the date, activity, and duration. The observation protocol consisted of the three columns. First, the descriptive column which had a chronological flow of the activities which took place in class and all the important aspects of what was observed. Second, the reflective column which included the processes and theoretical reflections of the classroom activities. Finally, the third column comprised the reflections on teaching methods which were drawn from the activities (Creswell, 2007).

Tables below show extracts of both field notes and observation protocol as from (Ariong, 2013) adapted from Creswel, (2007)

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Table 2. Extract of observation field notes

Date: 04-11-2013 Activity: Reading Comprehension Time: 35minutes

The class has 85 learners with 46girls and 39boys. They are seated under a tree. Some learners have brought mats to sit on because it is so dusty. The main road is nearby. The teaching and learning materials are on the teachers’ desk in front. There is a small portable board in front.

The teacher starts the class by revising words from the previous lesson. She uses flash cards with words; throughout, well done, plot, insecticides, seedlings, transplant and mustard. Different learners are chosen to read the words; some learners fail and are assisted by the teacher. Several learners are given the opportunity to read the words and finally the learners read the words in unison.

The teacher introduces the new lesson ‘dangerous insects in the home.’ She then asks learners to mention insects that are found in the home. Very few learners are able to mention the insects in English but manage to mention them in ‘Chichewa.’ The teacher comes in to tell them the English names for the insects mentioned. Using the name cards, the teachers introduces the new words; spray, bed bags, left-over, cockroaches, spread and not covered. She drills the words because some learners have problems in pronouncing them especially ‘cockroaches, spray, and spread’ the ‘r’ sound is a big problem. Learners pronounce it ‘l.’ The teacher then starts drilling ‘r’ sound. She then, displays the chart on which a story is written.

One day, Madalo went to school. She felt very hungry. When she went home, she found some left-over food. It was not covered. She did not know that cockroaches and flies had contaminated the food. She ate all the food. After some time, she felt pain in her stomach and started vomiting and had open bowels.

The teacher reads the story slowly while learners are listening. Then she read it together with learners. She then writes simple questions on the chalkboard and reads them. Learners are told to go into their groups and the teachers distribute the papers on which the story is written in order to supplement the books which are very few (one per group of ten learners). Learners are told to read the story and answer the questions which are on the chalkboard. After checking the answers from all the groups, the teachers revises the answers with the class.

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Table 3. Observation protocol interpreted from the table above

Date: 04.11.2013 Activity: English Reading

Comprehension

Duration: 35minutes

Descriptive notes Theoretical reflections Teaching methods

reflections

The class has 85 learners with 46 girls and 39 boys. The class is being conducted under a tree and learners are sitting on mats they have brought from home. It is near the main road and market. Both teachers actively help each other during the lesson.

The ground is so dusty which is not healthy for both learners and teachers. The market and main road are so noisy and learners are distracted. It is very hard for learners to be in groups because it means moving up and down and producing a lot of dust.

Team work is very important especially when class management is at stake. It is very good that teachers are helping each other to make sure that learning is taking place despite being outside.

Teacher introduces new lesson by revising previous lesson. The new lesson is introduced by connecting with prior knowledge. Teacher drills the new words. Learners read in their groups and then answer

comprehension questions

Starting teaching from known to unknown enables learners to use their prior knowledge. The teacher is able to recognize and assist learners with problems, individually and in their groups.

The teacher is activating and at the same time utilizing the learners’ prior knowledge. Scaffolding is taking place as the teachers assists those learners with problems and during group work.