The following expressly acknowledges both my contribution to this work as well as that of the other authors. This is to certify that Md Maklokat Islam Sifat, with ID number is a student of the Department of English at Daffodil International University. The purpose of the study is to understand the current situation of the English language teaching system at a school in Bangladesh and to assess how the teachers' use of methods and approaches affects the students.
Bangladesh is one of the few countries in the world where instructors can start teaching without any professional training, according to Siddique (2004). In addition, Bangladesh has seen positive results. In order to maintain global communication, students need to be proficient in all four skills such as listening, speaking, reading and writing, but they are not encouraged to do so. Although the key objective of the study is to know the current scenario of English language teaching system in Bangladeshi school, there are some other objectives as well. The aim of the study was to identify the problems that prevented students from learning English in the classroom.
The author also chose to observe a class to understand more about the state of the children's learning. For the convenience of the students and to create a peaceful environment, the FGD was held in Bangla. Various details were recorded on the checklist, including the objectives of the lesson, the extent to which the objectives were achieved, the methods used by the teachers, their interaction with the students, how much time was spent on each activity, the extent to which the students can give feedback, etc.
Chapter- IV Institutional
Details
Chapter- V
Class Observation Report
Class Observation-01
Class Observation-02
Class Observation-03
Chapter- VI
Teaching Experiences
The author corrected the students' sentence structure based on their spoken input, but no teacher seemed to care. The author established a learning environment by persuading the pupils not to be self-conscious or anxious, while the professors failed to do the same.
Chapter- VII Overall Findings
- Findings from Class Observation
- Lesson Plan and Purpose of Teaching
- Classroom Environment
- Application of Methods
- Usage of Materials
- Interactive Relationship between Teachers and Students
- Findings from Conducted Class
- Findings from Students’ Opinion
- Findings from Teacher’s Interview
Due to the favorable feedback from the students, the lesson plan was followed and the target learning outcome was almost achieved. Due to the fact that the students were from a rural area and did not have the opportunity to practice English with relatives and neighbors, they spoke less in English. Due to the lack of class time, creative tasks such as pair and group projects were not given.
The class would be more engaging and communicative if there were more opportunities for students to participate in these creative activities. Videos or other relevant material could be shown in the classroom if there was a projector to help students with their pronunciation, sentence structure and other English language skills. During a class discussion, 10 students were asked if they experienced any problems, such as shyness or nervousness.
All of them gave positive answers and listed many questions such as shyness, nervousness, anxiety, fear of being judged badly by their peers, etc. According to Krashen's "affective filter" hypothesis, factors such as worry, fear, and discomfort could hinder learning a second language. As a result, these emotional factors prevent children in this school from learning the target language.
During the third grade observation, it was discovered that the teacher was just giving advice to the students, rather than actually teaching them anything. Therefore, it can be concluded that he did not perform as well as he could have in the field of teaching. The author spoke with him after the class and inquired about his income and level of job satisfaction.
He complained about his pay, saying, "The amount is too low to inform the others." Taylor's theory of motivation states that only money can encourage employees to be productive. According to the experimental findings of this theory, salary dissatisfaction can be considered as one of the causes of poor performance.
Chapter- VIII
Recommendations
Chapter- IX
Conclusion
Photographs
Class observation checklist
Checklist for Class Observation- 1
Daffodil International University Department of English
Project on “Current situation of English Language Teaching in Rajabari High School”
Checklist for Class Observation
The learning material is organised, the objectives are clearly stated, the key points are emphasized and summarized, the class arrives at the agreed time, the session is started correctly and concluded with an engaging warm-up and closing ending - how to achieve the objectives of the lesson were met/what they learned today). He gave the students some memorization homework and he finished the lesson on time. Some of the class learning objectives were met, but others were not. shows respect for others; is impartial and fair; solicits feedback from students and encourages their participation; engages in conversation with them and shows enthusiasm; ..both the teacher and the students are prepared for the lesson, both in terms of subject matter and in terms of manners, etiquette and attitude.).
The teacher and all the students behaved well in class. uses appropriate learning strategies, tools, techniques and technology; it includes variety, balance, imagination and group cooperation; welcomes students' questions and responds with interest; is open to. The teacher used both Bangla and English while imparting knowledge using the conventional GT method. The teacher did not use real-life examples during the lecture, instead using outdated tools such as the blackboard.
All the pupils had the desire to study, and they paid close attention the whole time. The teacher's speech was almost understandable, and he could look the children in the eye. For the benefit of the children, he used English and Bangla all the time rather than conventional English.
Instead of discussing any other subjects, he tried to ensure that the students fully understood the lesson. Optional) Create a diagram to depict the lesson's key phases and the amount of time each took.). The lesson consisted of three basic parts: writing the lesson on the chalk, reading the lesson aloud and providing some vocabulary.
To make things easier for the children, the teacher composed the story in his own words at the initial stage. CRITICAL EVENT (if occurred). The place where there was a breakdown in communication and confusion) How the teacher reacted to this circumstance.
Checklist for Class Observation- 2
Checklist for Class Observation School / College: Rajabari High School
Although the instructor knew a lot about the subject, the students found his teaching style unattractive. He rushed through the class without outlining key vocal norms. keeps students interested; is respectful, impartial and helpful; offers feedback, encourages collaboration;. The teacher was in a hurry that day and failed to keep the students' attention during the lesson.
Although the teacher and the students were not prepared for the subject, they behaved properly. apply appropriate teaching strategies, tools, materials, techniques and technology; incorporates variety, balance, imagination and group participation; welcomes students' questions and responds with interest; is open to suggestions; use simple, clear,. The teacher used both English and Bangla in the classroom without using any special teaching techniques. The students failed to ask the teacher any questions despite being incomplete. create a learning-friendly environment in the classroom; secure students' interests; keep eye contact; speak in a clear voice with good projection, appropriate pronunciation and standard English). in the classroom and was not well prepared to present the course.
Some students could not focus on their studies as the teacher could not maintain eye contact with them. There were 2 stages of the lesson, including the classification of voice and giving the exercises. In the first phase, he learned the classification of voice, but there was no explanation of any rules.
The students respected the teacher and did not make any disturbance during the lesson. The teacher had a talent for making the children laugh, which could be helpful in sparking their enthusiasm. The teacher must explain the lessons to the students based on what they already know.
He must occasionally assign group and pair projects to the students and give them the opportunity to speak in front of the class. The students' ability to learn any of the four skills (listening, speaking, reading and writing) was not improved by the class.
Checklist for Class Observation- 3
Specific examples/ explanations) 1 SUBJECT CONTENT. shows breadth and depth of mastery; aims to encourage students to actively seek knowledge). Although it is impossible to assess the teacher's effectiveness as a subject teacher because he did not teach anything, he was able to provide the students with good advice. Subject material is organised, objectives are clearly stated, key points are emphasized and summarized, class is present at the appointed time, the session is correctly started and ended with an engaging warm-up and a conclusion - how the objectives of the lesson were met/what they learned today).
Although the goal of learning English was not achieved in this session, the students learned some moral principles that they can use for their future lives. show respect for others; is impartial and fair; solicit feedback from students and promote their participation; engage in conversation with them and show enthusiasm; .. both the teacher and the students are prepared for the class in terms of both subject matter and manner, etiquette and attitude.). Despite not being prepared for the material, the students and teacher performed well in the classroom. The pupils were in the mood to make fun of each other rather than learn something new.
No, the teacher only used the time to offer advice, so it was not used properly. Optional: Draw a diagram to show the main stages of the lesson and the time spent on each). The lesson was divided into two parts: discussing a proverb and giving moral lessons based on it.
Was there a 'critical event' in the lesson. the point where communication is broken and confusion has occurred). He should motivate the children with various exercises that would enable them to practice all four skills of the English language.
