The teacher was an instructor that taught intermediate level students. For the lesson, she taught the class using more hand gestures and images to connect her questions to the students. With observing this class, the learners sat in a L-shaped table settings, and they were relative close to a classmate. This was convenient for group discussion due to saving time and the teacher would easily split the learners in somewhat equal group. Her pacing is not sped up nor intentionally slowed down. This decision made me be aware that no matter what levels are students are at, the learners are still learning the language. Language acquisition is always considered, and pacing is the best tool to make sure that acquisition can lead to efficacy. I would think acquisition equals efficacy, but I sure was wrong. Every experience thus far, pacing became a constant that presented itself time and time again. Every teacher rather than rushing through course content, instructors focused on learners comprehending information before anything else. It is always great to finish all that is written in the lesson plan, but amusingly that content under certain conditions can be pushed to the next lesson. Sometimes, maybe this is or should be the pedagogical mentality of instructors at any level of language learning. As mentioned, the teacher used hand gestures to instruct the course, but the students understood what she was saying. Perhaps, it is not words that made learners understand what she was saying, rather the actions of pointing or acting supplemented the statements/questions from her.

One thing that caught my attention was her way of using ‘Wh-‘ questions. I have seen this being used in my previous observation and my sponsor teacher. The effectiveness of having Wh- questions is so that students are motivated to think beyond just giving a yes/no response. In a language classroom, no matter the level of competency, instructors need to keep in mind that learners are immersing themselves in a new language speaking environment. Important to note: promoting student-care.

Activities ranged from Pair-work, Group discussions and matching sentences. Each selection made students feel that it wasn’t as just giving a yes/no, but needed a degree of attention and dedication. The class really wanted to focus on at least the writing, speaking and listening competencies. From each of the three, students were engaged in the sense that they filled in the shoes of the 1st person. It was like the example dialogue from the teacher was directed to them individually. She did reflect on how for matching, she could have the student(s) come to the SMART board to connect the sentences they feel make the most grammatical sense. Important to note: maintaining student interaction.

Lastly, the students were able to use group work to discuss the complaints and what were the key points. As they were discussing, the teacher would walk around each group and check on their progress. Checking on them helped them get going if they were stuck and need some motivation or influence. Students didi seem to rely on others for guidance if they were missing a piece of information. Important to note: Foster student growth.