In this observation, the instructor teaches a class of emergent learners. The approach was presented more of a direct method of delivery. These learners are getting use to the English phonetics together as a class. the instructor does a warm-up in a form of a review. Such review included a printed photo of what they did last day. Then, she would question the class what they were doing in the presented photo. The students were able to speak regarding what they remembered learning through being prompted by the illustration. It was a great tool done by Andrea, as the photo allowed students to think back due to a physical reference. The photo reference made me think, “how might my learners react if they saw this? Would they recall anything?” However, the photo surely made students engaged. Her pacing throughout was slow and concise. There was no reason to speed the lesson and the instructor valued repetition far more than how much information were they able to absorb. From my first observation to this one, I found that one reoccurring approach arose — efficacy. When monitoring classroom dynamic and flow, I realized that all the instructors never looked at the lesson plan, nor cared how fast they went. Rather, the content reaching the students permanently. No matter if it was a simple introduction sentence or a bit complex explanation, the time was considered through a high-context culture lens. Process was seen greater than the product. For the instructor, her students’ competency relied on speaking activities. Her students spoke sentences that were related to their everyday lives. This was partly due to the instructor reaching out to a housing manager to find out what people in the same age groups as her students would frequently ask. There, she would develop a list of scenarios using the vocabulary that she gathered from the manager. Not only were the activities highly realistic, but it made sense to the students. By this statement, I mean that every person in class can use it almost as soon as their house has issues.

She proceeded with the activity where students would develop new sentences using the words they just learned. Using words like “broken toilet”, they were able to develop “I have a broken toilet at home.” Although the task may seem impossible for the students at first glance, she would let the students commence talking first before stepping in to help. In ways among the other observation, the instructor seemed more flexible and facilitating. There were times that I would think when planning my lesson plan, whether making content catered to the students be an advantage or a disadvantage. Nevertheless, student participation is a must. In the experience, she would assign pairs to do work, and she would go up to them and hear the words. Again, most of the teachers seemed to not correct or talked unless the incorrectness stood out. the instructor was no different, she made sure that the most important aspect: pronunciation was fully grasped before moving onwards. An example of this was word association. She would have cards that were labeled with the word and she would ask the student to pronounce the word she was holding. If their sound was off, she would intervene, but never discourage. Later, her next activity would have the students do the same but with two words. Students held words that made sense when the two came together. The modelling strategy was an eye-catching moment. She modelled and had the students follow with an additional small task. As a observer and a future teacher, I realized that this strategy would benefit all levels if difficulty was adjusted appropriately. Students had smiles for the activities, so it was clear, relatability met with appropriate content, makes for worthwhile classroom learning experiences.