Kim Clauson_ CO 3

After observing Jennifer teach speaking on Tuesday, November 13, 2012, I proceeded to observe Travis Schultz teach listening to the Elementary to High Elementary class.  I was initially surprised by the instructor as he was incredibly loud, slow, and clear in his speech.  It almost seemed as if he was exaggerating, though I quickly learned that this was simply his presence in the classroom.  He spoke to me in exactly the same manner.  I observed, before class, the way he joked and connected to the male students through soccer references.  He seemed to share a comical friendship with his students.  I could tell with Travis, more-so than with Jennifer, that he conducted roll in a more traditional fashion. 

The lesson concerned “Drive-Thru Ordering.”  I was impressed with the worksheet that corresponded with the listening video.  I liked that the worksheet gave clear written directions which included the motivational reminders to not be afraid to try ordering new things because it is good practice.  I also appreciated that the vocabulary was split up into sections:  verbs, adjectives, nouns, and expressions.  Some of these vocabulary words had previously been written on the board by Travis, so repetition was clearly playing a role in the student’s listening ability.  I liked that the sample dialog was additionally presented on this worksheet as it served as valuable scaffolding.

The students were required to fill in the cloze passages as they watched some movie stars named Lenora and Ramin.  One student commented that Lenora was his “imaginary girlfriend” so I drew the conclusion that they had been exposed to these incredible Hollywood stars before!  During the first viewing, students simply watched and tried to understand what was happening.  The second time provided students a chance to fill-in the blanks and gain meaning.  The last time allowed students to check their answers, fill-in missing blanks, and most importantly, listen to the sounds of the words.  Afterwards, students answered the simply questions regarding the main idea, characters, and more specific references. 

I found one situation to be slightly intriguing and amusing.  An Arabic student fell asleep during class and was completely unable to awaken himself.  His chair was slightly shaken, and he didn’t budge.  A heavy book even made a loud racket in front of him, but to no available.  I wondered if this occurred often, especially with this particular student.  Eventually, he gazed around and seemed to be able to keep himself awake.  I heard the student apologize after class.  Travis seemed to understand and sympathize with the student, and I think the student was embarrassed by his sleepy behavior.  I hope that I don’t initially receive sleepy, bored students!  What is a good way to handle this problem?