Hello everyone,
I’ll share today’s experience of observation at the American School of Warsaw with you. It was an arranged visit to the school managed by our department from the University of Warsaw. The American School of Warsaw (ASW) is a non-profit college preparatory, Pre-K through grade 12, international school, located in Warsaw, Poland. We were welcomed by their staff, and they showed us the school, then we started observing.
My friend, Balen, and I wanted to see as many different experiences as possible, so we went to a few classes. The first session had 13 students and was a math class. The teacher was fantastic! I’m at a loss for words to describe the man. I noticed a high level of interest and a great relationship between the teacher and his aide with the students. Because there were students of different levels, he deployed scaffolding and differentiation techniques to present the content of the lesson. He was incredibly encouraging, calm, and nice.
The next class I headed to was Dance class. There were more than 15 students in all. The teacher and students were hard at work practicing. The teacher was in command of the class, and I believe everything proceeded as planned. She worked with the students and gave both corrective and good feedback. She was looking for weak spots in the acts and attempting to strengthen them.
The third class, French Language, had eight students. The teacher greeted them in the target language and maintained a strong relationship with the students from the start of class to keep them focused. I observed the eye contact and the ongoing evaluation. She gave them chances to talk in the target language and used different elements such as songs, and group activities.
To summarize this story, the communication language was %98 English, and the students’ ability was sufficient. Posters, photos, rules, and cards were used to beautify the classrooms. Every class had enough resources to function as a learning environment. Scaffolding and differentiation approaches were applied by the teachers. There were several types of assessments, including self-assessment, diagnostic, and formative.
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