Michelle CO #3

I observed Dr. Pollock's Speaking class for level 3b students. He began the class by asking what the students did over the weekend. He patiently listened to to each student, and asked follow up questions to encourage them to elaborate. I noticed he used several types of implicit feedback when students made "beautiful mistakes." Next, they continued a game they began last week. The students were divided into two teams. They took turns individually speaking on a topic, then other team would point out mistakes to garner points. The students seemed comfortable and eagerly participated. After that, they played a game called "rapid fire" where a topic was displayed on the board and they discussed and debated their opinions on the topics. He reminded them not to be concerned with grammar because he wanted them to focus on fluency. He told them they would need to contribute in order to get their class participation points. I noticed some students spoke slowly and correctly, and others spoke very quickly with little regard to correct use of words or grammar. The teacher did not interfere in the discussions or provide any feedback.  He was patient and allowed them to speak without any prompting or interruptions. This class had the least amount of input from the teacher. It was the most student focused of the classes I observed.