Guidance on Classroom Observation for Language Teachers

1. ELT 329TEACHING METHODOLOGY IIINTRODUCTION TO CLASSROOM OBSERVATION TASKS Assist. Prof.Dr. Seden EraldemirTuyan

2. Asst. Prof.Dr. SEDEN ERALDEMİR TUYAN

6. “There is no substitute for direct observation as a way of finding out about language classrooms” (Nunan, 1989:76)

7. What is observation?

8. Observation is a “non-judgmental description of classroom events that can be analyzed and given interpretation” (Gebhard & Oprandy, 1999:35)

9. Why classroom observation?

10. Classroom observation “opens up a range of experiences and processes which can become part of the raw material of a teacher’s professional growth?” (Wajnryb, 1992:1)

11. Observing experienced second language teachers student teachers can • develop an awareness of the principles and decision making that underlie effective teaching • distinguish between effective and ineffective classroom practices • identify techniques and practices they can apply to their own teaching (Day, 1990:43) • refine the ability to observe, analyse, and interpret (Waynryb, 1992:7)

12. OBSERVATION

13. Who Observes?

14. There are a number of people who observe for different purposes • Trainee teachers observe teachers, other trainees, and trainers as an important part of their initial training process • Teacher trainers observe trainees • Teacher developers observe teachers as part of a school-based support system • Trainee trainers observe teachers and trainee teachers.

15. Why should we observe? • When we are the observer in the classroom, not the teacher, we can see the lesson from different points of views. • This is particularly important for the trainee teachers: similar to the ‘silent phase’ of a beginning language learner (no production!) • Like in the silent phase, the trainee teacher has the freedom to observe, absorb and reflect (no teaching pressure!). Thus s/he gets familiar with the ‘classroom culture.’

16. The dual purpose of developing the skill of observing: • helps teacher gain a better understanding of their own teaching • refines their ability to observe, analyze and interpret.

17. What are observation tasks? • A focused activity to work on while observing a lesson in progress • Focus is on one or a small number of aspects of teaching or learning • Observer (individually or with someone else) collects data from the actual lesson • Or the observer(s) may watch different lessons for the same reason • Can also be vidotaped or audiotaped.

18. Why tasks? • There is a lot to observe so we need to focus on one thing: • Teaching / learning behaviour, • Patterns of interaction • Different learning styles • Concentration spans, • Patterns of group dynamics, … • What is happening can be • overt (e.g. a student asks a question and teacher answers • covert (reasons of making a mistake)

19. Using an observation task helps the observer in two ways: • Allows the observer to focus on one or two particular aspects (e.g. Listening only to a certain type of question) • Provides a convenient means of collecting data

20. Actionresearchis… is a systematic, documented inquiry into ONEaspect of teaching and learning in a specific classroom. Classroom Research is… systematically investigating the effects of teaching on learning for the purpose of improving instruction! Reflective practitioner: discovering more about one’s own teaching by seeking to understand the processes of teaching and learning in their own and others’ classrooms.

21. LEARNER CENTERED PRINCIPLES The principles • (a) include learners in decisions about how and what they learn and how that learning is assessed; • (b) value each learner's unique perspectives; • (c) respect and accommodate individual differences in learners' backgrounds, interests, abilities, and experiences; and • (d) treat learners as co-creators and partners in the teaching and learning process

22. Taken from www.teresa-robertson.co.uk/editorial.html