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Observation

Learn about teacher observation - its importance, when & how to conduct, by whom, what to focus on, and its impact on development. Understand reasons for and against observations in teacher training.

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Observation

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  1. Observation Why, when, who, how and what Frank Heyworth

  2. To learn about a teacher‘s work To learn about new teaching ideas To check if we‘re doing okay To grade performance For evaluation For development Respecting professionalism Monitoring NOT To interrupt flow of lesson To cause stress To create an artificial situation Why?

  3. When? How long? How often? • When requested by teacher • After observing an experienced teacher (pre-service) • When new teachers feel confident with their class • When teachers are having problems with their class • When experienced teachers are getting stale • Pre-arranged • Repeated visits to same teacher (not one-off) e.g. 3x per semester or up to 50 lessons in a training year • Gaps between observations (e.g. One month) • A whole lesson or pop in for five minutes

  4. Who? • Trainers trainees • Trainees - trainees • Inspectors • Mentors • Representatives of Ministry of Education • Pedagogic advisers – trainees/teachers • Parents • Teacher – teacher (peer observation) • School heads

  5. How? • Direct presence in classroom (seated; walking about) • Behind glass wall • Watch video + discuss later (evidence to work with; trainee or teacher can have first viewing) • Participation in lessons (e.g. In warm-up as introduction to lesson; intervening in a trainee‘s lesson) • Use of standardised observation/report form (especially when grading) • Objective description/notes (blank sheet or checklist?)

  6. What? • Teacher talk and learner talk • Lesson phases and transitions • Group and pair work • Questioning and elicitation techniques • Etc. etc. etc.

  7. Observation in teacher education

  8. Reasons for trainers to do observations Gives value to teaching Is the core of what teachers do Can provide a basis for practical help Develops craftsmanship Qualifications Reasons for trainers not to do observations Observers pollute Causes stress Too much information to process Why?

  9. When (and how long)? • When new teachers feel confident with their class • When teachers are having problems with their class • When experienced teachers are getting stale • A whole lesson or pop in for five minutes

  10. Who? • Teacher trainers • Mentors • Peers • The teacher her / himself • Visitors • Parents • …..

  11. How? • Do you observe teachers? Or teaching? • Personal development • Preparation and decision on what is to be observed • Feedback and follow up • Quality control

  12. Giving feedback • Needs time and space • Not too long after • Begins with self-assessment • Is supportive – stresses what’s good • Only a few points can be processed • Is recorded and co-signed

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