Classroom observation in
teaching Practice
Partnership Workshop 2
Date: Friday 10 Jan 2014
Presenter: Dr Cheri Chan
Today’s Workshop: an overview
• 2.30pm-3.15pm:
▫ Observing mentees: the focus of the observation
▫ The observation cycle:
Pre-lesson conference: preparing for observation
Lesson observation: using feedback sheets
• 3.15-4.00pm:
▫ Post Lesson conference: providing formative
feedback to your mentee
3
Observation and feedback help the
mentee
develop skills for professional
learning, thinking, and action
Notice and learn from
teaching experience
plan effective lessons
reflect on practice to review
and assess his/her own
practice independently
The observer’s role
To observe how the mentee is implementing teaching
strategies or new techniques they are trying out
To observe how the mentee is implementing specific
stages of the lesson e.g. the opening, the main task and
the closing of the lesson
To identify what worked well in the lesson, aspects which
were successful
To identify areas for development & give suggestions
We can let them know that…
• classroom life is
complex
• it’s OK if the lesson
doesn’t go according
to plan
• Focus on
development – one
thing to improve next
time
• Be encouraging!
Pre-observation conversations
To help the mentee To establish a focus for
think through what the observation
they will do in the Give feedback on the
lesson plan & give
lesson suggestions to improve
the draft including the
lesson goal, objective,
strategies/ methodology,
and assessment.
Questions you can ask the ST in
the pre-observation conference:
• What is the main goal of your lesson?
• What do you expect the learners to be able to know and do by the
end of your class?
• What strategies/ methods will you use to help the learners to reach
these objectives?
• How will you assess whether the learners reached the objectives? In
other words, how will they show that they know and can do what
you expected of them?
• Do you have any concerns that you would like the observer to
address?
What to observe & how to write feedback for the mentee
We can give feedback on the
following areas:
1. Lesson structure
▫ The way the lesson opens, organisation of
activities, links between transitions
2. Classroom management strategies
▫ Maintaining order, setting up groups, time
management
3. Types of teaching activities
▫ Whole class, pair and individual activities
4. Teaching strategies
▫ Presentation tasks, teaching techniques
We can give feedback on the
following areas:
5. Teacher’s use of materials & resources
▫ Use of textbook, own design materials, Youtube
6. Teacher’s use of language
▫ Instructions, use of questions, feedback
techniques, explanation of grammar/vocabulary
7. Students’ use of language
▫ Use of L1, problems with pronunciation,
grammar
8. Student interaction
▫ Time on task, S-S talk
(Richards and Farrell, 2011)
Post-observation conversation
To help the
mentee gain a
better
understanding of
their own
teaching
• Video clip: Post-observation
conversation
Post-observation conversation:
questions to encourage reflection
• Did you achieve the aims set?
• What worked well and why?
• What did not work so well? Why?
• What would you do differently if you teach the
lesson again? Why?
• In general what are your strengths?
• In general what are your targets for further
development?
The Observation Cycle: a series of conversations
How often should observations be
conducted during TP?
• Be flexible
• Negotiate with the ST
• Once a week is good
• Let students observe
you teach so they can
learn from you
Observations are only useful if…
The lesson has been carefully planned by the
student-teacher
The focus is clear
Constructive feedback is provided to the mentee
There is a post-lesson conference to discuss the
lesson
The process is non-threatening
Mentoring…
