Summary
Observation has been used to train student teachers because through it they can learn strategies and techniques from the observed teachers and adapt them to their own teaching. The author mentions three types of observation: observation of other teachers, peer observation, and three-way observation used to educate teachers.
Observation of other teachers is the most common type. Usually, trainees sit in the experienced teachers’ classroom and observe the lesson. It is important to keep in mind that the purpose of observation is not to evaluate the experienced teacher. Sometimes the teachers observed do not feel comfortable with this situation; therefore, there are some guidelines for reducing negative consequences: observation should have a focus; observers should use specific procedures and the observer should stay as an observer. In addition to these guidelines, it is of help to give the observers tasks to complete during the observation in order to collect information.
Peer observation has several advantages; however, its purpose is not too clear for the teachers. This type of observation should be seen by the observed as an opportunity to create a critically reflective position towards their teaching. As in observation of other teachers, peer observation also has some guidelines: it would be voluntary; participants would select their partner; each participant would observe and be observed; there would be preobservation orientation session will be attended; the observation; and the postobservation after the lesson.
The last type is three-way observation in which students are also involved. Their opinions of the lesson are the third component of the observations. This type of observation was developed in response to a request done by inexperienced teachers asking a language department for assistance in their professional development. The strategy used was: pairs of teachers inexperienced and experienced worked together. Each pair managed to do several observations of each other’s classes. Finally, data from the students’, the teacher’s and the observer’s opinion were collected at the end of the lesson. At the end of a lesson, the teacher gave 5-7 minutes to answer some questions related to the students’ task, the observers’ task, and the teacher’s task. Then the teacher and the observer met to review the comments. The main insights were that there was a much closer correspondence between the three informants and the comments on the most successful part of lessons revealed differences between the visions of the experienced and inexperienced teachers.
Opinion
I am already familiar with observations. I like observing because I love to learn from other teachers; however, I feel a little bit reluctant about being observed. I know about the many benefits that it brings to teachers in training but I feel nervous about being observed. Even though I know that observation is not an evaluation of my performance I feel it that way.
I found the three-way observation pretty interesting. I think that having feedback on my performance from students’ perspective can be of much help since the observer does not what they were feeling during the lesson.
Observation has been used to train student teachers because through it they can learn strategies and techniques from the observed teachers and adapt them to their own teaching. The author mentions three types of observation: observation of other teachers, peer observation, and three-way observation used to educate teachers.
Observation of other teachers is the most common type. Usually, trainees sit in the experienced teachers’ classroom and observe the lesson. It is important to keep in mind that the purpose of observation is not to evaluate the experienced teacher. Sometimes the teachers observed do not feel comfortable with this situation; therefore, there are some guidelines for reducing negative consequences: observation should have a focus; observers should use specific procedures and the observer should stay as an observer. In addition to these guidelines, it is of help to give the observers tasks to complete during the observation in order to collect information.
Peer observation has several advantages; however, its purpose is not too clear for the teachers. This type of observation should be seen by the observed as an opportunity to create a critically reflective position towards their teaching. As in observation of other teachers, peer observation also has some guidelines: it would be voluntary; participants would select their partner; each participant would observe and be observed; there would be preobservation orientation session will be attended; the observation; and the postobservation after the lesson.
The last type is three-way observation in which students are also involved. Their opinions of the lesson are the third component of the observations. This type of observation was developed in response to a request done by inexperienced teachers asking a language department for assistance in their professional development. The strategy used was: pairs of teachers inexperienced and experienced worked together. Each pair managed to do several observations of each other’s classes. Finally, data from the students’, the teacher’s and the observer’s opinion were collected at the end of the lesson. At the end of a lesson, the teacher gave 5-7 minutes to answer some questions related to the students’ task, the observers’ task, and the teacher’s task. Then the teacher and the observer met to review the comments. The main insights were that there was a much closer correspondence between the three informants and the comments on the most successful part of lessons revealed differences between the visions of the experienced and inexperienced teachers.
Opinion
I am already familiar with observations. I like observing because I love to learn from other teachers; however, I feel a little bit reluctant about being observed. I know about the many benefits that it brings to teachers in training but I feel nervous about being observed. Even though I know that observation is not an evaluation of my performance I feel it that way.
I found the three-way observation pretty interesting. I think that having feedback on my performance from students’ perspective can be of much help since the observer does not what they were feeling during the lesson.
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