Classroom observation and
post-observation interview
呂曉娟
98.10.09
Principles of teaching children
English
• Know students well (background, interests,
abilities, and learning needs)
• Fun and learning parallel
• Contextualized teaching
• Effective teaching (various from of group
teaching, interdisciplinary approaches, etc.)
• Questioning strategies
• Multiple intelligences
• Multiple assessment procedures
• Effective classroom management
Definition and significance of
observation
• Observation is one effective means of
learning how certain teaching methods are
employed in the schools, how classrooms
are organized, and how students respond
to the classroom environment.
• School-based observation and teaching
experiences are the bridge between the
worlds of theory and practice.
Peer observation
• Peer observation refer to a teacher or
other observer closely watching and
monitoring a language lesson or part of a
lesson in order to gain an understanding of
some aspect of teaching, learning, or
classroom interaction.
Purpose and benefits of peer
observation
• Observation is a basic part of the learning of many
occupations.
• In teaching, observation provides an opportunity for
novice teachers to see what more experienced teachers
do when they teacher a lesson and how they do it. But
experienced teachers can also benefit from peer
observation.
• For both teachers, observation also has social benefits.
It brings teachers together who might not normally have
a chance to interact and provide an opportunity for the
sharing of ideas and expertise, as well as a chance to
discuss problems and concerns.
General guidelines for peer
observation
• Observation should have a focus. The value of
observation is increased if the observer knows
what to look for. An observation that concludes
with a comment such as, ”Oh , that was a really
nice lesson,” is not particularly helpful to either
party.
• Observers should use specific procedures.
Lessons are complex events with many different
activities occurring simultaneously.
• The observer should remain an observer.
Suggested procedures for peer
observation
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Arrange a per-observation orientation
session
Identify a focus for the observation
Employ appropriate procedures to suit
the purpose of the observation
Carry out the observation
Arrange a post-observation session
（interview）
Arrange a pre-observation
orientation session
• Before beginning the observation, the two
teachers meet to discuss the nature of the
class observed, the kind of material being
taught, the teacher’s approach to teaching,
the kinds of students in the class, typical
patterns of interaction and class
participation, and so on.
Identify a focus for the observation
Many aspects of a lesson can be the focus of an
observation. Typical” how –to” dimensions of
teaching include the following:
• how the teacher stars and ends a lesson
• how the teacher allots time within a lesson
• how the teacher assigns tasks to students
• how the teacher organizes learning groups
• how the teacher supervises students when they
are learning
• how the teacher asks questions
Employ appropriate procedures to suit
the purpose of the observation
• written narrative
• field notes
• checklists
Carry out the observation
• careful observation: your first task
• effective observation: an objective and a
procedure
• effective observation: being objective
Arrange a post-observation session
（interview）
• The two teachers meet as soon as
possible after the lesson. The observer
reports on the information collected during
the lesson and discusses it with the
teacher. use positive language. talk about
the strengths of teaching first, watch for
language use (be non-evaluative and nonjudgmental)
Things to be aware when doing the
observation
• Appropriate manners: wear a smile on your
face
• Stay focused and keep writing
• Categorized the content while writing
• Analyze while writing (strengths, weaknesses)