| February 2010 |
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Encouraging Observations On Wednesday, 10 February 2010, Alan Mackenzie, East Fully aware of the sensitive nature of his presentation, Alan began by asking three pertinent questions related to teacher observations that helped to shed light on the diverse experiences and expectations teachers have: What happens in your school? What would you like to happen in your school? How could this happen? With a shared view of how many teachers regard observations, Alan moved through a series of wh- questions concluding with concrete suggestions to employ when observing others or when reflecting on our own teaching. In answering his first question, why is reflecting on teaching important, a number of ideas were raised including the fact that reflection encourages critical thinking, helps many teachers to make better informed decisions concerning classroom materials and management, increases confidence and abilities and helps to create better practitioners. With this in mind, he moved to his second question – why encourage observation – and suggested that observations are an excellent way to learn about new methods; stimulate reflection on teaching, promote intra-faculty communication and, as many teachers present agreed, encourages learners in classes being observed to perform better. The answer to who should observe included as would be expected, peer-to-peer observation and the various permutations of experience levels between the observer and the one being observed. Alan also suggested that observations do not need to be centered on the teacher, but could also include visiting classes to specifically observe the learners or material being used. Having already touched on the typical case in most schools in that observations are a one-time a year event, conducted by an administrator for contract renewal purposes, Alan suggested observation were also useful when a new project is being implemented; when a teacher reports a successful learning event or a problem, when implementing a new idea and finally, when a manager notices a problem. Having clearly defined why, who and when, Alan moved into the core of his talk and dealt with how observations should be conducted. First, classroom observation should be developmental and not judgmental; should also be seen as a two-way dialogue to be encouraged between peers. Before the lesson talk through the plan, find out about students’ previous learning, ask questions about the plan, and if necessary, make suggestions for improvements. During the lesson keep a complete and accurate record of what is going on in the class and make notes as to learner responses and language use. Finally, immediately after the lesson review these notes, give the teacher a copy and ask them to read through and add comments for a discussion to be arranged later. Alan also recommended that when observing teachers, sitting at the back of the room to avoid disturbing the class was, in fact, misleading in that no matter where the observer sits, students will be nervous. Instead, he suggested, sit mid-way toward the front, perhaps to one side, offering an opportunity to observe student reactions during the lesson. Challenged on this point by a few teachers, Alan argued that he would even recommend sitting in the middle of the room and, if need be, move around. “While students,” he agreed, “will be a bit nervous at first, they quickly adjust to the observer’s presence and classroom dynamics should return to normal.” Returning to his core theme that observations should be developmental and not judgmental, Alan detailed how he saw this dichotomy reflected in the language employed by an observer when discussing an observation. Judgmental language, Alan suggested includes statements such as good, bad, fine, ok, you should…, if I were you, I’d… and you didn’t… A non-judgmental approach would be reflected in comments that could include: if you were to do it again, what would you change; when X happened, did the learners do what you expected? Why?
Adding to this repertoire of ideas to highlight the positive, Alan suggested that teacher observations could be very useful in helping to identify talent and encouraging teachers to share it with their colleagues either as a short demonstration or a how-to paper. Alan also reviewed the need to encourage self-reflection: • Why do you think that happened?
Offered some concrete suggestions to encourage change: • Have you ever tried…? And to promote action: • So, how are you going to do it differently next time? Concluding on a short promotional message, Alan quickly reviewed six innovative video programs the British Council have produced using authentic footage from East Asian state school classrooms to showcase talented teachers from nine East Asian countries. Centered on six areas, Storytelling, Meaningful Speaking Activities, Interactive Games, Teaching Aids, Classroom Management and Teacher – Student Interaction, the videos and manuals are available to help teachers in the region. An extremely informative, lively presentation, Alan’s talk showcased his extensive experience in the classroom and as a teacher trainer and was an excellent example of how the British Council continues in its role to 1. Offer practical assistance for teachers of English britishcouncil.org.uk/accessenglish |
Asia Regional Project Teacher Training Manager from the British Council led the 25+ Thailand Educators Network attendees into and through a comprehensive presentation concerning many teachers’ greatest fear – being observed in class by administrators, teaching supervisors and even colleagues.
Adding to these ideas, Alan recommended highlighting positive behaviour, I like the way you… You got good results when… The students responded very actively to… You set up that activity very efficiently.Subscribe to Newsletter
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