Observation and Reflection: tensions between best practice and reality #IATEFLObservation

We asked 773 teachers from around the world Have you been observed in the classroom in the last 12 months?

How useful would you rate your observation experience? Out of this 60% we asked these teachers

We looked at some blog posts about observations and selected the following quotes

The Secret DOS “When giving feedback, be very, very clear in your mind that you are giving feedback upon the teacher’s performance, not the teacher themselves.”

Using the coursebook without the coursebook, How I see it now, Hana Tichá “What do you think the students learnt and how do you know? This is the only thing I’m entitled to ask. I’m not there to tell the observee that I do/would have done things differently – there’s no point.”

“Evaluation-focused observation is not likely to help teachers develop their teacher decision-making processes or their reflective practice.” ELT Rants, Reviews and Reflections, Combining observation and reflection

“The learners behaved like the textbook learners we all read about, and the DoS left the room with a distinct feeling of happiness that things are going well. Except, things only went well in that 45 minute slot. Once the boss left, the performance came to an end.” When the DoS comes in, ELT Blog, Anthony Nash

“If managerial observations have any developmental value, I think it might be in the cut and thrust of the post-observation discussion.” The Secret DOS

Using the coursebook without the coursebook, How I see it now, Hana Tichá “When you observe a good lesson, you stop focusing on the teacher at some point – the teacher simply recedes into the background, even though you’re still aware of their presence.”

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Observation and Reflection: tensions between best practice and reality #IATEFLObservation

Michael Carrier #IATEFLObservation

Professor Jack Richards #IATEFLObservation

Observation as a component of evaluation Observation for professional development – observing a lesson to collect information on some aspect of teaching, learning, or classroom interaction. No evaluation involved. Benefits for both participants The teacher gets information he or she is interested in. The observer sees how another teacher teaches.

Focus of the Observation Use of teaching procedures Time management Students’ performance on tasks Time on task Teacher’s action zone Use of the textbook and teaching resources Pair and group work

Procedures for the observer Written narrative Field notes Checklists

Professor Ana Halbach #IATEFLObservation

Profession doesn’t develop Development is hard No inputFall back on default Teaching is lonely

Two schools matched Visits to schools alternate Observations heavily guided Focus on whole-school approach 2nd phase in the classroom Possibility to continue in new cycle Madrid’s pilot project to promote observation

Topic Choosing a topic requires reflection Intervention Discussions with supervisor: outside input Data analysis Taking a step back to reflect SUPERVISOR ≈ OBSERVER

Craig Thaine #IATEFLObservation

Monica Poulter #IATEFLObservation

‘I can’t be myself if there is someone in the classroom watching me. It can’t be a natural lesson.’

Solutions Building a community Awareness raising Training for feedback

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Meet Jack Richards on stand Q&A with Jack Richards today at Extra Samples of Key Issues will be available Refreshments will be served Get 20% off ELT Materials at The English Language Bookshop (stand 38)

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