Observations: Learning from each other RACHEL APPLEBY IH Barcelona 2013 Doing the same ol’ thing each lesson? Stuck in a rut? Try something different to breathe new life into your teaching!

What do YOU think? 1. An additional presence... will alter the behaviour of the group and the individuals. [...] There is no getting away from the observer´s presence …. MAINGAY, It is almost impossible for the observer to capture the events of the classroom accurately and objectively. ALLWRIGHT, Best of all is when the aim of each observation is defined not by the observer but by the teacher and related to an area of improvement the teacher wishes to work on. WAJNRYB, 1995

Outline So, … Developmental observations Classroom focus issues Procedure How to collect data Over to you! Tips for the observer Action!

-share experiences, exchange ideas -learn from each other -learn by doing, experimenting -have the privilege of ‘just watching’ -observe others’experiences and so learn more about your own teaching -become a better teacher -become a more motivated teacher! - In developmental observations, you …

Classroom issues Giving instructions T-St interaction Getting the students to talk Students’ motivation Use of L1 (?Spanish) ? ? Teacher’s questions Dealing with mistakes

1.Find someone to work with. Arrange to meet. 2.Meet and (a) decide who’s observing whom first, and (b) decide on the focus of the observation. 3.The lesson takes places: teach / observe. 4.Afterwards, meet up again to discuss the lesson. 5.Decide on a follow-up / action plan. 6.Repeat the process, swapping roles. Peer observations: in a nutshell

Considerations Who should you pair up with? Where should you meet to chat? How do you decide what to focus on? Who decides the focus of the lesson? How can you collect information / data on the lesson? What are you going to do with it afterwards? Anything else?

Collecting data e.g. Teacher questions:

More on questions 1.Question distribution Write the Q no. in the circle (= student) if the student answered a question.   2.Student participation V = volunteered an answer A = they were asked to answer (V1, V2 etc) Hopkins, D. (1985). A Teacher’s Guide to Classroom Research. Open University.

Focus topics Choose one of the following, and consider a) what an observer could note down b) how they could collect data. Dealing with mistakes Giving instructions Board work Use of L1 (?Spanish) Students’ motivation

Focus topics a) What to note down: b) How to collect data, e.g. Board work Clear? Useful? Use of colours What is it (not) used for? Efficient? Planned? 1xA4 sheet per use of board: copy what you see Use a different colour pen to make suggestions Column on RH side for comments

After the lesson Let the person who taught speak first. Talk through the lesson: Did it go according to plan? Why / Why not? Discuss the observer’s focus, and listen to any comments / ideas / suggestions. Note down findings. Think about what you can do to respond to the findings. Make a note of things to try out next time.

Tips for the Observer! Be on time! Ask beforehand where you should sit. Don’t disturb, intrude, or get involved. Enjoy a quiet period: listen, watch and learn! In feedback, first listen! Ask questions about things that happened. Offer suggestions. Be positive. Don’t evaluate the teacher; talk about the lesson. Thank the teacher!

What now? - Action plan! Think again back to a lesson you taught... -What area(s) would you like to improve? -What could you ask someone observe? -Who could observe you? -What would YOU like to observe? (level / lesson type / teaching strategies) -Who could you ask?

Outcomes Peer Observations … Generate an exchange of ideas Take place in a non-threatening environment Promote dialogue in the staffroom Provide job satisfaction Encourage you to question how you do things Promote teacher respect, trust and support Encourage staff – and school – development

Observations: Learning from each other THANK YOU! RACHEL APPLEBY IH Barcelona 2013 Refreshed! Sharing ideas! Motivated!