Peer Observation and Feedback in ELT Teacher Training Programmes: A

Constructive ModelDr.Bose Vasudevan

Institute of Language Teaching, Jamnagar, Gujarat.boseenvy@rediffmail.com

Unstructured Observation

Background

Peer Observation and Feedback: Concept and Objectives

Unstructured Observation and feedback (Phase I) Outcomes:

Positive feedback Good/ average/ very good/ excellent/ well done/ good effort/ good

command over language/ good personality/good English/ lesson taught as per plan/ everything fine/ great/fairly confident etc…

Negative feedback Not so good/below average/poor English/feeble voice/chalkboard

use not appealing/spelling errors on chalkboard/no movement in the class/no teaching aids used/ everything went wrong/ no confidence/no eye-contact at all etc…..

Structured observation

Discussion: Should we have Peer Observation and Feedback?

New design: Observation schedule.(Phase II)Objectives: alternative schemeOutcomes: quantitativeLimitation: Preoccupied with the completion

of observation schedule. Less beneficial for the person who is observing.

Observation schedule: Sample

.Sr.No Parameters Scope for

improvement.

Average Effective Very effective

Presentation 1 2 3 4

a Details on class board, lesson title, learning outcomes, key words are prominently displayed.

b Uses relevant vocabularyc Exhibits fluency of

language

d Uses suitable tone of speech

e Oral and written instructions are clear

f. Teaching aids and learning materials are appropriate, well-organized, resourceful and stimulating.

Task based structured Observation

ObjectivesObservation as a learning toolTasks to help trainees to focus one or two

aspects of teaching at a time.To give supportive and constructive

feedbackTo benefit both observer and the observedQualitative feedback

Structured Observation

Sample Tasks

How does the teacher arrange the class before the session?

 

  How does the teacher motivate the class?

Sample tasks

What are the different classroom interaction patterns that the teacher has achieved?

a.b.c.d.

Sample tasks

GRAMMAR What new language item does the teacher present?   What techniques does the teacher use to present the

new language item?           What types of tasks does the teacher give the class to

use the new language item?

Sample tasks

   What

does the teacher say?

What is the communicative purpose?

What is the immediate context?

How might this be said to a native speaker?

Look at the picture. Can you see the boys sitting under the tree?

-giving instruction-directing

The teacher is setting up a task with a visual aid(picture / chart)

Can you see where the boys are sitting?(in the picture)

Teacher’s meta-language(adapted)

Tryout and outcome

B.Ed English Stage teaching(Micro) Same tasks for three or four observers Were able to provide feedback in areas of concern Positive and constructive feedback Developed their critical thinking skills All segments of the lesson discussed Trainees became confident in observing and in

teaching The atmosphere changed into friendly and non-

threatening Collaboration and co-operation Promoted effective language teaching practices.

Feedback

Conclusion

Implementation in ELT training programmes

Observation tasks should be considered as learning tool

Briefing: Sample tasks should be discussedDesign tasks involving traineesFeedback: Discussion and reflection under the

supervision of the trainer.Qualitative feedback and not to rank the

quality of a trainee’s teaching practice.

Reference….

1. Allwright, Richard and Bailey,Kathleen.M.1991. Focus on the language Classroom: an introduction to research for language teachers; Cambridge University Press.

2. Hester H.P.,Betsy P.and Jacqueline G. 1992. Peer Observation and Feedback in Teacher Training Development. TESOL Quarterly;XII.1.

3. Richards,Jack C. and Nunan.David.1990.Second Language Teacher Education; Cambridge University Press

4. Wallace,Michael J.1991. Training Foreign Language teachers: a reflective approach: Cambridge University Press.

5.Wajnrub,R.1992.Classroom Observation Tasks, Cambridge University Press.

Thank you…..

Thanks to my trainees,And you observers…..