teacher observations essentials - english australia
TRANSCRIPT
Teacher Observations
Essentials
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Presenters
Ian Aird, General Manager Greenwich English College; English Australia NSW State Delegate
Juanita De Souza, Director of Studies Kaplan International English, Manly
Aparna Jacob, Director of Studies Strathfield College, Sydney
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Observations
Ian Aird General Manager Greenwich English College I have more than 15 years experience in ELICOS as a teacher, CELTA trainer, DoS, and General Manager. I hold a masters in professional development, a bachelor in education, a CELTA and DELTA.
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What is an observation?
• Watching a task being done for the purpose of learning and/or teaching.
• Watching for evidence, appreciation, or assessment of actual skills in practice as opposed to academic knowledge of a task
• Observations are a valuable part of the learning and teaching for any practice that is not purely knowledge based, for example mechanics, cookery, sales and teaching
• Observations should be just one part of a broader learning program, just as examining is just one part of the learning in any effective academic program.
• In the teaching profession, observations are, generally, only of classroom teaching practice. Teaching is much more than just the lesson – planning courses & lessons, counselling, advising, assessing, reporting, recording ...and more!
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Observation types
There are three common types of observations in teaching:
• Professional development observations
• Quality control observations
• Peer observations
• Each have different functions and should be set up, carried out and followed up on quite differently
• Trying to achieve more than one of these at the same time will almost certainly compromise the process and the outcome
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Professional development observations
These should be:
• Supportive
• Guiding
• Scaffolded
• Targeted
• Have planned learning outcomes
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Quality control observations
These should be:
• General
• Criteria and standards
• Testing
• Lead to decision outcomes
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Peer observations
Here the set up needs to be very different. For example:
• Observer is the learner
• Non expert observers & role clarity
• Observer as colleague
• ‘Observee’ as demonstrator
• Learning and motivation outcomes
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PD observations
Effective professional development observation systems
• Transparency
• Observation policy statements
• Setting up - with the teaching team & with each individual
• Negotiating goals, clarifying expectations – two way
• Guiding and supporting to maximise the learning opportunity
• Recognising the impact
• Using previous examples of feedback and outcomes to clarify
• Ongoing observation training – experts ‘doers’ vs expert trainers
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Observations
Go beyond observing the lesson by including:
• Lesson and course planning
• The pre-lesson session
• The immediate post-lesson feedback
• Delayed post-lesson feedback & written feedback
• Extended follow up
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Observations
Increase value of the observation by:
• Feedback and action points
• Positivity and motivation
• Sandwiching feedback
• Targeting needs and limiting focuses
• Student focused... then teacher focused.....then school focused
• Supporting change and clarifying expectations - goals and schedules
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About the teacher
• Anastasia
• Post CELTA – this lesson is one the last on the course
• Based in the UK
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About the learners
• Intermediate • Multi-lingual class • Average age about 25 • Mixed nationalities & genders
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About the lesson
• Adapted from New Headway Intermediate • Aim: to practice listening for gist and specific
information and to present & practice modals for obligation
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Observation Criteria
• Planning and staging • Aims & content • Curriculum fit • Correction • Classroom atmosphere • Cultural awareness • Pacing • Subject knowledge • Variety of techniques
• Instructions & language • Classroom management skills • Beyond the classroom • Learner accomplishments • Concept checking • Learner input • Self study • Aims & outcomes • Effective use of materials
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Observation
Please watch the first 10 mins of this Youtube video: www.youtube.com/watch?v=po2hzB6SI8M
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Your ideas?
• Correction • Classroom atmosphere • Instructions & language • Classroom management skills • Learner accomplishments • Concept checking • Learner input
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Feedback
• Strengths- establishing context, engaging learners,
overall staging logical, relaxed classroom atmosphere, student responses confirmed (positively or negatively as appropriate), language graded appropriately
• Areas to develop- maximising student involvement, clarifying meaning more deeply, providing more complete error feedback, T’s position in the classroom (standing still), Classroom management (getting Ss attention, materials before instruction)
“Observation tends to be identified with evaluation and is consequently often
regarded as a threatening or negative experience.” (Farrell & Richards)
Focus on Development
Feedback
Reflection on practice
Action Plan
Teaching Practice in classroom
Observation
Development stages and needs
Stage 1: Guidance and evaluation Stage 2: Suggest alternative methods Stage 3: Understand their methods
Feedback Framework • Agreed on criteria for observation • Agreed on Focus Areas • Ask teacher to reflect on lesson immediately after
observation • Ask teacher how they think the lesson went and
listen without judgement • Ask for alternatives before putting forth
suggestions • Elicit suggestions from teacher as far as possible • Finish with an action plan and set a date for next
observation
Some useful phrases • “I really liked the way you…” • “If you want to do … I think you might try…” • “I wasn’t sure about …but now you’ve told me what you
were after, I see why you did it.” • “I find that … is useful for me in my situation.” • “I don’t think you’re taking enough notice of …Can we
look at that again some time?” • “Would you mind telling the others about your idea for
…? I think a lot of people will like that.” • “What do you think you’d like us to concentrate on next
time?”
How do you deal with Fixed Mindsets?
• You’re right, I suck • You’re wrong, I rule • Blame it on the rain • The optimist without a cause
• Edge, J. (1994) A Framework for Feedback on Observation. IATEFL TT SIG Newsletter No. 10: 3 – 4
• Freeman, D. (1982) Observing teachers: three approaches to in-service training and development. TESOL Quarterly 16/1: 21 – 28
• Griffin, M. Combining Observation and Reflection. Retrieved July 15, 2014, from http://eltrantsreviewsreflections.wordpress.com
• Richards, J & Farrell, T. Professional Development for Language Teachers (CUP: 2008, CUP)
Questions? [email protected] For more information on observations, download English Australia’s Guide to Managing Professional Development in ELICOS: http://www.englishaustralia.com.au/best-practice-guides NB You’ll need to login to our website to access this Guide