introduction to observation tools in the classroom

2.  Observation is proven to be one of the most useful
learning tools; improvement comes through feedback.
 As future English teachers, we are focused on
observation as a learning tool in the language learning
classroom.
 Being an observer opens up a world of possibilities and
experiences and the whole educational system can
benefit from the process of observation. Teachers can be
professionally improved by this process. We want to
eliminate any preconceptions or negative feelings that
some teachers have towards this process.
 Observation is completed through a series of tasks which
enable the observer to observe correctly, analyze the
data and come to a conclusion.

3.  It is important to note down that the observation
process requires a lot of time, from the preparation for
the observations to the presentation of conclusions.
 Every observation should have a focus, so the data
with the follow-up analysis lead to a concrete result
and help the teacher improve her/his teaching
strategies.
 Wajnryb highlights the fact that the skill of observing is
not something we are born with or something that we
can do without any training on the subject matter, it is
a skill that can be “earned and improved with
practice”. Through this ongoing process we can get
great results.

4.  We are interested in observing English
classrooms. The observation can be held
by teachers themselves, the school, from
a school-based support program for the
teachers, teachers who now begin their
careers and are still in the induction
period. Observers can also be trainee
teachers, teacher trainers, teacher
developers, trainee trainers.

5. How classroom observation works:

6.  The Teacher
According to the book, to be called a teacher of
English whether in a native background or in a foreign
country, means that you have completed preliminary
training. Teachers with many experiences in the field
can gain something from the observation results.
Wajnryb stresses the fact that through the observations
teachers can improve certain skills of teaching that
interest them. Observations can be done in a shared
teachers‟ effort, by the school‟s support system or as a
part of an in-service study, which consists of peer
observation.
Classroom observation tasks: Involve ideas which help
(a) a teacher to investigate his/her own teaching by
observing other teachers (b) the teacher‟s classroom is
observed and he/she is given feedback.

7.  The trainee teacher
The teachers that are under pre-service training, who
have little or no teaching experience, are the trainee
teachers. The teachers-to-be have previous
experiences in the classroom as students and coming
to the training they have certain expectations or
anxiety. This training experience prepares them for the
classroom environment. The experience of observing
other trainees, experienced teachers or teacher
trainers helps the trainees to identify certain strategies
and problems of language learning.
 The trainer
The trainer is responsible to teach the skills and
processes of teaching to the trainees. They can use
certain tasks to train the teachers-to-be; tasks can
either be individual or collaborative. The results will
show anything that can be used for future reference in
the language classroom and help the trainees to really
engage with the subject-matter and the mentality of
teaching.

8.  School-based support personnel
It involves the mechanisms of the support that is given by
the school. These people are responsible for issues
concerning the curriculum, professional development or a
program of advancing the skills and knowledge of the
teaching staff and promote any skill or practice which is
proven to be useful. This kind of personnel can introduce
new methods of teaching, new books and new learning
props to teachers.
 The trainee-trainer
It is a program which trains people who want to train others
in language teaching. Usually trainee trainers have a lot of
experience in the teaching field. Trainers should also be
taught formally and systematically as teachers to undertake
the important task of training future teachers. Their
experiences are systematized to become successful
strategies for teaching. Specific issues are drawn about the
trainability of how to teach. There is an important distinction
between the skills that can be trained and the skills that are
„educable‟, skills which deal with knowledge around the
field. Through observations we can detect and classify the
skills involved in teaching.

9.  “When we teach, we are often so absorbed in the
purpose, procedure and logistics of our lesson that we
are not able to observe processes of learning and
interaction as they occur through the lesson” (7). By
distancing ourselves from the role of the teacher we are
able to detect any problems or any beneficial tactics,
because we are not preoccupied with teaching and
we can observe the English lesson from various points of
view, not only the lesson‟s structure. This is called the
„silence-phase‟ which has positive results because it
gives us freedom to engage with the lesson without the
anxiety to produce anything. This observation produces
active involvement in the lesson, recognizes and
classifies what happens during the lesson and what can
be enhanced. Observation advances our perceptive
through various processes in the classroom.

10.  Observation tasks
Tasks are activities with specific focus on one or few
aspects of the lesson. Observation can be done
individually or collaboratively in a multi-leveled
observation.
 Why tasks
Tasks help us organize our observations and have
guidelines for the focus of the observation. They help us
deal with the multiple data that are present in the
classroom. Moreover, the multiple levels of the lesson
involve overt and covert elements. A task is well-
organized and the data coming from the task can be
easily analyzed to provide a conclusion. Tasks help to
the systematize techniques; they connect theory with
practice and experience in a language classroom,
enhance teaching approaches and help strengthen
relationships between colleagues.

11.  The theoretical framework of Classroom Observation Tasks
The book provides us with 5 guiding principles:
(a) A model for teacher development: A teacher who wants to
improve his/her teaching by observing other colleagues their
classroom or observation in her/his own classroom. The main
characteristics are> 1. Teachers collect positive feedback and
get to realize what procedures have positive effects on the
students. 2. Learning as a construction of personal meaning is the
process whereby teachers use their past experience to come up
with new ideas and new information which will be helpful for their
teaching in an individual level. Self-evaluation is critical. 3.
Following the previous model we understand that “teachers
themselves are the initiators of their own development” (Wajnryb
10). 4. Each teacher is autonomous, because teaching methods
cannot be prescribed. Someone can advise us or recommend us
on HOW to teach, but each one of us will have to find his/her own
teaching style.
The author commends that low-inference skills can be
taught, whereas higher-level decision-making cannot be
completely taught. So, if someone is competent in low-inference
skills, does not mean that he/she is a good teacher.

12. (b) The Nature of Help: Trainers/developers are essentially
helping the teachers. By giving prescribed „recipes‟ for teaching,
our individuality and our independence is affected. The role of
the help is more „collaborative’ and „consultative’. The trainer
should consider the teaching style of each teacher, rather than
impose a particular style, because the teacher is adjusting his
teaching style from the students.
(c) The Importance of the Classroom: We all acknowledge the
significance of the classroom environment. The language
classroom, should be accommodating, have a nice flow, be
surrounded with things that will interest the students and be
properly equipped so as the teacher can use the room in its full
capacity. Students and teachers should feel comfortable in the
classroom.
(d) The ‘Trainability’ of Observation Skills: Observation skills are
not innate, but they can be taught. With the tasks we are guided
to observe correctly, to analyze and interpret the results to our
benefit. Each teacher is influenced from learning experiences of
their past and their teaching expectations are involved in the
process of observation. A keyword in the text is the re-vitalization
of techniques and overall attitude towards teaching.

13. (e) The Importance of Task-Based Experience: The role of
experience is highly critical in teaching. No one can learn
how to teach unless is actively involved in the experience.
Some features of task-based learning are> 1. The
observation process has to become personalized. Each
individual should put his stamp in the process. 2. Learning
should also be generative, which means that solutions
should come up during the teaching period, generate
their own conclusions. 3. The task should also have 3
characteristics; based on inquiry, oriented on discovery
and solve problems. That means that no standard
solutions could be given and each teacher should
engage in his/her own understanding. 4. The task
provides experiences to the teacher which provides a
resource-base for the future. Teaching is an ongoing
process, just like learning; to be a good teacher means to
never stop learning.

14.  The tasks are grouped into:
› The learner
› Language
› Learning
› The lesson
› Teaching skills and strategies
› Classroom management
› Material and resources
These tasks will also be used by us to guide
our observations.

15.  The context of teacher development
THE TEACHER
…Scenarios
Guidelines for observing:
1. The teacher must be respected, because the teacher trusts
the observer.
2. The observer should try to stay as unnoticed as possible, so as
the data will not be affected.
3. Try not to make generalizations> methodological validity.
4. Sometimes, the observer has to communicate with the
teacher beforehand, but other times is better not to notify the
teacher so as the data will not be affected> methodological
validity.
5. The observer should collaborate with the teacher in the follow-
up meetings, so the data would be echoed and to achieve
the goal of the observation.

16.  The context of pre-service training
THE TRAINEE TEACHER
… Scenarios
THE TEACHER TRAINER
Performance and Observation:
Language teachers undergo a pre-service training either individually
or in a class. The main object of training is the performance of the
teacher. The trainer should consider:
1. Trainees need a period of adjustment, so observing can help; either
observing a peer teacher, or a more experienced one. Moreover,
observation can be done by videos.
2. Help the teachers to be always alert for the challenges of the field.
3. Non-prescriptive approach to teaching should be taken. Teachers
and trainers should work together to draw conclusions from their
experiences.
4. Observation can happen in lectures, tutorials or workshops as well.
Goals and Guidelines:
The trainer should respect the individuality of each teacher, should
not give „raw‟ instructions and should not be judgmental.

17.  The Trainer‟s Role is to:
1. Select the tasks.
2. Collaborate with the trainee in the pre-observation
stage.
3. Determine the course of action of the actual
observation.
4. Arrange post-lesson meetings, tutorials and
discussions.
… Scenarios

18.  The context of school-based teacher support
We already know what school-based teacher support is.
The principles that each school-support system share are:
1. Teachers need to reflect and stimulate upon their pre-
service experiences on their own initiative.
2. It is important to see the training experience in terms of
professional growth. The trainers are mere facilitators of the
process that each teacher has to undertake.
… Scenarios
 The context of trainer training
Instructions concerning the trainer of the trainees:
1. Refresh their teaching skills, regardless of their experience.
2. Training trainers should be treated as trainee teachers and
training trainers should observe trainee teachers.
3. Provide the meta-language of teaching and training.
… Scenarios

19.  Teaching and learning are inextricably
related. Furthermore, each teacher is different
and unique and the co-operation between
the teacher, learner and observer is crucial in
the classroom dynamic.

20. “Positive Reinforcement”