Course observation stages Made by: Chorshanbiyeva Nozima group 403

Course observation stages

Made by: Chorshanbiyeva Nozima group 403

Classroom observations in school are an important tool for gaining an overview of patterns and trends, capturing the difference between what is said and what is actually done. It can form a good basis for continued development and improvement work. Research shows that there is a clear connection between the development and further training of teachers’ professions and students’ learning.

Stages of classroom observation
1. Pre-observation conference
2. Classroom observation
3. Analysis and strategy session
4. The final report
What are classroom observations?

A classroom observation provides teachers with constructive critical feedback in order to improve their instructional techniques. It is also defined as a method of evaluating and recording specific information about what is going on within a classroom.
Many believe that continuous classroom observations, in order to develop the teaching, provide in-depth pedagogical discussions between teachers/educators. In the end, it probably also leads to a safer work climate where you as a teacher feel the support of colleagues in the various situations that arise in the meeting with the students. You should never see observations as a test of your teaching ability.
The pre-observation conference
The main purpose of the session is for the observer to get a clear picture of your goals for the class and the lessons. The observer will simply interview you as a teacher and the idea is to get answers to the following main questions.
What is your goal for the lesson (s)? What do you hope students will gain from this lesson?
What do you expect students to do to achieve the stated goals?
What can I expect you to do in class? What role will you take? What teaching methods will you use?
Is this class “standard” and generally typical of your teaching? If not, what do you think will be different?
There are, of course, dialects on these issues (depending on the type of class, age of students, your experience as a teacher, etc.). You as a teacher must be critically examining the observer’s questions before this pre-session. You should receive the purpose of the meeting and the questions sent before the meeting so you have the opportunity to give feedback on whether you consider the questions relevant.
During the classroom observation
At the beginning of the learning activity and often in advance, you inform the students that there is a visitor and why he is there. Thus, the will is that the students act as they usually do and so it also seems to work. Don’t try to over-perform – when we know we’re going to be observed, a normal reaction is to want to impress our observer, but please don’t! Plan and carry out your lesson just as you usually do.
The observer follows the lesson and collects the agreed tasks. It is desirable that the observer focuses on the limited goals agreed upon during the meeting and collects data that you as a teacher find useful for you to develop. Under such conditions, the opportunities to improve your teaching greatly improve.
Most observers need to take small notes, be prepared for that. But a good observer does not continuously write. Note-taking should be kept to a minimum and the observer can improve and expand the texts at a later stage, once the lesson has been completed.
Analysis and strategy session
The analysis session should take place within a few days of the classroom observation (the information must be fresh in mind). Feedback should occur after every observation. You might have this de-briefing in the same classroom as the observation. The advantage of this is that it’s much easier to relate to and illustrate different occurred events. The review should be a dialogue between the observer and the teacher, and try to aim for a constructive and positive tone (although there would be some negative criticism of the teacher.
The final report
The final report should always be written by the observator and include:
An overview of the questions discussed in the pre-observation conference
The observations from the actual learning session. The observations should have their ground in the pre-observation discussions, but can also include parts the observer have written down during the lecture.
Suggestions to the teacher on how to develop his/her teaching.
A conclusion part that summarizes what has been covered in the report.

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