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Alternative: Teachers should be asked questions that would make them 
consider alternative practices. 
Non-directive: Teachers should be invited to open up their feelings about 
their teaching. Teachers are invited to analyse and conceptualise their own 
teaching beliefs and practices and the supervisor’s role is to facilitate this 
process. Teachers themselves decide what to do in their next lessons. 
Ask participants to add more recommendations if necessary. 
Say that each category of feedback is appropriate for a certain context. Refer 
participants back to the video of the lesson and their feedback session. 
Tell them that they are going to watch a feedback session with the same 
teacher. (Rod to Nodira) Ask participants to notice the types of feedback in 
the video and to consider the order in which the supervisor conducted the 
session. 
Play the video. 
☺ (4 min) Take feedback from participants. Ask the following questions: 
Was the teacher experienced? 
What kind of feedback was provided? 
In what order did Observer ask questions? What were they? 
Distribute handout 2 to help participants answer the questions. 
☺(8 min) Discuss participants’ answers and general impressions. 
Possible answers: 
 
The teacher was experienced but she has worked with this class 
only for a short while. However, she knows her pupils quite well. 
The feedback started with exploring the teacher’s feelings about 
the lesson. The next stage was focused on examining the reasons 
and underlying assumptions behind the teacher’s practices in the 

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classroom. The feedback finished with exploration of possible 
further action. In general the feedback was non-directive with 
some elements of alternative and directive feedback. 
☺(3 min) Tell participants that a feedback session should be generally based 
on the following pattern: opening up teacher’s feelings about the lesson 
(What happened? How did you feel about it?) – rationalisation and 
conceptualisation (Why did you teach the way you taught?) – considering 
future action (What would you do differently next time?) 
☺(2 min) Establish that supportive feedback is essentially non-judgemental. 
Say that the supervisor’s task is not to pass judgement on teacher’s practices 
rating them either as ‘good’ or ‘bad’ but to learn from observation and 
provide professional support to teachers. Remind them that before an 
observation session observer/supervisor and teacher should agree on the 
focus of observation and feedback. Distribute handout 3.