Lesson Classroom observation in teaching practice (recording video and peer observation). Teacher Observation

Awareness of Needs: Does the teacher move the learning on when necessary? Are they aware of any progress being made? Is the teacher aware of struggling children?

Plenary: Does the lesson have an effective conclusion? Does the plenary provide a summary of the lesson or lead into the next lesson? Can the children demonstrate their learning?

There is also room for general comments that arise during the lesson.

What are the benefits of teacher observation?
Allowing another teacher into your classroom allows for sharing between both of you. It also allows for self-reflection by everyone involved. Best practices involve the sharing of resources, techniques and strategies. Teachers are responsible for their own growth and development, and observation is an excellent alternative to the traditional Professional Development seminars.
Benefits for the observer:

• 
  Observe new techniques, strategies, ideas and resources.
  
• 
  Gain insight into their own strategies and techniques.
  
• 
  Observe student reactions from a different perspective.
  
• 
  Help create a professional learning community with the best interests of the students in mind.
  
• 
  Helps Personal Professional Development and growth.
  

Benefits for the observed:

• 
  A chance to see the class through someone else’ eyes.
  
• 
  A chance to re-evaluate the classroom from a different perspective.
  
• 
  Receive input (suggestions, ideas, resources) from a colleague.
  
• 
  Creation of a professional learning community with the best interests of the students in mind.
  
• 
  Helps Personal Professional Development and growth.
  

Hometask: Answer to the questions:
1. What is teacher observation?
2.What are the types of observation?
3. How important is teacher observation?


Self study: To make an observation to the given video lesson.


References:
1. Woodward, T.(2001). Planning Lessons and Courses. Cambridge, CUP
2. Tomlinson, B. (Ed.) (2001). Materials Development In Language Teaching.Cambridge
University Press.
3. Nunan, D. (2009). Task-based Language Teaching. Cambridge. Cambridge University Press. McDonough, J.,& Shaw, C.(2003). Materials and methods in ELT (2^nd edition) Oxford: Blackwell.