What do you think of Peer Observation? I am sure that peer observation is culturally embedded. This type of observation is not typical in the realm of the Russian pedagogy school, though schools differ. Some schools tend to do some peer observations. At my previous school vice-director did a clinical supervision. She did it very judging and asked to follow the "craft model". That's where I get defensive.
Peer observations in Russia look like "hawking control of teachers" in some Russian schools. When I did my first observation report, I went to the experienced teacher and asked if I could observe her lesson. SHe agreed but looked very scared. It's not pleasant to hear harsh and judgemental evaluations, sometimes after these reflections many teachers give up on the teacher's careers. I think that PO should entail action and reflection. If the reflection and evaluation are made in a rude and untactful manner, there will be no further action...
Ideally, I am for the teacher autonomy, one of its dimension is "capacity for self-directed professional action: Teachers may be autonomous in the sense of having strong sense of personal responsibility for their teaching, exercising via continuous reflection and analysis...affective and cognitive control of the teaching process" (Little, 1995). I think if I have "freedom from control over teaching", I would learn and reflect more. Any reflection entails development and improvement; it's a conscious mental ongoing process that gives a thrust to recall and analyze the past experience and move further. I stopped being anxious by the observations or "control", I know they are for my own professional growth and useful for "self-directed professional development" (Richards, 1990)
Are you scared of peer observations or any kind of observations?
- Victoria Kamchatka's blog
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Comments
You are quite right about the Russian way of peer observation at schools and other state educational institutions. It differs greately from the way the procedure is carried out in big language schools. As you have said, they must be the opportunity for professional growth, and in our case, there is only criticism. That's why teachers avoid observations like a plague. On the other hand, teachers are sometimes afraid of observation when they realise that there is nothing to see at their lessons.
Usually a friend of mine, she works in a different school, observes me. I know this is my peer whom I can trust and who won’t judge me. In this form, peer observation becomes more interactive than directive, democratic, more teacher-centered than supervisor-centered, more objective and more focused. From my experience, supervisors or vice-directors try to show their authority, their higher rank, they feel very superior.
In state schools of Turkey, there is a regulation that only headmasters can observe the teachers. If the headmaster wants the head of the department can accompany with him/her. We have inspectiors who may come every 4/5 years depending on the changes of the regulations. However, this kind of observation is not helpful as the headmasters are not the English teachers, so we are all alon in class. If we want we can spend time without doing anything. At the end of the year we can give higher grades and the students and the parent will be happy and we teahers will not have any problems.
Victoria, before reading your blog, I thought we needed peer observation, but now I realised that before this we need some training about peer observation, we need to learn how to be positive to each other, because our aim is not to criticise the teacher, to help each other, get new things and share brilliant ideas like this blogathon. But we need to brainstorm a lot on this issue.
Gulnur
Thanks for your sharing, Gulnur. According to the Russian school’s laws, peer observations, supervisions are allowed with the teacher’s permission. That wonders me much too, when principle or vice-principle are not English teachers, but they accidentally know how to teach English. :) I agree, we should help each other as colleagues, not judging and critisizing but giving the constructive feedback.
During my teacher training degree, I was very scared of observations, but now I'm actually not. I am always prepared for everything that may happen. I know some mistakes will always occur, but we are all human.
The system in Israel is the same, the principal and other teachers observe the lessons in order to evaluate a teacher. It is a system which cannot be changed, and I believe that sometimes, it is for the best interest of the students.
I remember our methodologist said "If there's something wrong, justify it, give all the reasons why you did that". I am thinking if I give 100 hundred reasons, they'll believe!
Victoria,
I like your blog post and thanks for your touchy subject, I was planning to write about PO, as well but you are quicker than me :) Anyway, to sum it up, I prefer PO for my professional development but of course the aim behind the action must be done by the people whose ideas are precious for me :)
I don't mind being watched :) keep up the good work :)
Hi dear colleague, thanks for your comment. the same, I don't mind either. I'd rather listen to the valid feedback than flattery.
I adore peer observations and every lesson I see helps me to understand my own work better. And I'm open for everybody. Though most of my colleagues are not so enthusiastic. Why so? .I feel that PO is very useful.
Hi, Elena!
It looks like you are a person who executes the PO, not the one observed. Observation can be seen from the viewpoint of the observed teacher as described in Victoria's post and its follow-up (http://www.teachingenglish.org.uk/blogs/victoria-kamchatka/peer-observation-2-having-somebody-classroom), and as a master class for observers as you described in your comment. I think peer assessments that are obligatory in many schools and universitites should be thought-provoking "master classes", not a teacher's headache.