What is it?
Peer observation is a tool to help teachers find out about their own
and their colleagues' classroom practices so that they can take action
to change and develop. It can be used whenever teachers want feedback,
for example, on teaching approaches, on learner behaviour, on classroom
management issues, or as part of classroom action research projects. It
involves a teacher sitting in on a lesson given by a teaching colleague
and making notes or completing a form which will be used to give
feedback. It is intended to provide a supportive framework where
teachers can explore and share ideas about teaching and learning. It is
a two-way learning process - the teacher and the observer learn from
the experience.
What it is not
It is not about making criticisms, monitoring or judging colleagues' teaching skills.
Who observes?
Some teachers find it useful to observe and be observed by a
colleague who shares their interests or concerns. Some teachers find it
beneficial to be observed by a more experienced colleague.
What is observed?
Teachers themselves decide on the focus of the observation. This
may be, for example: clarity of instructions, class dynamics,
sequencing tasks and activities, experimenting with a new approach or
idea, and so on.
How to do it
Before the lesson, talk to your ‘observer':
- What is the focus of the observation - be specific about what exactly you want your observer to observe.
- How much of the lesson do you want to have observed - all of it, or selected parts?
- What time should your observer enter your class? At the beginning, or at a specific point?
- How long should s/he stay? Would it be useful for the observer to see more than the stage(s) selected for focus?
- Where will your observer sit? Do you want your observer to be able to talk with your students)?
- What will you tell your students about the observer/observation?
- What will the observer do? Take notes? Fill in a peer observation form?
- Will your observer give you the notes/observation form? Will s/he write a report?
- When will feedback take place? Agree on a suitable day and time - as soon as possible after the observation has taken place.
- What are you planning to do in this lesson? Give your colleague a copy of your lesson plan.
- What information does your observer need - about your learners, your classroom?
- When will feedback be given - immediately after the lesson, later in the week? It is important to agree on a day and time, preferably not too long after the observation, whilst it is still ‘fresh.'
During the lesson
- Remember this is a developmental opportunity. Try not to get distracted by having an observer in your classroom
- Introduce the observer to your class
- Check the observer is happy with where s/he is sitting
- Stick as closely as possible to your planned timings
- Relax - your observer will be making notes - try not to let this worry you.
After the lesson
Reflect on the stage/stages you selected for observation:
- What are your impressions?
- Did the activities/tasks etc go according to plan?
- How did your learners respond/react?
- Did anything happen which you had not predicted?
- What questions will you ask your observer?
- What have you learnt?
- How do you feel about the lesson?
Post-lesson feedback
Remember peer observation is a supportive process and it is also an
opportunity for the observer to learn and develop.
- Tell the observer what your perceptions of the lesson are
- Discuss points noted by the observer
- What action will you take?
- Explore ideas for improving, changing, developing etc with your observer
- What has your observer learnt?
- Reflect on the observation - how have you benefited from this process?
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