Peer Observation in Teaching Practices

Classroom observation can take different forms. The two most common are:

1. Summative observation, in which another teacher or an administrator observes the class. The purpose for this is evaluative and may result a rating of some kind.
2. And, formative observation, in which two teachers, or “peers,” do a “friendly” observation of each other’s classes. The purpose is to improve teaching practices and to engage in a systematic form of professional development.

The focus in this module is on formative or peer observation. Formative observation can benefit both the observed teacher and the teacher doing the observation. In order to do so, it must be carefully organized. We will follow a teachers through the three phases of a successful observation:

• First, preparing for the observation.
• Then, observing in the classroom.
• And, finally, the post‐observation debriefing.

Module Focus: Introduction

For peer observation to work well, teachers must be trained in the observation procedure and in how to give productive, useful feedback to each other. In order to be successful, peer observation also requires that administrators…

• See the need for peer observation.
• Support training for the process.
• And, create a system that allows teachers time for observing each other.
• In addition, administrators should guarantee that information will remain confidential and will not be used for summative purposes.

Given these conditions, peer observation can…

• Allow teachers to see other’s teaching styles and reflect on their own practices.
• Bring about positive changes in classroom learning for students.
• When done with care and professionalism, it can strengthen relationships among teachers in schools.

Prepairing for the Observation

Before doing the observation, it is better to setup some points that you would like to find in the class that will be observed and share the points with the teacher that will be observed to get ready for the class observation. There are questions that you should attention, like:

o What information do they exchange during this initial talk?
o What information do they plan to collect during the observation?
o How do the teachers interact with each other?

Summary

In this preparation phase, we saw that teachers spoke in a friendly and respectful way to each other. The teacher learned something about the kind of classes that she would observe. And, the teacher chose the observation focus points for her own class.

Observing in the Classroom

In this phase, you will be the teacher who carries out an observation. As you observe, pay attention to the following questions;

o Where does the observer sit?
o What teacher behaviors do you notice?
o What about observer behaviors?

In this phase, the teacher who observe should sit quietly at the back of the class and took notes. At no time did the observer interrupt or interfere with the teaching of the class.

Post‐observation Debriefing

Look for answers to the questions…

o What information do the teachers exchange in the debriefing?
o What does the observer like about each the class?
o What suggestions for improvements does she make?
o How does the debriefing session end?

In this final phase, the teacher should consult the notes that she took during the observation. She should compliment her colleague on strengths in her teaching. She can ask questions about points that she doesn't understand. And, she should make positively‐worded suggestions for improvements. Things end just as they started, on a friendly and respectful note.

Summary

The focus in topic is on teachers and peer observations. There are three processes that a teacher should do in doing an observation;

o Preparing for the observation.
o Observing each other in the classroom.
o And, participating in a post‐observation debriefing.

In what ways do you think formative observation could be of benefit to you and other teachers in your educational setting? If you are already conducting formative observations, are there ways in which they could be improved or better supported? As you “peer into the future” and seek opportunities for your own professional development, keep peer observation in mind as a close‐to‐home option that could work very well for you.

This information is taken from “Shaping the Way We Teach English”, module 13.