Classroom Observation Guidelines (2019-2020) PDF

GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) ❸ Classroom Observation A classroom observation is the purposeful examination of teaching and learning events through the systematic processes of data collection and analysis (Bailey, 2001). The main purpose behind the classro...

GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) ❸ Classroom Observation A classroom observation is the purposeful examination of teaching and learning events through the systematic processes of data collection and analysis (Bailey, 2001). The main purpose behind the classroom observation is to allow a teacher to get feedback from an objective, experienced observer and to involve in context-specific discussions about teaching with an adviser. Moreover, data will be collected on what the teacher is doing what they should probably be doing; classroom learning environment will be assessed. Additionally, the teacher’s capability to demonstrate various teaching methods is also observed (Wragg, 1999). Classroom observation has been used for long time to evaluate the quality of teaching provided and the consistency between the curriculum plan and the actual delivery of the material by teachers. Wragg, (1999) stated that “the purpose of looking at implementation is to see whether there is a mismatch between intention and strategies”. Finally, it is of merit to mention that teachers teach many lessons of which only few of them are observed. Accordingly, if the observed lessons are considered valuable and eligible to be observed then they must be regarded as worthy to be analyzed appropriately, for little purpose was served if, after a lesson, observers simply exude good will, mumble vaguely or appear to be uncertain why they are there, or what they should talk about (Wragg,1999). There are different forms of observations encompass various criteria. These criteria may be comprehensive or specific. Some observation forms may focus on the students’ behaviour while others may seek out the response of teachers to such behaviours. Each method needs special instrument. Observation tools are forms that are to be filled out by the observer. Depending on the observation technique, some forms or instruments may simply be a blank sheet, a worksheet, checklists, or computer software. Some observers may be affected by the setting in which the lesson takes place and may focus on some particular feature of the teaching of one specific subject, like English. This in turn may influence whether they adopt a quantitative style, which is a type of systematic approach; counting and recording of individual events, or a qualitative method, which is a type of the open observation approach, trying to look behind and beneath the mere frequencies (Wragg, 1999). Furthermore, there are many observation tools used by teachers on their classes or in peer observation settings (Malamah-Thomas 1987, Wajnryb 1992). Such instruments are powerful developmental tools for teachers and for trainee advisors, allowing both to look at the lesson systematically in conjunction with the feedback from advisors. Nevertheless, classroom observation should be intended at enhancing professional growth of the teacher rather than threatening them. It should also focus on the strengths of the lesson. The tutors and through their dealings with the students will recall which areas delivered in a good manner and the ones that require revisiting. It is valuable to point out that the supervisors’ role is to explore with the teachers so that they have the chance to reflect on their own teaching with the expectation that this approach will turn into a fundamental part of the teaching and learning process. Therefore, it changes into a reflection in action process that is conducted during the teaching learning process. Schon (1983) explained this reflective process by saying: Methods of Observations Table of Contents 14 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) Therefore, classroom observation is getting more importance than before. The purpose of many of them is intended towards professional development. It is through experiential learning that the tutors will be selfevaluative and hence will be capable of reflecting on their teaching strategy. Heron (cited in Randall and Thornton 2001) said that working from experience the client (the teacher) is prompted to ‘uncover’ incidents, which are important, ‘reflect’ on these incidents and to discover new meanings for these incidents, and then ‘prepare’ to put the learning from experience and reflection back into a new experience. Phases of Classroom Observation Classroom observation is conducted through three main phases that were adapted from Day, (1993) and Richards and Lockhart, (1994):  pre-observation phase,  observation phase, and  Post-observation (follow-up phase.) Pre-observation phase is executed before the classroom observation. The purpose of this meeting is to share information that helps both the instructor and the observer prepare for the observation and to illuminate the explicit outcomes of the lesson observed. It also aims at clarifying the activities through which these outcomes will be attained. Information exchanged during this meeting includes:  the purpose of the observation,  course information,  lesson plan,  instructional objective(s),  class activities,  instructional methods,  What you want the observer to pay attention to The second stage of the process is the observation phase/ (Data Collection) or the execution of lesson. The observers gather information to be discussed later with the tutor. These data include:  instructor’s doing /saying,  students’ doing /saying,  instructional methods,  teacher-students’ interaction and flow of the session etc. Generally, the observer will use a checklist tool designed for this purpose of classroom observation. Analysis of the collected data and preparing for the post-conference take place immediately, next to the observation, it is suggested that observers write the data checked in their notes. Identify information that links to the following:  Organization and presentation of the lesson,  Level of student concentration,  Interactions, and participation,  The quality of interpersonal relationships between the teacher and students,  Effectiveness of instruction and how instruction could be improved. The third stage is the post-conference phase or follow-up: Shortly after the observation, the advisors emphasize the positive areas of the observation process such as the strengths of the lesson. The teacher will be asked to evaluate and reflect on his lesson at first. Then, the observers will discuss the collected data with the teacher. It is a descriptive stage where the observers describe the various phases of the lesson. They also provide direct feedback on the areas the teacher has asked for in the pre-observation conference. In doing so, many of Table of Contents 15 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) the areas for improvement are originally stated by the teachers because they had a chance to reflect on their teaching. To pursue the task appropriately, the supervisors will not participate in any other job but collecting data. Randall and Thornton (2005) refer to a supervisor that has no other than to observe and take notes as a non-participant observer (Gebhard and Oprandy 1999). As the name designates, this kind of observation requires the observer not to engage in any interaction with the individuals being observed. Instead, the observer should concentrate on a particular behaviour – a specific criterion (Wragg, 1999, Hopkins 1999, 2002). For an observer, it is very important to avoid preconceptions and afterward approach whatever is to be observed with an open mind (Wragg, 1999). Classroom observations have traditionally been conducted by administrators and senior teachers mainly for the purpose of teacher evaluation. Recently, however, more attention has been paid to the potential uses of observation for staff-development and observational research purposes. Teacher trainers and educational researchers argue that observations can provide useful feedback to teachers, and can improve the overall effectiveness of the teaching/learning process. Therefore, four types of observers can be mentioned: Teachers Teacher trainer (Supervisor) Trainee teacher (Novice) Trainee trainer (Trainee supervisor) Peter, (1989) "Classroom Observation" Types of Observers What will you look for during the classroom observation process? 16 Teacher’s Competences 1) Personal Qualities & Linguistic Competences: “Those who know, do. Those who understand, teach.” Aristotle Teacher’s competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are required each day (Jackson, 1990). A good teacher must have some qualities or characteristics that contribute to success and effectiveness. Here are the most essential characteristics in becoming a good teacher:  Has the desire to teach  Has the ability to understand and work well with people  Manages time effectively  Is approachable, enthusiastic and caring  Evaluates students objectively  Understands adult learning style  Can teach with or without audiovisual aids  Is motivated, well-prepared, self-confident, and patient  Can effectively use problem-solving scenarios as teaching tools  Competence in the subject  Willingly adapts to the ever-changing needs of his learners (n.d.). Retrieved from: http://www.studylecturenotes.com/social-sciences/education/224-qualities-of-a-good-teacher Table of Contents GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) 2) Planning and Preparation: A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc.). Lesson plan. (2019, May 31). Retrieved from: https://en.wikipedia.org/wiki/Lesson_plan 3) Instruction: Instruction (the purposeful guidance of the learning process) is complex and can take many forms. It is a vitally important classroom activity, but must be considered in the context of such factors as measures of desired student learning (including overlapping objectives taught to objectives tested), controlling student behaviour (classroom management activities), individual differences among students, and school processes and characteristics. Huitt,(2003). Classroom instruction 4) Classroom Environment & Interaction: Classroom Climate is the classroom environment, the social climate, the emotional and the physical aspects of the classroom. It’s the idea that teachers influence student growth and behavior. The student’s behavior affects peer interaction—the responsibility of influencing these behaviors is placed with the instructor. The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning. Bierman & Karen, (2011) SI Teachers and Classroom Social Dynamics Use of Questions and discussion techniques Questions can and have been used for a wide variety of educational purposes: reviewing previously read or studied material; diagnosing student abilities, preferences, and attitudes; stimulating critical thinking; managing student behavior; probing student thought process; stirring creative thinking; personalizing the curriculum; motivating students; and assessing student knowledge. Effective Questioning Practices William Wilen, Margaret Ishler, and Janice Hutchinson, among others, have synthesized the research on effective questioning techniques and suggested several helpful directions for teachers: 1. Effective questions are clearly phrased, reducing the possibility of student confusion and frustration. A major problem occurs when a teacher asks a series of run-on questions, while attempting to sharpen the focus of the original question. 2. Teachers should wait at least three to five seconds after asking a question that requires higher-order thinking (wait-time I), and three to five seconds after a student response to provide precise feedback (wait-time II). 3. Effective teachers encourage all students to respond, rather than depending on volunteers, or answering the question themselves. Longer wait time, probing questions, and a pattern of expectation for student responses are all helpful strategies in promoting student responses. 4. The research on student call-outs suggests that although call-outs need to be controlled, their response can be a helpful technique in promoting student participation among reticent and low-socioeconomic students. Table of Contents 17 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) 5. The research on the effectiveness of higher-level teacher questions, those questions on Bloom's taxonomy that require analysis, synthesis or evaluation, is mixed. However, the consensus is that higher-level questions encourage higher-level student thinking. 6. Teacher feedback should be specific and discriminating. Students should be acknowledged for their contribution, praise should underscore genuine accomplishment, while criticism and remediation should point out areas in need of improvement (focusing on the behavior, skills, and knowledge, rather than the individual). 7. While researchers consider the frequency of teacher questions (well into the hundreds a day) as too high, there is an increasing emphasis on the need to encourage more student-initiated questions–an indication of student involvement and increased student comprehension. Classroom Observation - Purposes of Classroom Observation, Limitations of Classroom Observation, New Directions. (n.d.). Retrieved from: https://education.stateuniversity.com/pages/1835/Classroom-Observation.html It’s one of the most underrated professions in the world – most people assume that you don’t need any special skills to be a teacher, yet few realize that it takes a great deal of effort and ability to handle a classroom full of students. You not only have to be thoroughly knowledgeable in the subject you’re handling, you also need to know how to control a class and maintain discipline and order in it. In short, to be a good teacher, you also need the following classroom management skills:  Authority: When a teacher is sure of himself and adopts a positive attitude, it becomes easy to command authority just by the way he looks.  Knowledge: In order to be taken seriously by his class and earns students’ respect, a teacher must be thoroughly knowledgeable in his subject and knows more than a little in most others as well. In short, he needs to be a jack of all subjects and a master of one in order to impress and command.  Individualization: Good teachers know how to tailor their lessons based on the students they teach bearing in mind the three levels: average, below average and above average students.  Time-management: When a class is interesting, there is no difficulty in managing students. It’s only when they get bored and listless that they start to act up and behave badly.  Patience: And finally, teachers who manage their classrooms well have immense patience. Oakey, (2010) "Classroom Management" Classroom management skills 5) Teaching Facilities: The Importance of School Facilities in Improving Student Outcomes School facilities can have a profound impact on both teacher and student outcomes. With respect to teachers, school facilities affect teacher recruitment, retention, commitment, and effort. With respect to students, school facilities affect health, behavior, engagement, learning, and growth in achievement. Thus, researchers generally conclude that without adequate facilities and resources, it is extremely difficult to serve large numbers of children with complex needs. The Importance of School Facilities in Improving Student Outcomes. Retrieved from: https://sites.psu.edu/ceepa/2015/06/07/the-importance-of-school-facilities-in-improving-student-outcomes/ 6) Written Work: The purpose of homework is to help reinforce what was taught in class or to have students gather extra information beyond what was demonstrated in class. Table of Contents 18 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) Homework is one part of daily classroom management that can cause many teachers problems. Homework must be assigned, collected, reviewed and assessed. That amount of work means homework must be designed to serve an academic purpose; otherwise, the results may be a great waste of student and instructor time. Kelly / Homework 2018-2019.Retrieved from: https://www.vcsd.k12.ny.us/Page/16515 To put the whole matter in a nut shell, classroom observation is certainly the most common form of collecting data not only for teacher appraisal but also for his professional growth. So as to attain a representative sample of the tutor’s performance in the class, a number of different classroom observations need to be implemented. One classroom observation does not impart adequate data. The way teachers behave in the classroom and the instructional approaches they use influence the degree students learn. Using classroom observations, educators and researchers are able to provide feedback that may lead to changes in teaching practices. Hopkins, (2002) believes that the motivation behind any school observation does not stop at classroom research but it also extends to the professional development of teachers. Conclusion Class Visit Sheet 19 Table of Contents GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) References  Bailey,(2001) classroom observations retrieved from: http://www.ukessayes.com /essay/education/definition-and-overview-0f-classroom observation-education  Essays, UK. (November 2018). Definition and Overview of Classroom Observation. Retrieved from https://www.ukessays.com/essays/education/definition-and-overview-of-classroomobservation-education-essay.php?vref=1  Wragg,(1999) An introduction to Classroom Observation  Thomas 1987, Wajnryb, 1992 Classroom interaction  Oakey, (2010) Classroom observation  Richards and Lockhart, 1994 Reflective Teaching in Second Language Classroom  Randall and Thornton, (2001), https://customwritings.co  Jerry and Robert, (1999) Language Teaching Awareness https://www.teachervision.com- levelsquestions  Peter, (1989) classroom observation: training the observers  Hopkins, (2002) A Teacher’s Guide to Classroom Research http://studylecturenotes.com/9qualities-of-a-good-teacher-essay-traits-of-a-good-teacher/  Lesson plan. (2019,). Retrieved from https://en.wikipedia.org/wiki/Lesson_plan  Huitt, (2003). Classroom instruction  Karen , (2011) SI Teachers and Classroom Social Dynamics retrieved from https://education.stateuniversity.com/  Oakey, (2010) Classroom Management retrieved from Kelly (2019) Homework. Retrieved from https://www.vcsd.k12.ny.us/Page/16515 Table of Contents 20