This is the second article on observations, which will deal with the topic of preparing for an observation, from the perspectives of the observer and the observee. As discussed in Article 1, observations can be a truly rewarding, constructive and beneficial experience for all stakeholders if participants have a good understanding of the purpose and the benefits of observations and solid knowledge of the process. If this happens, observations are well-throught of, carefully structured, appropriately conducted and effectively followed-up by the post observation meeting and purposeful actions after that.
The article analyses the pre-observation stage and is divided in sections A, B and C. Section A discusses understanding the purpose of observation, Section B examines the importance of lesson planning, and Section C looks at the pre-observation meeting. Each section analyses the perspectives of the observer and the observee.
THE PRE-OBSERVATION STAGE
Section A: Understanding the purpose and the process.
The reasons for an observation can vary depending on the context in which we work. They can range from those with an evaluative/ assessment purpose, those with exclusively developmental and quality assurance purposes and those conducted for evidence collection for a specific reason, such as research purposes. An observation can also be utilized for a combination of purposes. For example, an observation used to collect research evidence in classroom interaction can additionally be used to design professional development programmes for tutors.
The observer needs to be able to inform the observee about the observation purpose, describe the process and deal with any queries they may have, especially if they are novice teachers, new to the specific teaching context or unfamiliar with the specific observation type and purpose. Novice teachers often assume that an observation is conducted so that observers determine whether a teacher performs well professionally and this explains the stress that they may feel worrying about their job security. If informed about the quality assurance/ developmental purpose of the observation, which is the most common one, all teachers, novice and more experienced ones, can deal with anxiety about their professional future at that institution. In any case, even when an observation is of an evaluative/ assessment purpose, it is important for everybody involved to understand the process and the benefits that accompany the evaluation.
Important Note: no assumptions should be made on the observer’s understanding of the purpose and the process of observation. In some contexts, people may be assigned the role of an observer, but may have no prior relevant experience. Directors of language centres, course managers, teachers assigned the role of an observer are not by default knowledgeable about conducting observations. They should receive training, ideally through guidance by colleagues who have had experience in observations and their own self-exploration of the topic. This practically means that before you assign the role of an observer to a colleague or become an observer at an institution, you need to reflect on your relevant knowledge and experience and familiarize yourselves with it. You can start by referring to the resources provided here, conduct your own research and liaise with colleagues who are more knowledgeable and experienced.
Section B: Developing and using a lesson plan:
Tutors are usually asked to devise a lesson plan for the observed lesson. There is a range of lesson plans available that you can adapt or you can even design your own. The need for a lesson plan should not be associated with control of what is going to happen during the lesson. A lesson can develop in a very dynamic way and plans may need to be (heavily) adapted in order to best serve lesson and student needs as they unfold. Still, a written lesson plan has considerable benefits for the observer and the observee and, in any case, when teachers start a session, they already have a mental picture of what they are going to do. Having a tangible, written version of this picture provides more structure and can be utilized as a checklist for the extent to which the plan has been materialized.
The observer can see what the teacher is considering doing and how they are going to achieve their overall aim and specific objectives. The observee can demonstrate their lesson structure, but should be ready to adapt the lesson while it happens. In fact, being flexible and quick at exploiting emerging language and skill teaching opportunities when they arise is an advanced teacher skill and is often one of the observation criteria included in an observation feedback form. Tutors should be able to meet student existing learning needs, but also tailor their practices to meet student needs emerging as a lesson unfolds. For example, if a student has a query about a language item, a teacher should be able to deal with that query and its impact on the lesson flow. They may decide to skillfully divert from what they are doing and deal with the query on the spot or tell students that it will be dealt with later within the session or in the future. There is no right or wrong way of dealing with this, as it all depends on the teaching context and several other factors.
Section C: the pre-observation meeting with the observer
This is an extremely important aspect of the observation process and, though not always required, I would say that it is highly beneficial to both the observer and the observee. It sets the scene for what is going to happen during the observed lesson, builds rapport between the observer and the tutor, especially if they have not worked before assuming the specific roles, and makes the whole observation process smoother. A lesson plan is created by the tutor and shared with the observer prior to the meeting. For an effective meeting preparation the observer needs to study the plan carefully, understand tutor intentions and how they will be realized and draft questions on the plan. During the meeting, the observer should encourage the tutor to not only present the lesson stages, but also provide the rationale behind their choices. In other words, instead of simply describing what they plan to do, the tutor can be asked to justify the selection of tasks, interaction types, follow up activities etc. Additionally, the observer should discuss with the observee any queries, worries, misunderstandings about the process and deal with them. If this is done effectively and the tutor feels that they have been supported sufficiently and effectively before the observation, they will be able to minimize their anxiety about the observation and do their best during the lesson. A lot of emphasis should be given by the observer on any challenges the tutor may have reported about the specific lesson and ensure they ask them how they are thinking of dealing with them. Furthermore, tutors can ask observers to focus more on specific aspects of the lesson (e.g. class interaction, feedback provision, teacher talk time), while suggestions or alternatives that enhance tutor preparation in anticipation of challenges can be examined during the meeting, too. After the pre-observation meeting and before the lesson, if the lesson plan changes, the tutor can share with the observer a revised plan for observer’s reference.
After examining the pre-observation stage of the observation process, by exploring the aspects of familiarization with the purpose and process, the significance of lesson planning and the pre-observation meeting, in the next article we will discuss the observation stage, good practices, potential challenges and ways to approach them.
Stay tuned for a closer look at observations to see how they can make you better ELT professionals!
