Academic Year :2012-2013 Filire Semester Course Facult des Lettres Department :English Language and Literature :TEFL

Master program : 4, MODULE 12 : CLASSROOM OBSERVATION

a v r CLASSROOM OBSERVATION e s ob m o AN INTRODUCTION o r s s a l C

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On Classroom observation
Careful classroom observation can help illuminate even the most familiar of events. n

o i t one of the Observation and deduction thereof are a v us alive. r things / activities that are keeping e s Classrooms are places that ob are capable of unfolding both familiarity and novelty. m o o r Classroom observation is a valuable tool for s s improving the a quality of teaching l C

On Classroom observation
people have a right to know what is n much going on in classrooms, where so o i t a important teaching and learning takes v r e place, s

b o the methods of m classroom observation o o purposes. should suit r its s s a l C

On Classroom observation
In the fifth century BC Confucius stated in his Analects: n

o i t to know I shall not teach until the pupils desire a rv the pupils really something, and I do not help e unless s need my help. If out of the four corners of a subject I b o one corner and the pupils have dealt thoroughly with m cannot then find o out the other three for themselves, o any more. then I do not explain r s s a (Quoted in Wrag g, E. C. l (1999:8) C

Classroom Observation Focus for judging the quality of teaching

There is agreement that there are 5 areas n to be observed for judging the iquality of o the teaching operation: vat
1. Quality of learning, 2. Enjoyment of learning and attitudes, m 3. Assessment sr to support learning,

l 4. Pupils C progress

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5. The quality of provision

Quality of learning,
At Least 10 questions to answer: 1. Do pupils know what they are learning and why?

n o 3. Do books show that pupils consistently produce worki of a good t standard? a v r 4. Are pupils working independently? e s 5. Do pupils make the most of the choices they are given or do they find b o it difficult to make choices? m 6. Do pupils take responsibility for their own learning? o o with others? r 7. How well do pupils collaborate s s 8. Do they ask questions, of each other, of the teacher or other adults, a l about what Cthey are learning?
2. Can pupils make the links between previous/new learning? 9. Are pupils creative, do they show initiative? 10. Do pupils follow routines/expectations?

Enjoyment of learning and attitudes

There are 6 questions to be answered here:

1. Are pupils engaged, working hard, making a good effort, applying themselves, concentrating and productive?

n o 2. Are pupils developing habits of good learning? t i a v 3. Are pupils happy with their work? Are they proud of it? r e s 4. Are pupils interested in their work and in what they are learning? b o 5. Are pupils easily distracted? m from teacher input to group work? 6. How smooth is the transition o o r 7. Do pupils settles to work easily and quickly? s a l C

Assessment to support learning

7 questions are usually addressed under this heading:
1. Are staff using assessment for learning strategies to enable them to differentiate work effectively? 2. Do staff use questioning effectively to gauge pupils understanding?

a v r Are teachers alert to 3. How good is the dialogue and oral feedback? e pupils lack of understanding during s lessons? b o 4. Key questions displayed & used in lesson starts and plenary: What? Why? How? When? m o o and do they understand what they 5. Do pupils have targets r sto achieve them? mean/what to do s a in assessing their own learning and progress? 6. Are pupilsl involved C 7. Does marking/feedback identify strengths and diagnose next steps
to improvement?

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Pupils progress
Observers focus on 5 elements to assess pupils progress:
1. Are different groups making the same/different progress?

a v r knowledge? 2. Are pupils gaining new skills and e s 3. Are pupils developing ideas ob and increasing their understanding? m o o gains at a good rate in lessons 4. Are pupils making r s s and over time as shown in their work and the a l schools C records?
5. Are weak/good literacy, numeracy and ICT skills affecting pupils progress?

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The quality of provision

As to this point, 7 items are taken into consideration:
1. Are activities pitched at the right level to challenge pupils of different abilities?

n o i 2. Are expectations of behaviour sufficiently high? t a v 3. Are teachers alert to the social, emotional, and learning, needs r e of individuals? s 4. Are any support staff having an impact on pupils learning? ob 5. Are resources sufficient?m Are they well matched to needs to o support learning? o r s 6. Are the resources, displays and prompts used as a teaching tool? s a l 7. Classroom displays, visual prompts and resources support key C curricular targets

Items for observing the teaching operation

Normally, 7 areas are taken into consideration when observing the teaching operation: n
1. Variety and Pacing of Instruction 2. Organization 3. Presentation Skills 4. Clarity

5. Content Knowledge 7. General

6. Instructor-Student Rapport

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Variety and Pacing of Instruction

Here we focus on 13 areas to see whether the instructor:
1. uses more than one form of instruction 2. pauses after asking questions 3. accepts students responses

a v 5. prevents specific students from dominating activities/discussions r e s 6. helps students extend their responses b 7. guides the direction of discussion o m 8. mediates conflict or differences of opinion o o 9. demonstrates active listening r s 10.provides explicits directions for active learning tasks (e.g. rationale, duration, a product) l C 11.allows sufficient time to complete tasks such as group work
4. draws non-participating students into activities/discussions 12.specifies how learning tasks will be evaluated (if at all) 13.provides opportunities and time for students to practice

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Organization
At this level, 11 points are under observation to see whether the instructor:
1. arrives on time 2. relates this and previous class(es), or provides students with an opportunity to do so 3. provides class goals or objectives for the class session 4. provides an outline or organization for the class session 5. knows how to use the educational technology needed for the class

m o 7. makes transitional statements o between class segments r s 8. follows the stated structure s a l 9. conveys the purpose of each class activity or assignment C 10.completes the scheduled topics
6. locates class materials as needed

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11.summarizes periodically and at the end of class (or prompts students to do so)

Presentation Skills
The following 11 points are used to see if the instructor:
1. is audible to all students 2. articulates words so that they are understandable to students, and/or visually represents

a v 4. varies the tone and pitch of voice for emphasis and interest r 5. speaks at a pace that permits studentss toe understand and take notes 6. establishes and maintains eye contact ob m content from notes, slides, or texts 7. avoids over-reliance on reading o o 8. avoids distracting mannerisms r s 9. uses visual aids effectively (e.g. when appropriate to reinforce a s a concept, legible l C 10.handwriting, readable slides)
3. words that might he difficult for students to hear 11.effectively uses the classroom space

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Clarity There are 5 items that are used to check whether The instructor:
1. notes new terms or concepts a 2. 3. 4. 5.

v r elaborates or repeats complex information e s b o uses examples to explain content m o makes explicit o statements drawing student r sto certain ideas attention s a l C during explanations to ask and pauses
answer questions

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Content Knowledge
5 items are used to observe if the instructor:
1. makes statements that are accurate according n o to the standards of the field i 2. 3. 4. 5.

t a incorporates current researchr in v the field e s identifies sources, perspectives, and authorities b o in the field m o identifies diverse o sources, perspectives, and r s authorities in the field s a l C communicates the reasoning process behind
operations and/or concepts

Instructor-Student Rapport
6 items are sued to see if the instructor:
1. attends respectfully to student comprehension or puzzlement 2. invites students participation and comments 3. treats students as individuals, e.g. uses students names

4. 5. 6.

m o provides periodic feedback o r s incorporates student ideas into class s a l Cpositive reinforcement (i.e. doesnt punish uses
or deliberately embarrass students in class)

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General

Here we include questions of a general nature such: n

1. What went well in this class?a 2. 3.

v r e What suggestions for improvement do you s have? ob m o Additional Comments: o r s s a l C

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References
Wrag g, E. C. (1999) An Introduction to Classroom Observation (Second edition). London, UK: Routledge.

n o i on judging t Ofsted guidance to inspectors (January 2012) a v the quality of teaching and the use of assessment to r e support learning. s b o Classroom Observation Checklist Form, 2006 Winter m Teaching & Learning Conference, Teaching and Learning o o r Center s s a and Staging Downloaded from: Lesson Planning l C

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