Classroom Observation
professional-developmentlesson observationteaching observation
Systematic watching and recording of teaching and learning for the purpose of professional development, quality assurance, or research. One of the most powerful tools for teacher professional development when handled constructively.
Types of Observation
| Type | Observer | Purpose |
|---|---|---|
| Peer observation | Colleague at similar level | Mutual learning, sharing ideas |
| Developmental observation | Mentor, trainer, or manager | Guided improvement with feedback |
| Assessment observation | External assessor (e.g., CELTA tutor) | Grading/certification |
| Self-observation | Teacher (via video recording) | Self-awareness without observer effect |
The Observation Cycle
- Pre-observation meeting — discuss lesson plan, aims, what to focus on, any concerns
- Observation — observer watches, takes notes, avoids interference
- Post-observation feedback — structured discussion; teacher reflects first, then observer shares
Effective Feedback Principles
- Start with teacher's self-reflection: "How do you think it went?"
- Be specific — refer to observable moments, not general impressions
- Balance strengths and areas for development
- Focus on a manageable number of points (2-3 maximum)
- Frame development points as questions where possible
- Agree on concrete action steps for next time
- Follow up in subsequent observations
What to Observe
The Cambridge English Teaching Framework provides a comprehensive lens. Key areas:
| Area | What to look for |
|---|---|
| Planning | Clear aims, appropriate staging, anticipated problems |
| Interaction Patterns | Balance of T-S, S-S, group work; STT vs TTT |
| Giving Instructions | Clarity, brevity, ICQs |
| Monitoring | Active circulation, noting errors, supporting learners |
| Corrective Feedback | Appropriate techniques, timing, learner response |
| Pacing | Time management, energy flow, transitions |
| Classroom language | Accuracy, grading, clarity |
| Materials use | Appropriate adaptation, effective exploitation |
| Rapport | Learner engagement, positive atmosphere |
Observation at English House
Part of Q's role as Academic Manager:
- Regular developmental observations of all EH teachers
- Structured feedback using post-observation meetings
- Observation notes filed as ON-prefixed notes in the Atlas
- Connected to broader Teacher Professional Development goals
Stages of Observation Comfort
From the Cambridge English Teaching Framework:
| Stage | Attitude toward observation |
|---|---|
| Foundation | Starting to understand value; needs guidance to reflect |
| Developing | Actively seeks observation; responds positively to feedback |
| Proficient | Seeks feedback actively; willing to be observed by peers; identifies own strengths/weaknesses |
| Expert | Highly committed to self-improvement; supports development of other teachers through observations |
See Also
- Cambridge English Teaching Framework — competency descriptors for observation
- Teacher Professional Development — observation within the broader TPD context
- AM Scope of Work — the manager's observation responsibilities
- Student Feedback for Teachers — complementary data source