Unit 10: Classroom Observation

By prof. Mao Saroeun, M. Ed. (TESOL)

Aims
To introduce you to what real classroom
observation is
To get you aware of effective English
language teaching
To get you aware of reasons for your
classroom observation
To get you to recall your previous English
language classroom situation
1. Preliminary questions
1. What is classroom observation?
2. What are the types of observations?
3. What are the stages of observation?
4. What tools are commonly used for
observation?
5. What areas do you look for when you
observe a teacher teaching English?
6. Why do you observe classes?
2. Awareness of Effective English
Language Teaching
 Are the statements below true or false?
1. Teacher is well organized.
2. Students learn what they expect from each
lesson.
3. Teacher is enthusiastic about the subject and
know a lot about the subject matter.
4. Lessons are presented in logical steps which
make learners easy to understand them.
5. Lesson content is presented at a suitable pace.
6. Teachers speak clearly and simply.
7. Teachers make lessons interesting and
fun.
8. Teachers encourage students to ask
questions.
9. Teachers give clear answers to students’
questions.
10. Teachers give students time to think
about new information and to connect to
students’ own experience.
11. Teachers use good techniques to check
students’ understanding.
12. There are a variety of practice activities
for individual work, pair work and group
work, and as whole class discussions.
13. Teachers spend too much time lecturing
on new lessons and rarely let students
practice.
14. Teachers know well what students have
learned and what they haven’t learned
after each lesson.
15. Teachers treat students fairly enough.
16. Students feel comfortable with teacher’s
leadership and are well motivated to
them.
17. Both teacher and students trust each other.
18. Teacher uses relevant teaching materials
to make students understand lessons.
19. Teacher gives a useful summary of the
main points of each lesson.
20. Classroom environment looks interesting
and friendly.
Reasons for real classroom
observation.
 Why should you observe a real English
language classroom?
Answer:
To understand what life is like in the real
classroom settings.
To develop awareness of effective
English language teaching.
To appreciate diversity.
To understand complexities.
To handle a variety of circumstances,
expectations, students’ abilities, and
subject matter.
To gain adequate teaching skills.
Observation topics:
1. Lesson preparation
2. The teacher
3. Teaching and learning
4. Teaching materials
5. Classroom management
6. The students
7. Student learning assessment
Observation tool: Checklist
 Name of Trainees:
 Name of School:
 Name of Supervisor:
 Name of Associate Teacher:
 Date:
 Class:
 Time:
 Textbook:
 Chapter/Unit:
 Aim of Lesson:
Lesson Plan And Teaching Materials/Aids:

Clarity and usefulness of the written plan

The teacher has prepared the lesson plan well by
himself/herself, and understands it clearly.
The aim of the lesson plan is plain and the
objectives are specific and achievable.
A variety of language skills are expected to be
practiced in the lesson plan.
The time on the plan is realistic.
The teacher has stated clearly how to refer to the
text, page number, and activities in the textbook
so that they do not write details in the lesson plan.
Teaching and materials adaptation
 Any teaching aids are clear, relevant and helpful to
the students.
 The teacher will use different but relevant activities
from other materials apart from the textbook they
are using.
Anticipation of problems
The teacher has thought about possible difficulties in the
lesson. E.g. What grammatical problems the students
might ask about, what other vocabulary the students will
need, or if the students find the activities difficult, what
should the teacher do?
DURING THE LESSON
Teaching the lesson
 There is a clear, positive start to the lesson.
 The teacher tries to elicit ideas from the students.
 The teacher uses different kinds of questions, not just yes/no
questions.
 The teacher uses the textbook as well as extra materials prepared
by him/herself appropriately and meaningfully.
 The teacher understands about different types of mistakes and
knows how and when to correct them.
 The pace of the lesson is right: not too fast, not too slow.
 The teacher uses the lesson plan well.
 The teacher moves clearly from one stage to another in the
lesson.
 The objectives of the lesson are achieved.
 There is a clear, positive end to the lesson.
Management and control of class
 The teacher’s voice is loud and clear. All the students can hear
him/her.
 The teacher does not waste time on meaningless activities like
drilling the date.
 The teacher organizes the board well.
 The teacher checks that the students understand the instructions.
 The lesson is well managed, with the teacher adopting different
teaching roles appropriately (organizer, monitor, facilitator,
helper, etc.)
 The teacher gives clear instructions.
 The teacher is enthusiastic and smiles at students.
 The teacher uses students’ names.
 The teacher treats students with respect.
 The teacher listens carefully to what the students say and responds
appropriately.
 The teacher involves all the students in the class during whole
class work.
 The teacher encourages students with lots of praise.
 The teacher uses a range of resources appropriately, effectively and
economically.
 The teacher remains patient if the students behave badly or do not
understand the lesson.
 The teacher remains eye-contact with the students.
 The teacher knows well about when to use English, and to use
Khmer appropriately.
 The teacher moves around the class and stands in different places,
not just in the front of the class.
 The teacher is flexible in a way s/he conducts the lesson. S/he
solves problems and deals well with unexpected events in the class.
 The teacher and students work in a relaxing atmosphere during the
lesson.
 The teacher has good control of class during the whole session.
Student learning and involvement
 The students are active, involved and interested in
all the activities in the class.
 The class is interesting and fun with varied
activities.
 The teacher gives students plenty of activities to
practice what they are learning.
 All the students in the class get a chance to
contribute actively in the lesson.
 The students speak more than the teacher.
Teacher’s English
 The teacher has planned her/his own language well,
and uses simple language appropriate to the level of
the class.
 The teacher speaks English through out the lesson.
 Instructions for activities and for general classroom
management are given in clear and simple English.
 The teacher uses English spontaneously for
unexpected events, answers to students’ questions,
comments, praise, etc. when the teacher does not
have time to think and prepare.
 The teacher speaks English accurately.
Overall Comments:
Session 3: classroom observation
assignment
Aims:
◦ To get you ready for classroom observations
◦ To create principles for conducting the
classroom observations
◦ To prepare some more classroom observation
sheets/ tasks
◦ To give some guidance for observation tasks
and report writing after the observation
assignment.
Principles for conducting classroom
observations
 Read the statements on page 63 and say if
they are true or false.
a. The observers must meet the home-room
teacher at least once before the classroom
observations take place. (T)
b. …
How to write a report on classroom
observations
 Putthe headings of the report below in a
logical order.
1. During the observation……
2. Introduction ……
3. Objectives ……
4. After the observations ……
5. Recommendation ……
6. Before the observations ……
7. Conclusion ……
8. Your own evaluations ……
End of Unit 10

Qs & As