Paper presented at MATE 32nd Annual Conference, Tetouane-Morocco, 2012
Types and Purposes of Observation
Traditional view versus Reflective view on classroom observation
Phases of Observation
Pre-Observation Conference Guidelines
Post Observation Conferencing Guidelines
Strengths and downsides of peer observation
Disadvantages of Peer Observation
Classroom Observation FormObserver: Date:
Observed teacher: Time:
Observed Period: Level:
Students Category: Room Number:
1. Organization of the lesson: the opening, structuring, transitioning, and closure of the lesson.
2. Time management: allotment of time of different activities during the lesson.
3. Students’ performance on tasks: the strategies, procedures, and interactions patterns employed by students in completing tasks.
4. Time on task: the extent to which students were actively engaged during task.
5. Teacher’s questions & students’ responses: the types of questions the teacher asks during a lesson, the way students respond, and the way the responses are either reinforced or refuted.
6. Teacher’s explanation: the way the teacher explains vocabulary, grammar, and/or syntactic items during the lesson.
7. Teacher’s action zone: the extent to which the teacher interacts with some students more frequently than others during the lesson.
8. Students’ performance during pair/group-work activities: Teacher’s arrangement of students into small groups, monitoring of students’ time-on-task during group work, the dynamics of group work activities, students’ use of L1 Vs. L2 during group work, and the kind of responses they make.
9. Classroom interaction: the way the teacher monitors both teacher-student and student-student interactions.
10. Use of textbook: the extent to which the teacher resorts to the textbook during the lesson and the types of departure made from it.
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2. Edwards M R, (1996). Improving performance with 360-degree feedback. Career Development International (UK). Vol.: 1; Issue: 3; P. 5
1. Alex Case, (2008). UsingEnglish.com
2. Jack C. Richards and Charles Lockhart. “Teacher Development Through Peer Observation.”