Peer Observation and Feedback: Concept and Objectives
Unstructured Observation and feedback (Phase I)
Good/ average/ very good/ excellent/ well done/ good effort/
good command over language/ good personality/good English/
lesson taught as per plan/ everything fine/ great/fairly confident
Not so good/below average/poor English/feeble voice/chalkboard
use not appealing/spelling errors on chalkboard/no movement in
the class/no teaching aids used/ everything went wrong/ no
confidence/no eye-contact at all etc…..
Discussion: Should we have Peer
Observation and Feedback?
New design: Observation schedule.(Phase
Objectives: alternative scheme
Limitation: Preoccupied with the
completion of observation schedule. Less
beneficial for the person who is observing.
Details on class board,
lesson title, learning
outcomes, key words are
Uses relevant vocabulary
Uses suitable tone of
instructions are clear
learning materials are
Observation schedule: Sample
Observation as a learning tool
Tasks to help trainees to focus one or two
aspects of teaching at a time.
To give supportive and constructive
To benefit both observer and the observed
Task based structured Observation
How does the teacher arrange the class
before the session?
How does the teacher motivate the class?
What are the different classroom
interaction patterns that the teacher has
What new language item does the teacher present?
What techniques does the teacher use to present the
new language item?
What types of tasks does the teacher give the class to
use the new language item?
Look at the -giving
be said to
a task with
B.Ed English Stage teaching(Micro)
Same tasks for three or four observers
Were able to provide feedback in areas of concern
Positive and constructive feedback
Developed their critical thinking skills
All segments of the lesson discussed
Trainees became confident in observing and in
The atmosphere changed into friendly and nonthreatening
Collaboration and co-operation
Promoted effective language teaching practices.
Tryout and outcome
Implementation in ELT training programmes
Observation tasks should be considered as
Briefing: Sample tasks should be discussed
Design tasks involving trainees
Feedback: Discussion and reflection under
the supervision of the trainer.
Qualitative feedback and not to rank the
quality of a trainee’s teaching practice.
1. Allwright, Richard and Bailey,Kathleen.M.1991.
Focus on the language Classroom: an introduction to
research for language teachers; Cambridge
2. Hester H.P.,Betsy P.and Jacqueline G. 1992. Peer
Observation and Feedback in Teacher Training
Development. TESOL Quarterly;XII.1.
3. Richards,Jack C. and Nunan.David.1990.Second
Language Teacher Education; Cambridge University
4. Wallace,Michael J.1991. Training Foreign
Language teachers: a reflective approach: Cambridge
5.Wajnrub,R.1992.Classroom Observation Tasks,
Cambridge University Press.
Thanks to my trainees,
And you observers…..