teacher's observation session

2. Agenda
What is classroom observation?
Who? What? Do we observe?
How do we observe?
Observation Protocol
Post-Observation

3. What is observation?
It is the process of recording the behaviour pattern or people,
objects and occurrences without getting involved (without
questioning or communicating).
What is classroom observation?
A process in which a person sits in the classroom session to
record:
1) Teaching Practices (What the teacher is doing and saying)
2) Students’ behaviour
(What the student is doing and saying)
(teacher’s student relationship)
3) Then analyze data and communicate feedback.

4. The purpose of a sound/ evidence based/ diagnostic
observation
Helps researchers to study the processes of education in naturalistic
settings.
Provides more detailed and precise evidence than other data
sources.
Provides more detailed and precise evidence than other data
sources.
Stimulates change and verify that the change occurred.
Helps enhancing teachers' performance and techniques based
on the feedback and collected data during observation
sessions.

5. Help plan for the upcoming actions: curriculum planning, assessment
and professional development. ????
Helps in pinpointing the defects and might suggest more methods
for improvement and development.
It enables teachers learn to observe.
Serves as teacher’s eyes on his own performance from another
perspective.
Helps exchanging views and data between the observer &
observee for improving performance.
Helps the teacher refine his preparation of materials and methods
of teaching, which will reflect on the educational process and the
outcomes at large.

6. Why is ObservationImportant?
It is the powerful tool for fact-finding of events in the class room
on the level of teacher-performance and students' performance.
It is a TOOL for collecting DATA.
It is a system for enhancing and implementing the qualitative
development through a system of constructive progressive feedback.
It is a process of measuring classroom behaviors
which give us insight to anticipate future steps and all
indicators that are not evident.

7. The Iceberg Theory

8. Students’ Success

9. Teachers’ Performance
Competence

10. What is beyond Good Learningexperience?

11. Types of Observation
ObservationCyclicalProcess
Post
During
Pre

12. Pre-Observation
Planned or Sudden?
Discussed and prepared or not?
The teacher has read the observation checklist and is well oriented about
the observation technique and what is gonna be observed.
Make sure that:
Avoid Being intimidating.

14. Tips for Observers:
Don't play the role of an evaluator.
Be objective, not subjective.
Be supportive, not judgmental.
Build a bridge of trust with the observee.
Look for positive items to assess first.
Bring about negatives in a decent smooth way.
Suggest alternatives and make discussions
for improvement.
Be careful not to be inconsiderate,
or unhelpful.
Don't get involved in extensive data collection immediately.
Keep a diary to record your own impressions.
Never Ever get involved.

15. During Observation
What I see and hear?
What I anticipate?
How to analyze?
How to reflect?

16. Observation form/ checklist

17. Post Observation

19. Data analysis
Observation Log