The document provides guidance for introducing peer lesson observations to teacher trainees. It discusses how to prepare trainees for observations, including focusing on agreed upon areas and being objective. It recommends observations last no more than 15 minutes. A feedback sheet is included to structure feedback, rating things like content, organization, interaction, and media use. The document advises feedback be accurate, positive, and effective while helping trainees improve. It allows for a second observation if needed to see improvements.

1. Task. 4.2
By Abdías Gavilla Hernández
How would you as a teacher trainer introduce the peer lesson observation?
The observed teacher has to have in hand, his lesson planned in which will be observable the
following aspects:
Timing: How much time the teacher spends on different activities.
Activities: The types of activities the teacher employs during the lesson.
Questionig techniques: The types of questions the teachers asks.
Participation: Which learners actively participate learners produce.
Classroom language: The kind of language learners produce,
Which observation tasks could be interestng for your trainees? Write down some ideas.
How the teacher starts and ends a lesson, assigns tasks to students, deals with a reticent student,
organizes learning groups, supervises students while they are learning, and how the teacher asks
questions.
How would you prepare your visit with the trainee? Which information do you need before the
Observation?
I would recall him/her that I would focus on areas we agreed in advanced. I would led him to know
that I will be as objective as possible. He must be punctual, optimistic, and openminded.
How long should the lesson observation be on last?
I consider this peer observation should be no more than 15 minutes.
How would you write down your feedback? Create a feedback sheet which you could use for your
future lesson observations.
Teacher Observed
Class size_
Date of Observation
Course Observed
Classroom Teaching Observation
CONTENT
Rating scale = (1 = very poor, 2 = weak, 3 = average, 4 = good, 5 =
excellent, NA = not applicable)

2. 12345
Main ideas are clear and specific
(Excellent)
Sufficient variety in supporting information 12345
Relevancy of main ideas was clear 12345
Higher order thinking was required 12345
Instructor related ideas to prior knowledge 12345
Definitions were given for vocabulary 12345
ORGANIZATION
12345
Introduction captured attention
(Excellent)
Introduction stated organization of lecture 12345
Effective transitions (clear w/summaries) 12345
Clear organizational plan 12345
Concluded by summarizing main ideas 12345
Reviewed by connecting to previous classes 12345
Previewed by connecting to future classes 12345
INTERACTION
1 2 3 4 5 NA
Instructor questions at different level
(Excellent)
Sufficient wait time 1 2 3 4 5 NA
Students asked questions 1 2 3 4 5 NA
Instructor feedback was informative 1 2 3 4 5 NA

3. Instructor incorporated student responses 1 2 3 4 5 NA
Good rapport with students 1 2 3 4 5 NA
USE OF MEDIA
1 2 3 4 5 NA
Overheads/Chalkboard content clear& well-organized
(Excellent)
Visual aids can be easily read 1 2 3 4 5 NA
Instructor provided an outline/handouts 1 2 3 4 5 NA
Computerized instruction effective 1 2 3 4 5 NA
SPECIAL CLASSIFICATION NOTES
STRENGTHS : (e.g. metacurriculum, use of comparisons & contrasts,
positivefeedback, opportunity provided for student questions)
WEAKNESSES: (e.g. unable to answer student questions, overall topic
knowledge,relevance of examples, etc.)
OVERALL EFFECTIVENESS RATING 1 2 3 4 5
Date of Observation___________
Observer Signature______________________
(Source: adapted from E. Porter, D.K. Meyer & A.S. Hagen.The Journal of
Staff, Program,& Organization Development, Vol.12, No.2, Fall 1994,
pp.104-105)
How would you manage the feedback-discussion? Write down the most important rules.
What happens if the trainee fails? What advice would you give him/her?
The feedback has to be accurately and positive but above all it has to be effective. It must be given
in a good and friendly mood. Among partners we have to be honest focusing on getting better in
our teaching activities.

4. What can the trainee do, if he does not accept the feedback of the trainer
Is a second visit possible? With the same trainer?
Peer observation takes places to make the teacher be aware about his teaching process, therefore
it is necessary to give a second chance to observe the advances and improvements. It has to be
with the same observer.