The document provides guidance on conducting classroom observations through an ethnographic lens. It emphasizes noticing small details without judgment, recording evidence descriptively, and focusing on what teachers and students say and do. The best tool for observation is ethnographic description, as it provides objective evidence to help teachers explore, discover, identify strengths and weaknesses, and create action plans. Teachers can analyze observation transcripts to identify stages of a lesson and create alternative sequences to improve instruction. Different observation tools like checklists, groupwork questions, and video can focus attention on various aspects of teaching. Feedback should describe rather than prescribe and invite self-evaluation from the teacher.

1. Classroom Observation
The more you know,
the more you notice.

2. Noticing
• Noticing is a key element of observation.
• Sherlock Holes noticed small details and
then put them all together.
• Describe without giving an opinion.
• Previous knowledge about key
methodology concepts are crucial for being
able to notice.

3. Ethnographic Observation
•
•
•
•
Noticing
Being descriptive
Non-judgemental
Focus observation to look rather than watch

4. Ethnographic Recording: Observing
without glasses
• Record as much as possible without subjective comment.
• Record evidence of:
–
–
–
–
What the teacher says, does and writes
What the students do and say
Timing
Seating plan(s)
• Record real time every time the teacher changes activity.
• Give a copy of the etnographic record immediately
afterwards.
• Example….

6. THE BEST TOOL FOR OBSERVATION

8. Ethnographic Description as
Objective Evidence
• Provides a wealth of information
• A good starting point to help the teacher:
–
–
–
–
Explore
Discover
Identify strengths and weaknesses
Make an action plan

9. Analysis of Ethnographic
Transcription – How many stages
can you identify?
T
distributes
handouts
SS work
on the
activity
T writes
date &
activity
on BB
T
starts
checking
answers
T gives
instructions
& time
limit
Ss
start
working
with book
One student
gives
an
example

10. Alternative sequence
• After writing their ethnographic
observations, teachers can create their
alternative sequences.
• What could you do to improve the observed
teaching sequence?

11. Actual vs. Alternative Sequence
I - Actual Sequence
T
distributes
handouts
T writes
date &
activity
on BB
T gives
instructions
& time
limit
One student
gives
an
example
II – Alternative Sequence
T sets
aims
and tasks
clearly
T
gives
one
example
T gives
handouts
& sets
time limit
T checks
Ss answers
Asking
For
volunteers
Ss
create
their own
activity

12. DIFFERENT TOOLS
WHEN IT COMES
TO OBSERVE
A LESSON

13. 1 – Checklists – Groups focus their
attention on 3 or 4 aspects of the clas only
Yes
No
N/A
a. Clear instructions to the class
b. Check of learners‟ comprehension
c. Learners‟ participation and behaviour
d. Appropriateness of materials and activities
e. Efficacy of group formation, organisation and activities
f. Atmosphere of the class
g. Rhythm of the lesson
h. Variety of activities during the lesson
i. Teacher‟s speaking time in English
j. Learners‟ speaking time in English
k. Appropriateness of teacher‟s correction of errors and feedback
l. Authenticity of class communication
m. Use of time available
n. Popularity rating of the lesson
Notation

14. TEACHERS CAN CREATE
THEIR OWN
CHECKLISTS

15. 2 – Groupwork
What are the positive/negative points of the
following aspects?
G1 – The role of the teacher
G2 – The role of the learner
G3 – The classroom atmosphere
G4 – The lesson phases and transitions
G5 – Managing error
Each group presents their ideas to their colleagues.
Other groups give their opinions

16. And more...
• You can create your own observation
tools, depending on your purpose.
• You can set tasks to focus the students‟
attention on aspects of the teaching (e.g.
Describe the pre-reading, whilereading, post-reading activities).

17. And more...
• You can ask OPEN questions like:
– What do you think about the Ss reading the text aloud?
– How varied and coherent was the teaching sequence?
– How effective was the teacher in terms of expanding
students‟ vocabulary?
– How motivating was the topic? What evidence could
you see of that?
– How can STT be maximised?

18. And more...
• You can focus on the teacher‟s language:
the kind of questions she asks:
– DISPLAY questions (the T already knows the answer).
For example: What can you see here?
– REFERENTIAL questions (T doesn‟t know the
answer). E.g. Do you have a computer at home?)

19. ANY VIDEO SEQUENCE
CAN BE
USEFUL

20. HOW CAN WE GIVE USEFUL
FEEDBACK
DESCRIBE
DO NOT PRESCRIBE

21. Types of Intervention: Feedback
Session
A
Inviting self-evaluation
“How do you think the reading activity
went?”
B
Directing
“I think you should...” “Why don‟t you…?”
C
Benevolent prescription
Suggest, persuade, propose, advise, with the
aim of helping the teacher.
“I think you would get more students to
volunteer if…”
No consultation.
D
Consultative
prescription
As c), but elicit teacher‟s view on proposal.
E
Emphathising
Putting yourself in the teacher‟s place
F
Self-disclosure
A technique for empathising.
The observer provides information about
herself: “I‟ve always found it hard to…”

22. Types of Intervention: Feedback
Session
G
Providing alternatives
“Have you tried…?
H
Personal interpretation
“It seemed to me that…”
“From what I say, …”
I
Confronting
“Why didn‟t you…?”
J
Focusing attention
“I noticed that…”
K
„Holding up a mirror
feedback
“You asked the students not to write
anything.”
L
Validation
“I liked the way you did…”
M
Feelings matter
“How did you feel…?
N
Teacher‟s ownership of
the Feedback
“Do you want me to speak about something
else…”

23. Extracts from a lesson by Mrs.
Black
T: Now, who would like to start?
S3: I like er cook
T: I like cooking
S3: I like cooking
T: What do you cook?
S3: I cooking breakfast
T: I cook breakfast
S3: I cook breakfast
T: Uh huh Ok Anyone else?
Extracts from a lesson by Mrs.
White
T: Now, who would like to start?
S3: I like er cook
T: Oh really –you like cooking?
- I thought only women liked cooking!
So what can you cook?
S3: I cook breakfast
T: My favourite meal! Ok, I’m going to
have breakfast at your house. What do
you usually cook for breakfast?
S3: Eggs
T: Do you scramble them (miming), or do
you fry them, or boil them in water?
S3: Scramble
T: Ok let’s all go to Jaime’s house for
breakfast

24. What sort of questions does the teacher ask?
How does the teacher correct/respond to “errors”?
What does the teacher do or say that enables the
students to figure out how they are supposed to
talk and act?
What‟s the pedagogical purpose of the lesson?

25. Classroom Observation
Ana Maria Hurtado
2007