Conrad Heyns: Observing the self Eaquals_Riga2017
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This document discusses peer observation processes at an English language program with over 600 students and 35 staff members. It provides background on the program and outlines research and collaboration done around peer observation models. It discusses the importance of training observers to provide constructive feedback and avoid back-patting. The document proposes a process for peer observations, including having cover teachers, limiting observations to one week, and using reflective statements and feedback forms. A sample timetable and forms are included. The benefits of peer observation for staff development are highlighted, such as gaining new ideas and reflecting on one's own teaching.
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Resource review presentation draft version very good.compressed
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Resource review presentation draft version very good.compressed
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Introduction to objective, scope and outcome the subject
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Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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- 2. Observing the Self Conrad Heyns
- 3. Background • PAEP? 2 Blocks of 9 – 12 weeks and +600 students • 35 full-time staff members • New teacher observations • Regular observations • Inspection observations (BC/BALEAP)
- 4. Research & Collaboration • Staff meetings • Reading articles: – Peer observation: a reflective model – Jill Cosh – Cosh, J. (1999.). Peer Observation: a reflective model. ELT Journal Volume 53/1 OUP – Professional Development for Language Teachers. Strategies for Teacher Learning – Jack C. Richards and Thomas S. C. Farrell – CUP 2005 • Webinars: – Andy Hockley: Peer observation – how can we make it work – www.englishagenda.britishcouncil.org/continuing-professional- development/andy-hockley-peer-observation-how-can-we-make-it-work – Peer Observation and Collaboration – David Leathlean and Haleh Moravej - Hollings Faculty, MMU – www.youtube.com/watch?v=4FUq5uF8lP4 • Personal experience
- 5. Observers “There is a very real danger that when feedback is given by those with no training it may only serve to give offence. Alternately, the observer may feel obliged to make only positive comments, in which case the whole exercise becomes a pointless act of mutual back-patting.” Jill Cosh ELT Journal Volume 53/1 January 1999 OUP “By becoming a workshop leader, conference presenter, observer of teachers, or any kind of teacher trainer, you are setting yourself a little apart – not just from your new adult students of teaching, but also from your colleagues, the teachers who have chosen not to become trainers.” Tessa Woodward www.teachingenglish.org.uk
- 6. Reflective Observations Setting parameters: • Recognizing strengths • Areas for improvement • What is working well? • New ideas and suggestions • Impact on staff development • Peer feedback?
- 7. Process • Cover teacher available • One week only • Timetable concerns – 2 shifts • Reflective statements (evidence) • Staff development suggestions
- 8. Timetable PEER Observation – Timetable Please write your name and room number in the timeslot you plan to observe a peer. One tutor per timeslot as we only have one main cover tutor available. Monday Tuesday Wednesday Thursday Friday 9 – 10 Room 9 – 10 Room 9 – 10 Room 9 – 10 Room 9 – 10 Room 10 – 11 Room 10 – 11 Room 10 – 11 Room 10 – 11 Room 10 – 11 Room 12 – 1 Room 12 – 1 Room 12 – 1 Room 12 – 1 Room 12 – 1 Room 2 – 3 Room 2 – 3 Room 2 – 3 Room 2 – 3 Room 2 – 3 Room 3 – 4 Room 3 – 4 Room 3 – 4 Room 3 – 4 Room 3 – 4 Room
- 9. Reflective Statement Peer Observation Reflective Statement Observer Name: Observation date: Record your thoughts and comments on the experience of observing. This might include your impression of being an observer, examples of teaching methods you might find useful in your own teaching. Staff Development. What has this observation indicated for you as a focus for staff development. When completed keep a copy for your records and file a copy in the office for reference only.
- 10. Feedback • A very positive experience! • I feel that this informal approach to peer observation has positive repercussions as it takes the pressure off and allows you to engage in a non-competitive atmosphere. • I enjoyed it tremendously. Seeing other professionals work can only be enriching. Peer observation ….allows the teacher to do three things: to experience the lesson with the students, to watch and learn from other teachers – this includes everything from classroom management to specific activities, and thus, most importantly, to reflect on their own teaching practices, An entirely positive, productive experience.
- 11. Staff development • Rapid training slots • Pre-sessional meetings • In-sessional meetings • Reading – Weekly News • Materials development • Action Research projects • Conferences