This document outlines a constructive model for peer observation and feedback in English language teacher training programs. It discusses moving from unstructured observation, which tends to provide only positive or negative feedback, to more structured observation involving tasks. Sample tasks are provided to help observers focus on specific aspects of teaching and provide qualitative feedback. The model was tried with B.Ed trainees and found to develop critical thinking skills while creating a supportive environment. Structured observation with tasks is recommended as an effective learning tool for both observers and observed teachers.

1. Peer Observation and
Feedback in ELT Teacher
Training Programmes: A
Constructive Model
Dr.Bose Vasudevan
Institute of Language Teaching, Jamnagar, Gujarat.
boseenvy@rediffmail.com

2. Unstructured Observation

3. 
Peer Observation and Feedback: Concept and Objectives


Unstructured Observation and feedback (Phase I)
Outcomes:


Positive feedback
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
etc…


Negative feedback
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…..
Background

4. 
Discussion: Should we have Peer
Observation and Feedback?
New design: Observation schedule.(Phase
II)
 Objectives: alternative scheme
 Outcomes: quantitative
 Limitation: Preoccupied with the
completion of observation schedule. Less
beneficial for the person who is observing.

Structured observation

5. 
.
Sr.No
Parameters
Presentation
a
b
c
d
e
f.
Scope
for Average
improvement
.
1
2
Effective
Very
effective
3
4
Details on class board,
lesson title, learning
outcomes, key words are
prominently displayed.
Uses relevant vocabulary
Exhibits
fluency
of
language
Uses suitable tone of
speech
Oral
and
written
instructions are clear
Teaching
aids
and
learning materials are
appropriate,
wellorganized,
resourceful
and stimulating.
Observation schedule: Sample

6. 





Objectives
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
feedback
To benefit both observer and the observed
Qualitative feedback
Task based structured Observation

7. Structured Observation

8. 

How does the teacher arrange the class
before the session?
How does the teacher motivate the class?
Sample Tasks

9. 




What are the different classroom
interaction patterns that the teacher has
achieved?
a.
b.
c.
d.
Sample tasks

10. 









GRAMMAR
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?
Sample tasks

11. Teacher’s metalanguage(adapted)
What
does the
teacher
say?
What is
the
communic
ative
purpose?
Look at the -giving
picture.
instruction
Can you
-directing
see the
boys sitting
under the
tree?
Sample tasks
What is
the
immediat
e
context?
How
might this
be said to
a native
speaker?
The
teacher is
setting up
a task with
a visual
aid(picture
/ chart)
Can you
see where
the boys
are
sitting?(in
the
picture)

12. 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
teaching
 The atmosphere changed into friendly and nonthreatening
 Collaboration and co-operation
 Promoted effective language teaching practices.







Tryout and outcome

13. Feedback

14. 
Implementation in ELT training programmes

Observation tasks should be considered as
learning tool
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.




Conclusion

15. 




1. Allwright, Richard and Bailey,Kathleen.M.1991.
Focus on the language Classroom: an introduction to
research for language teachers; Cambridge
University Press.
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
Press
4. Wallace,Michael J.1991. Training Foreign
Language teachers: a reflective approach: Cambridge
University Press.
5.Wajnrub,R.1992.Classroom Observation Tasks,
Cambridge University Press.
Reference….

16. Thanks to my trainees,
 And you observers…..

Thank you…..