This document discusses peer observation in teaching practices. It describes a video showing two experienced teachers, T1 and T2, discussing an upcoming classroom observation. T1 asks T2 questions about the class she will observe, including the proficiency level and lesson topic. T2 asks T1 to provide feedback on her language use and lesson sequencing/pacing. The discussion notes their positive interaction, with T1 seeking to learn and indirectly complimenting T2, who answers questions cooperatively. The document also outlines the purposes and procedures of formative peer observation, including preparing, observing, and debriefing, and how it can benefit both the observed and observing teachers.

1. The word of the day
A good beginning makes a good
ending

2. Practice makes perfect.

3. Education is a progressive
discovery of our ignorance.

4. Every rose has its thorn.

5. Rome wasn’t built in a day

6. P
E
E
R
ractice makes perfect
ducation is a progressive
discovery of our ignorance
very rose has its thorn
ome wasn’t built in a
day

7. Peer Observation in Teaching
Practices

8. Could you get into groups and talk
about experiences you have had of
being observed and observing
others. In the discussion, You
could consider the following, from
the position of either the observer
or the observed:

9. • For what purpose you were being observed /
observing.
• What your relationship was with the observer /
observed; e.g., a peer, a supervisor, a mentor, a
student teacher, a parent, etc.
• What observation procedures were used.
• What was done with the information from the
observation.
• What you learned from the experience.
• In what ways it was a positive or negative
experience.

10. As you discuss these questions,
you should take notes. You can
compare these notes with your
observations from viewing a
formative peer review process in
the upcoming video segments.

11. Before viewing
1. The observer (T1) in this segment is asking for
information about the class she will be observing.
List the points of information she asks for and
receives from the teacher she is going to observe
(T2).
2. Write down the two aspects of her class about which
T2 wants information.
3. Notice the way the two teachers interact with each
other: verbal behavior, non-verbal behavior, and
affect (emotion).

12. VIDEO
file://localhost/Users/ais/Desktop/Session 7 Peer
observation/Shaping the Way We Teach English: Module
13, Peer Observation in Teaching Practices.mp4

13. ANSWER KEY
1. The observer asked:
• Which class she would be observing.
• For information about the class proficiency
level because she had never taught that class
before.
• What the teaching point of the lesson was
going to be.

14. 2. The teacher being observed asked the observer
to look at:
• The language she was using in the class. Was it
appropriate for the low listening proficiency and
limited vocabulary of some members of the class?
• The sequencing and rhythm of the whole lesson.
Was she going too fast or too slow? Were the
transitions from one activity to the next natural?

15. 3. The two teachers in this segment are both
highly experienced teachers with many years of
teaching experience between them. Their
teaching unit requires even the most experienced
teachers to do some peer observation every year
and submit a report on it as part of their yearly
evaluation. They are colleagues and feel it is
important to be supportive of each other’s efforts.
Notice that:

16. • The observer verbally puts herself in the
position of learning from the person being
observed by saying she had “never taught
that class before.”
• The observer indirectly compliments the
person being observed by saying, “Sounds
pretty challenging” and “sounds
interesting.”

17. • The observer pays attention to what the observed
teacher is saying. She takes notes. She looks at her
attentively. And she uses back-channeling, or verbal
expressions to show she is paying attention. For example,
“OK,” “uh huh,” “sure,” “good, good,” “sounds great,”
and, “I’m looking forward to it.”
• The teacher being observed answered every question as
cooperatively and completely as she could. She tried to
give the observer the information she needed in order to
make an informed ob-servation.

18. Classroom observation can take
different forms and be done for
different purposes. The two most
commonly used forms of
observation are summative
observation and formative
observation.

19. Summative observation. This
observation is an evaluation, which
rates the teacher who is being
observed. It can be done for
administrative or supervisory
reports for the purpose of job
retention, promotion, salary
increases, etc.

20. Formative observation. The
purpose of a formative review is to
help teachers become better
teachers and more professionals.
With peer observation, teachers
observe each other’s classes, give
each other feedback, and share
ideas.

21. The focus in this module is on
formative or peer observation.
Formative observation can benefit
both the observed teacher and the
teacher doing the observation. In
order to do so, it must be carefully
organized. We will follow a teachers
through the three phases of a

22. • First, preparing for the
observation.
• Then, observing in the classroom.
• And, finally, the post-observation
debriefing

23. Peer observation can…
• Allow teachers to see other’s
teaching styles and reflect on their
own practices.
•Bring about positive changes in
classroom learning for students.
When done with care, it can