This document outlines the aims and content of a classroom observation unit. It introduces classroom observation, discusses what constitutes effective English language teaching, and explains the reasons for observing real classrooms. Trainees are provided preliminary questions on observation topics and tools. An observation checklist is included to guide trainees in observing lessons, teaching materials, classroom management, student learning and involvement, and the teacher's English abilities. The document concludes by discussing principles for conducting observations and how to structure an observation report. The overall aim is to prepare trainees to observe classrooms and evaluate teaching effectively.

1. Unit 10: Classroom
Observation
By prof. Mao Saroeun, M. Ed. (TESOL)

2. Aims
 To introduce you to what real
classroom observation is
 To get you aware of effective English
language teaching
 To get you aware of reasons for your
classroom observation
 To get you to recall your previous
English language classroom situation

3. 1. Preliminary questions
1. What is classroom observation?
2. What are the types of observations?
3. What are the stages of observation?
4. What tools are commonly used for
observation?
5. What areas do you look for when you
observe a teacher teaching English?
6. Why do you observe classes?

4. 2. Awareness of Effective
English Language Teaching
Are the statements below true or false?
1. Teacher is well organized.
2. Students learn what they expect from
each lesson.
3. Teacher is enthusiastic about the subject
and know a lot about the subject matter.
4. Lessons are presented in logical steps
which make learners easy to understand
them.
5. Lesson content is presented at a suitable
pace.

5. 7. Teachers make lessons interesting
and fun.
8. Teachers encourage students to ask
questions.
9. Teachers give clear answers to
students’ questions.
10. Teachers give students time to think
about new information and to
connect to students’ own experience.

6. 11. Teachers use good techniques to
check students’ understanding.
12. There are a variety of practice
activities for individual work, pair work
and group work, and as whole class
discussions.
13. Teachers spend too much time
lecturing on new lessons and rarely let
students practice.
14. Teachers know well what students
have learned and what they haven’t

7. 15. Teachers treat students fairly enough.
16. Students feel comfortable with
teacher’s leadership and are well
motivated to them.
17. Both teacher and students trust each
other.
18. Teacher uses relevant teaching
materials to make students
understand lessons.
19. Teacher gives a useful summary of
the main points of each lesson.
20. Classroom environment looks

8. Reasons for real classroom
observation.
Why should you observe a real
English language classroom?

9. Answer:
 To understand what life is like in the
real classroom settings.
 To develop awareness of effective
English language teaching.
 To appreciate diversity.
 To understand complexities.
 To handle a variety of circumstances,
expectations, students’ abilities, and
subject matter.
 To gain adequate teaching skills.

10. Observation topics:
1. Lesson preparation
2. The teacher
3. Teaching and learning
4. Teaching materials
5. Classroom management
6. The students
7. Student learning assessment

11. Observation tool: Checklist
 Name of Trainees:
 Name of School:
 Name of Supervisor:
 Name of Associate Teacher:
 Date:
 Class:
 Time:
 Textbook:
 Chapter/Unit:
 Aim of Lesson:

12. Lesson Plan And Teaching Materials/Aids:
Clarity and usefulness of the written plan
 The teacher has prepared the lesson plan
well by himself/herself, and understands it
clearly.
 The aim of the lesson plan is plain and the
objectives are specific and achievable.
 A variety of language skills are expected to
be practiced in the lesson plan.
 The time on the plan is realistic.
 The teacher has stated clearly how to refer
to the text, page number, and activities in
the textbook so that they do not write details
in the lesson plan.

13. Teaching and materials adaptation
 Any teaching aids are clear, relevant and
helpful to the students.
 The teacher will use different but relevant
activities from other materials apart from the
textbook they are using.

14. Anticipation of problems
The teacher has thought about possible difficulties in
the lesson. E.g. What grammatical problems the
students might ask about, what other vocabulary the
students will need, or if the students find the activities
difficult, what should the teacher do?

15. DURING THE LESSON
Teaching the lesson
 There is a clear, positive start to the lesson.
 The teacher tries to elicit ideas from the students.
 The teacher uses different kinds of questions, not just
yes/no questions.
 The teacher uses the textbook as well as extra materials
prepared by him/herself appropriately and meaningfully.
 The teacher understands about different types of mistakes
and knows how and when to correct them.
 The pace of the lesson is right: not too fast, not too slow.
 The teacher uses the lesson plan well.
 The teacher moves clearly from one stage to another in the
lesson.
 The objectives of the lesson are achieved.
 There is a clear, positive end to the lesson.

16. Management and control of class
 The teacher’s voice is loud and clear. All the students can
hear him/her.
 The teacher does not waste time on meaningless activities
like drilling the date.
 The teacher organizes the board well.
 The teacher checks that the students understand the
instructions.
 The lesson is well managed, with the teacher adopting
different teaching roles appropriately (organizer, monitor,
facilitator, helper, etc.)

17.  The teacher gives clear instructions.
 The teacher is enthusiastic and smiles at students.
 The teacher uses students’ names.
 The teacher treats students with respect.
 The teacher listens carefully to what the students say and
responds appropriately.
 The teacher involves all the students in the class during
whole class work.
 The teacher encourages students with lots of praise.

18.  The teacher uses a range of resources appropriately,
effectively and economically.
 The teacher remains patient if the students behave badly
or do not understand the lesson.
 The teacher remains eye-contact with the students.
 The teacher knows well about when to use English, and
to use Khmer appropriately.
 The teacher moves around the class and stands in
different places, not just in the front of the class.
 The teacher is flexible in a way s/he conducts the lesson.
S/he solves problems and deals well with unexpected
events in the class.
 The teacher and students work in a relaxing atmosphere
during the lesson.
 The teacher has good control of class during the whole
session.

19. Student learning and involvement
 The students are active, involved and
interested in all the activities in the class.
 The class is interesting and fun with varied
activities.
 The teacher gives students plenty of activities
to practice what they are learning.
 All the students in the class get a chance to
contribute actively in the lesson.
 The students speak more than the teacher.

20. Teacher’s English
 The teacher has planned her/his own language
well, and uses simple language appropriate to
the level of the class.
 The teacher speaks English through out the
lesson.
 Instructions for activities and for general
classroom management are given in clear and
simple English.
 The teacher uses English spontaneously for
unexpected events, answers to students’
questions, comments, praise, etc. when the
teacher does not have time to think and
prepare.
 The teacher speaks English accurately.
Overall Comments:

21. Session 3: classroom
observation assignment
Aims:
◦ To get you ready for classroom
observations
◦ To create principles for conducting the
classroom observations
◦ To prepare some more classroom
observation sheets/ tasks
◦ To give some guidance for observation
tasks and report writing after the
observation assignment.

22. Principles for conducting
classroom observations
Read the statements on page 63 and
say if they are true or false.
a. The observers must meet the home-
room teacher at least once before the
classroom observations take place. (T)
b. …

23. How to write a report on
classroom observations
Put the headings of the report below in
a logical order.
1. During the observation……
2. Introduction ……
3. Objectives ……
4. After the observations ……
5. Recommendation ……
6. Before the observations ……
7. Conclusion ……
8. Your own evaluations ……

24. End of Unit 10
Qs & As