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CLASSROOM OBSERVATION - Coggle Diagram
CLASSROOM OBSERVATION
Peer Observation and Reflection in the ELT Practicum
Does Peer Observation (PO) led to reflective teaching?
Did PO help the students engage in reflective teaching?
The peer observation activity helped me to reflect on my teaching beliefs and practices.
"Showed remarkable differences".
Helped to become more aware and also helped to notice little things.
Allowed them to look at a specific point of their practice and to reflect on that.
What were the students reactions to PO?
An encouraging result as these students do not feel that an observer in the classroom is a threat or a negative experience.
"It helped to reflect my teaching".
Comprehend different ways of thinking and teaching.
Would engaging in reflective teaching in the practicum generalize to subsequent teaching experiences?
"Because of the peer observation activity, I changed some of my teaching behaviours or practices".
Aware about reducing teacher talk time and increasing student talk time.
Get ideas.
Copy strategies.
Did the students modify their teaching behaviours or practices because of PO?
"Because of the peer observation activity, I changed some of my teaching beliefs."
Discipline is important.
Able to learn more about how beliefs and assumptions of teaching were present in their own teaching.
Did the students change any of their teaching beliefs because of PO?
To what extent, if any, did the PO help you engage in reflective teaching?
Engaging in reflective teaching.
Do you think that the PO might help you engage in reflective teaching when you begin to teach?
They would engage in reflective teaching in future teaching assignments.
An introduction to a classroom observation
Show the purposes, uses and methods for a good observation, and how recording it.
Methods
Quantitative methods
Learned-centre
Reassuring, accepting and questioning.
Teacher's engage
Percentage.
Questions, clear infomation, situations
Good behaviour.
Misbehaviour.
Teacher-centre
Directing, reproving and justifying own actions.
Qualitative methods
Teacher- students interaction.
Animal behaviour
Has a relation how we learn to
Agression guide
Non-verbal uses
Observer
Observer need a Focus specifically
Management of teacher.
Teacher-students relation.
Comunnication.
Notes depend on
Subjective role.
Environment.
Recording observation
Can use different methods with advantages and disadvantages like
Written.
Transcript.
Sound cassette.
Video cassette.
Teacher and pupils
Pupils can be jokers, collaborators,investigator, servants and others.
Teachers can be counsellor, social worker, assesor, manager
Teacher can use differente elements like, media, books, test, grapichs etc.
Classroom observation in teaching practice
In a classroom obsevartion consider...
The teacher guide the class depending of his/her personality.
The teacher prepare more his/her class to a normal day.
Observation procedures
Checklist
Seating charts
Field notes
Narrative summary
Cooperating teacher's conversation
The observation in the L2 classroom
Teaching and observation
Learn the trade through observation.
Learn to observe, be it our own
work or that of our colleagues.
Evaluate teaching in order to determine the weak points of the teacher.
Observe to be considered of our
own daily work.
The observer can take different focus to discuss after, with the cooperating
Different focus like
Correct feedbacks
What is really important?
Class preparation
Clear explanation
Methodology
Motivation
How I interact with the class?
The supervisor give a feedback about problems and objectives achieved
Give a new goal for the next class.
The supervisor can take notes about
When to visit
When starts the class
The best vantage point.
Gesture of the students and the teacher.
Adopting the best "bedside manner"
How manage the class.
Alejandra Del Río Hernández, Diana Mejía Rodríguez.