ELT News Think Tank

This Month's Think Tank Panel

Marc Helgesen

Peter Viney

Chuck Sandy

Panelists: Marc | Peter | Chuck
Date: July 2002
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Topic: "Peer Observation"

Marc Helgesen

"You can observe a lot just by watching." ­ Yogi Berra

Peer-observation is an important part of the Columbia University Teachers College M.A TESOL program, where I teach the listening methodology course. All students who take practicum courses observe teach other’s classes. The teacher observes them, too. And these are in their real classes with regular students, not just sample grad school lessons. (All students in the program are working teachers ­ mostly in junior or senior high school or university). While I had heard how useful observation is for years, I must admit I didn’t really “get it,” I didn’t really understand and appreciate the power of observations until I started doing them myself.

Why do observations? Feedback (feedforward?) from the observer, of course. But I would suggest that the observer isn’t really the main source of information. The observer is actually the third new set of eyes, not the first.

The first set of eyes belongs to the teacher him or herself before the class even begins. When planning classes, most of us make a lot of decisions on “autopilot.” We don’t notice the choices we are making and the options we are (and are not) using. When you are going to observed, you think things through more thoroughly: How am I going to set that up? What am I going to say? Where is this activity going to lead? You make decisions consciously, with an awareness you otherwise might not have. You are observing what you are going to do.

The second observer is also the teacher him/herself. During the class, you notice yourself in the act of teaching. You see what you are doing and what is going on in a way you usually don’t. It is as if your own second set of eyes was out in the classroom watching (observation as an out-of-body experience?).

Finally, the third set of eyes is the peer who is watching your class. And that person’s ideas and feedback is very useful, especially when added to the rich soup of information.

With my own students, I make several suggestions to make their peer-observations effective and non-threatening.

Suggestions for the teacher:

• Before the class, make a copy of your lesson plan and any materials you will be using. Give them to the observer.
• Decide on one or two areas that you want specific feedback on. For example, ask the observer to notice your use of L1 and L2 and what you used them for. Or ask the observer to watch how you give instructions. Or the amount of teacher talk.
• Meet with the observer before the class. Explain what you are planning to do and what you want feedback on.

Suggestions for the observer:

• Be invisible. OK, you can’t do that literally but at least sit in the back of the room. Other than normal polite greetings, don’t try to be part of the class. Don’t do the activities. Watch how the learners are doing them. Let the students forget you are there. (Having said that, the teacher might still want to introduce the observer at the beginning so the learners know who the person is and why he/she is there.)
• Take notes. Try to be specific. Notice behavior, both of the teacher and the learners. Remember to focus on the items the teacher wants feedback on.

After observation meeting:

• As soon as possible after the class, the teacher and observer should meet and discuss the class. I usually suggest that the teacher shares what he/she noticed/liked/didn’t like before the observer gives feedback.

Try to keep the feedback positive. Note what you learned. Remember, as a one-time observer, there is a lot about the class and it’s class culture that you just don’t know so be careful about criticism.

At the same time, the teacher does want new ideas. One way to keep it positive is to think of five or so things that you would have done differently. That doesn’t mean that what was actually done was bad or that your ideas are better. The ideas are just different ways to do something. And we all benefit from expanded options. That, perhaps, is the real power of peer-observation.

Panelists: Marc | Peter | Chuck

Marc Helgesen, Miyagi Gakuin Women's College

Co-author of English Firsthand and Active Listening

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