MIRROR, MIRROR, ON THE WALL…

OUTLINE

 Reflection…

 Observation &
Evaluation..

 Observing…

 Evaluating…
 One of the greatest moments in
anybody's developing experience is
when he no longer tries to hide from
himself but determines to get
acquainted with himself as he really is.

?
TASK 1-Picture this

1- How do you feel about being observed? (Think of

the two adjectives to describe your feelings)
2- What expectations do you have of the person
observing?
3- Why is the observer coming?
4- What will she look at?
5- How will the observer talk to you about the
lesson? (how soon afterwards?)
6- What kind of topics might she touch on?
Whose opinions do you Whose opinions do
agree with the most?
you disagree with the
Why?
most? Why?
HOLDING A PLENARY
 Observation & Evaluation

1- What is the purpose?

2- What is the focus?

3- Who does this?

4- What forms are used?

5- When is evaluation done?

6- When does a teacher see the observation form?

7- When do discussions take place following

the observation?
READING TIME

Observation and Evaluation- Pg. 11

HOLDING A PLENARY
 Role assignment
Enthusiastic
teacher Critical teacher

Supportive evaluator Negative evaluator

A video (teaching session)

Stay in role!
STAND UP AND FIND A PARTNER

EVALUATOR TEACHER
FOCUS QUESTIONS!
OBSERVING

You would like to observe a teacher.

How would you approach her/him?

?
WHATs WHYs
* Who I am (name, * Identify yourself to T
school,position)
* Clarify date, timetable
* When I want to visit…
conflicts
HOLDING A PLENARY
Your learners were noisy I noticed that the learners
participated in the lesson a lot.

They mostly spoke in their

Why don’t you get them
native language, didn’t they?
to speak English all the
time?
Constructive feedback?

- If you can't think of a constructive purpose for giving

feedback, don't give it at all.

- Focus on description rather than judgement.

- Focus on observation rather than inference.

- Focus on behavior rather than the person

- Provide a balance of positive and negative feedback

- Be aware of feedback overload.

Information on Recognizing Good Performance (Benson, 2001)
 How about the steps?
Step 1: State the constructive purpose of your
feedback.
"I have a concern about.”
"I feel I need to let you know.“

Step 2: Describe specifically what you have

observed.
"Yesterday afternoon, when you were speaking
with
Mrs. Sanchez, I noticed that you kept raising your

voice.“

Step 3: Describe your reactions.

"Shouting at our students is not acceptable
 How about the steps?

Step 4: Give the other person an opportunity to

respond.
"What do you think?"
"What is your view of this situation?

Step 5: Offer specific suggestions

"Jill, rather than telling Ed that you're not
interested in all the details, you might try asking
him specific questions about the information you
are most interested in.”

Step 6: Summarize and express your support

“You've really followed through on a
tough problem. Please keep taking the initiate
on problems like that”
 TELESCOPIC OR MICROSCOPIC VIEWING?
TELESCOPIC MICROSCOPIC
 Focus questions

1- What was the purpose of each observation?

2- How easy was it to use the observation task?

3- How accurately does each observation task

describe or record what happens in the
classroom?

4- Which sample A or B, do you prefer? Why?

Concerns ? Questions?

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