Job Discussion Forums

[Perilla]

The ongoing debate about the value of observations has thrown up many interesting angles and viewpoints.

Some of us are strongly for the practice, some are strongly against, some think it should only be part of initial teacher training, others think it should be continued throughout a teacher's career.

It has also been pointed out that the unregulated nature of much of the TEFL industry results in observations carried out by unqualified observers, and/or observations conducted for the wrong reasons - so called "snoopervision" for example.

I've kept the poll as simple as possible.

Please feel free to post details below, especially in regard to whether you are mainly referring to being observed or acting as an observer.

For myself, I have only been "professionally" observed twice. My first observer (during CELTA training) fell asleep shortly after the class started, so wasn't able to make much in the way of useful comment.

On the second occasion (a few years later with the British Council), the observer did make a couple of useful comments which I incorporated into my teaching. However, I found it all very stressful and would certainly not want observation of my classes to be an ongoing and regular practice.

[spiral78]

[Perilla]

[PC Parrot]

I've seen observers trying to score points over people they didn't get along with. That's a clear abuse of power. Especially as the observations formed part of the annual appraisal.

But I myself have experienced nothing so extreme - a mixture of good and bad.

At our place there has to be two observers to every observation. We have a group of around 12 different people that observe. Even so, there used to be a couple of names that would bring a groan from the teachers who were unlucky enough to draw them.

Oh and for what it's worth, the dept is around 150 strong .. all with a min MA TESOL ...

[johnslat]

I've always had very positive feedback from observations - so it's not that I have any ax to grind.

But in my thirty=five years, working in Iran, Saudi Arabia, Indonesia, and the USA, none of my observers have had any specialized training.

And all my observations were of a "routine" nature - not part of a CELTA/DELTA/MA/certification program.

I have been "officially observed" once or twice a year (on average).

I suspect the percentage of qualified/trained observers may also be "regionally different." In my experience, the Middle East, especially, doesn't do much "qualified observation."

So, perhaps I'm an exception, in that during thirty-five years of teaching, I've never had a "trained/qualified observer."

And, as previously mentioned, I've also been an untrained/unqualified observer.

While my experiences have all been "positive." (Hey, if I'm told I'm doing a great job, what else can I call it?) I have to wonder how much value can be places on that feedback considering what I've written above.

Regards,
John

[fluffyhamster]

I've been observed at least a dozen times beyond the teaching practice of the CTEFLA, forerunner of the CELTA.* (Whilst a dozen times might appear quite a lot, it's not a reflection of me as a teacher but rather the number of different jobs and workplaces I've been in, and those places did not generally have observations very regularly anyway - they were most often like bare minimum spot checks or annual inspections, that style of thing. I'm sure where observation is a regular occurrence, a dozen times a year wouldn't be unusual, let alone in a decade plus! I've commented on the apparent qualifications of the observers I've had on another poll-thread started by Johnslat, which concerns what specialized training observers may or may not have completed).

The most regular observations I had were in China, at a western-managed language school (in fact, EF's first ever there!), and were conducted either by a senior teacher trainer (i.e. who presumably had specialized training) or then by peers. You'd have to take my word for it if I said some of the feedback I got was very positive, so I'll just say it was good LOL. The non-academic management there were pretty useless, but the academic team weren't bad, all got along, and were about the best colleagues I've worked with so far.

Actually I don't view observations, even those that seem a bit unfair, as good or bad, but mainly as a formality, and a potential fact of teaching life as it currently is, plain and simple.

Now I know from what other posters say on these boards that there are comparatively fantastic places to work at, where ideas bounce around like aces served at Wimbledon, but I prefer to be low-ranked potential dark horse tennis player quietly preparing in the dressing room than ball boy running around after, let alone star Davis Cup team player returning umpteen of, those aces. I'm not however averse to a bit of friendly light chat between sets or lessons, though! And sometimes, though only very occasionally, I may fire off a (only pretty well-prepared) hopefully ace serve of my own to see what sort of reception it gets.


*I'm not sure by the way that observed teaching practice is the most relevant type of observation for the purposes of the question (such TP will probably have on average more in the way of criticism, which may be a "good" thing, though a teacher not looking beyond the limitations of the "set-up" might take it too personally and as "bad").

[santi84]

I have been observed by four separate observers - all of them had 20+ years experience each and three of them had specialized training in observation (TESL instructors at my university). I benefited immensely from the experience but concede that I may have felt differently if it was in another context.

[santi84]

[cmp45]

I recieved a very positive observation and feed back response during my teaching practicum. I have also had to conduct mock lessons during job interviews which were weird as there were no students, only the interviewers. I have been observed at least once a year at every job I have had. Most observations were average to good. I also do not particularily enjoy being observed, but just get on with it; ignoring the 'elephant' in the room and doing my job the best I can.

Observations...A positive or negative outcome does to a certain extent depend on the teacher being observed...if you feel negatively towards being observed, I think that can effect your outcome...and visa versa...

A true professional should be able to ignore the 'elephant' in the room while conducting an observed class.
It is a lot like putting on a show in many regards...again how professional you are in terms of adapting to unforseen senarios...
Flexibility is a key factor; the ability to manage any distractions or the unexpected.

It's just part of the job. As a professional, you should be able to handle it.

In my humble opinion, observations are basically to ensure the teacher is capable.

[Perilla]

[HLJHLJ]

[cmp45]

well...the bottom line ... observations are conducted at many institutions, saying... I like it or I don't like it seems a moot point...unless you are running the show, you really don't have any choice in the matter. I supose if you really hated being observed, you could seek out schools that don't conduct observations...good luck with that

How else does one ensure teachers are doing their job adequately? Certainly you can not put much weight on student evaluations nor self evaluations. Teaching is not static...teachers change and evolve over time as do curriculums and textbooks also change... I think most institutes like to know how teachers adapt to various changes and maintaining an adequate standard over time. Granted, nothing wrong in debating the issue as to whether or not observations actually serve their intended purpose.

Nevertheless, I believe it is standard practice for teachers to be observed. This practice is unlikely to change. Best to accept this fact and just get on with it.

[nomad soul]

[Perilla]

Totally agree with most of what you say cmp45. But not sure about "it is standard practice for teachers to be observed". Is it, I wonder? Certainly it's very common, but I suspect it varies hugely from job to job and country to country.

I know of quite a few teachers who are either never observed (high-level university lecturers) or who are observed very rarely (HK international schools) or who are observed only occasionally (HK secondary schools), and as far as the latter is concerned the observations are usually out of curiosity (how does the foreigner teach?) rather than performance monitoring.

When I taught in Korea (secondary sector) observations were all about "watching the foreigner teach".

Certainly the practice of observing teachers (in general) won't change and where/when it happens there's no alternative but to accept it graciously - or try to enjoy it as some do.

[cmp45]

I admit I am speaking from my own personal experience, and yes agree that globally the issue of observations would certainly vary from place to place country to county. However, I wonder if a certain amount of apathy would set in over time knowing observations are not required part of the job.

I do not necessarily agree that observations accurately portray a teacher's overall ability, after all it is only a snap shot - one hour in a whole year, plus if the teacher knows in advance when they are being observed could also skew the observation results. Also depends on how qualified the observer is...However, I supose it's about the best method out there for monitoring what the teacher is up to in the classroom. Observations like it or not... can anyone honestly admit to liking the process of being observed... ...sort of like going to the dentist, not much fun, but ...