Job Discussion Forums

[Cohen]

Very true, Marcoregano. Lesson observations offer a classic example of the Observer's Paradox.

[fluffyhamster]

[Justin Trullinger]

[spiral78]

We often use team teaching as a tool to help us when a group of students are outside our normal context. For example, we are doing an international project with Saudi students - very different classroom dynamics from our usual Dutch and German students. Team teaching gives us invaluable opps to confer on different approaches that we can try with this group.

I guess team teaching is a bit different from observation, in that the purpose isn't criticism, constructive or otherwise, but development...but in reality we usually find ourselves talking about things that could be done better. It's essentially just a bit more respectful, I think, in that we are clearly all equal in this situation.

[fluffyhamster]

I don't think average to good teachers, who know (have no reason to be uncertain themselves) that they've done nothing absolutely wrong or bad, would be ones to panic at the though of observation, Justin - rather, they probably just wonder (and rightfully so) quite why they are being observed when they are doing a good job, and if there are other teachers who might need the help more ("help"? That whole 'Is the standard line, the recommended approach, especially as channelled through this particular trainer, actually going to be of much concrete and/or convincing help to anyone, "least" of all me?' shebang from me again). I mean, let's turn this thread explicitly on its head, and instead of us teachers "whining" 'But what do WE really get out of observations?!', we should perhaps more ask 'What do OBSERVERS get out of observations?'. (Preferred answer: The bad/worse ones always get a feeling that they really are helping, while the good/better ones soon realize that they sometimes don't need to, or can't for whatever reason (teacher complete rubbish and beyond hope, or observer is:D etc)).

Bonus anecdotes: Observer A liked to drop names by way of reading recommendations (for books I'd invariably already got), but always got the names wrong; he also would drop amazing, assumedly newfangled to the clueless observee phrases like "communicative competence" into the conversation (practically with those Dr Evil-like scare quote finger actions), and this to me (I mean, I'm hardly Mr Decontextualized Grammar Drill Man!). Observer B meanwhile was a nice guy generally, but I started to wonder how well-considered the stuff that came out of his mouth was after he'd diverted us (on the way to the airport following a visa run, and with only 90 minutes to spare before the return flight take-off) to a hostess bar (urgh), sat himself down and then (after a few drinks and a bit of canoodling with the girl on the bar stool next to his) asked the bar mama if her daughters worked there (and no, he really wasn't joking, he was serious! Her reply: a dismissive 'I no talk to you anymore!' LOL). Ah, fond memories! (The latter at least had a funny side that I could see). Amazingly he was fully refunded the near 1000 HK dollars he'd spent - our school's corporate division didn't bat an eyelid at the receipt he'd submitted from 'The Goodtime Girl Bar and Grill'. And this on top of a claim for a lunch earlier in the day.

Those colleagues that I mentioned sometimes cracked out a video camera, but I'm not sure it added more than an enjoyable icing to help digest the baked cake (nobody looks like Brad Pitt in such videos, but more like a red-faced happy-slapping victim teetering around).

[Justin Trullinger]

Wow Mr Hamster. You have been observed by some gems. One thing this thread is doing for me is reminding me, within the limitations of EFL, of how fortunate I have usually been in my employment. Not always, but often, I've been observed by people from whom I can learn while they learn from me; also observed people who taught me lots, and I hope I was able to reciprocate.

A few months ago, in Korea, I was invited to what's called an "open class" or an "observation class." I understand that this is fairly common in Korea. In the high school I saw, two teachers (who had done a course in motivating communicative practice or some such thing, paid by the district) prepared a class for observation purposes. All the other English department teachers came to observe, as well as several administrators, teachers from other areas, school board members, and a few visiting dignitaries from a nearby uni (me and a couple of colleagues.). All in all, observers were nearly as numerous as students, and the whole thing had a semi-scripted quality, but it was interesting. Anyone else ever sat in on something like this?

When I mentioned video observation, it's usually me. On our TESOL course, there's sometimes not as much time to observe experienced teachers as I'd like, so I offer the opportunity to take home a "me" video. I don't look like Brad Pitt on 'em. (THink Patrick Stewart. Bald, but really cool.)

We also have one classroom wired for video with a semi-hidden camera, and I've wondered if this could be used to negate some of the "observer affect." Don't freak at me! ALL teachers know it's wired, as we all use it for exam invigilating. Also, if you are even marginally aware of your surroundings, you'd know that outlets are rarely at eye level and almost never have a peculiar lens in the middle. But I have wondered if hidden camera observation could be helpful with kids, especially small ones who would be far too distracted by a strange man in the room. Thoughts?

Best,
Justin

[Sashadroogie]

What do observers get from an observation? Assuming they are members of the DoS office, they get quite a lot of first hand information. And not just about the observed teacher. It helps to stay on top of what is happening in the school, or at least to keep an awareness of any issues around. It certainly is an invaluable way to know the student groups and keep a school-wide overview on their development. Also, beneficial in terms of materials trialing and assessment.

None of these is directly related to teacher performance, but can have indirect benefits later on. For instance, I remember only too well when, I was asked by a school owner to observer a teacher because of �complaints�. Upon asking for more details, I remembered that the class in question had lots of issues to begin with, and having recently observed a lesson there I was in a position to tell the owner that whatever the problem may be, it certainly was not teaching-related, and so another observation was not the answer. A DoS who didn�t bother to keep his ear to the ground wouldn�t know any of this. (As it turned out, students were leaving the class because of clashes of personality between themselves � this got distorted into a complaint against the teacher somehow, provoking a knee-jerk reaction from administration. A classic example of how observations can be misused by schools.)

There is a Public Relations aspect of observations which can be overlooked by teachers. Students feel like the school is taking trouble to ensure that their lessons are up to the mark and usually have more confidence in the school and its teachers when observations, even just informal drop-in ones with little feedback, are a regular event. Regularity, as Justin said, is vital.

[fluffyhamster]

Yeah, those open classes usually are well-rehearsed (but not necessarily that well-prepared or well-scripted) - took part in some when I was an AET. (More fond memories!).

Wow, it would be great to be observed by Patrick Stewart (can you do the voice too, to add that extra bit of class, gravitas and appreciative honesty, Justin? ).

Now that's a use of observation, Sasha - to prove the customer wrong, the guilty party for once!

One type of observation that I've not ever really objected to has been that by prospective students at private language schools; arguably they should have the right to "try before they buy" (whereas maybe some observers can be a bit like door-to-door salesman trying to sell something). But I don't know if this practice happens much outside China or Japan.

[Justin Trullinger]

In Latin America, the kind of thing Sasha is talking about is essential. Especially, recently, when I was working on a government contracted training program. One of the downsides of this training, and the grading that went with it, is that it showed up how some people in government had been misleading others about their English levels, in some cases for decades. (One guy spoke English so "well" that his colleagues couldn't ever understand him. Since they didn't understand English natives, and they didn't understand this guy, they believed him when he told them that his English was "near native." I didn't understand him either.)

When there's this much pressure, as in obligatory English classes which affect students' professional lives, they will try ANYTHING to blame the teacher for everything.

My occasional observations in these classes become one of our best weapons. They put me in a position to know when I'm being fed a line of bull, and to respond accordingly.

I guess this is one thing that sets my observing style apart from some directors I've worked with. I usually like to observe new teachers when they've been here 3-4 months. (Earlier and it feels like "checking up," any later and they wonder "why now?" ) I usually tell them that I'd like to see them teach, and ask them when, where and which class they'd like me to sit in on. If I can, we have coffee or sometimes lunch after observing, so we can talk.

After that, I mostly let it be- until teachers ask me to observe again. Is it weird for a teacher to ask the DOS to observe? It doesn't seem so to me. I've asked superiors, colleagues, and others to sit in when I felt I needed a fresh perspective, or when I was having a hard time.

Maybe one of the reasons teachers don't mind asking me to watch when they're struggling is that I still sometimes ask them to watch me when I'm struggling?

[SueH]

I sometimes teach as a 'lettrice' in Italian state schools which means that the normal classroom teacher is there alongside me - although they have [illegally due to legal responsibility issues] trusted me to be alone with the kids. Today as on a number of other occasions I also had a teaching assistant sit in with my class. As a matter of professionalism I'd always ask permission to do something similar, but as she's such a lovely person I really couldn't make a fuss and I do utilise her as a resource.

I believe this is a similar situation to Japanese and Chinese classes. Although I naturally speak Italian I don't use it in class. How do you think such a situation affects teaching? I normally hate being observed, but that is probably due to my attitude to the dichotomy between planned lessons and what ends up in practice. Also I am not used to the young age group I am teaching so that I constantly overestimate what they can do and find a need to recycle previous material (over and above that which I have planned) when I realise they haven't grasped something . It's not that I'm an unreflective teacher, but plans tend to get changed to cope with this situation. The other thing that I am beginning to consider, given their general slowness, is how to cope with those few more advanced students who do finish the tasks.

Apologies for the general lack of fluency: I've had a glass or two as I'm off tomorrow and going skiing (sorry Denise:-) ) and the snow is superb....

[Marcoregano]

[fluffyhamster]

So, it seems as if being experienced won't let you off the observational hook. What will, then? A Dip beyond the Cert? An MA? Or only one of those plus exit from full-time teaching and somehow entry into and then continuing on in (usually full-time) teacher training or management? ( ).

Question 2: What sort of advice do those of you who've officially been observers (entitled to flash an ELT Internal Affairs badge, write up reports etc) constantly find yourselves having to dispense? (I can guess, but how about these for starters: No stealing, smoking or dealing crack? No denying of access to translators for non-native speakers? No torture? etc).

[Marcoregano]

[johnslat]

When i was an English language center coordinator, I managed to talk one director out of assigning me to observe teachers by explaining to him (in considerable detail) how the observer effect pretty much made such observations useless.

[DIPTESOL]

As I was working in state middle schools, the class teacher would sit in the lesson as is a requirement by law. However, there was one particular teacher who did my head in- twice she tried interfering in my lesson as I was in the process of teaching. Then once she asked to do a spelling test and I discovered she was teaching them poor pronunciation e.g. /ka-na-di-en/ which I then had to correct afterwards!
Eventually I had enough when she wanted to do a dictation in my class! What was the point in my being there if she wanted to teach them!? I asked her to leave and said I didn't need her in my lessons, she agreed and apologised!

In the other middle school I worked at the class teachers would also sit in but never interfere, some would take notes about my lessons and say they were learning from me! This was the school that didn't want me back and their reason was that the course content for both grades was the same (accoriding to the company that farmed me out there). It's not true as they had different books and I wonder what they based their evidence on- was that the real reason they sat in on my classes? The Chinese are so sly and lie to your face, so I'll never know the real reason unless I feel like doing a bit of interrogation.

Anyway, back on the subject of observations, teaching in state schools in China is a good experience but if you don't like someone observing every single lesson you teach then it's not so good. I didn't mind being observed but to the school that said they were learning from me I was a bit dubious and asked why they didn't just take a look at my lesson plans. I always felt I was being a bit judged, and surely if a school are unhappy with the course content they would discuss it with you before saying they no longer want you there?