The Art of Observation and Feedback

In this first article of the series, I talk about two intertwined aspects of the ELT - feedback and observation, teacher's perception, and four types of observation.

How do you feel about being observed?

I was asked this question on the Train-the-Trainer course. I had been already observed countless times in schools and six times on the CELTA. On top of that, I had observed 26 live lessons, two of which were by CELTA trainers. Here is my answer:

I perceive observation positively. I understand its necessity for the observer and me personally. That, however, doesn't mean I don't have those feelings of self-consciousness. It's uncomfortable to be observed to get feedback that could threaten your career or grades on a course. I tend to be more aware of my teaching and language when I'm observed, which can influence the quality of my teaching. I can be in a bubble distant from learners and careless about their needs in real-time because I'm too busy with what the observer thinks of my teaching. Casual observations for the sake of self-development can, however, benefit me far more since I'd have nothing to lose. Yes, I can be a different teacher when I'm observed, on the CELTA, for example. But a different doesn't necessarily mean better.

I tend to be defensive when I receive feedback from less experienced colleagues. It is upsetting at times. Sometimes, however, they have valid points of improvement. It's just my subconscious prejudice, which is based on their teaching.

Why observation?

Training. Observation can be an element of the teacher's training. Such observation can be carried out by trainers/experienced practitioners observing trainees or vice versa. The focus of this type of observation is on noticing and analyzing specific teaching skills (e.g. giving instructions, use of pair and group work, oral correction techniques).

Assessment (evaluation). This is probably the most common observation and, unsurprisingly, the most feared by practitioners. This is the kind of observation carried throughout a series of lessons on a course like CELTA or DELTA. Similarly, in institutions to ensure high-quality teaching. The purpose here is for the observer to make a judgment whether the trainee has the skills needed to pass the criteria or to qualify for certain positions within the organization.

Developmental. Peer observation is the most common example of this, where the purpose is to highlight specific aspects of teaching. Usually, aspects are determined by the teacher herself. The observer here can only comment on areas that are set by the teacher. Another example is the experimental or exploratory practice, where the teacher tries out a new approach or explores an area and then can benefit from the observer's feedback. The feedback discussion is usually led by the teacher.

Research. This one is normally carried out to explore certain aspects of the ELT theories (e.g., large classes, monolingual classes, flipped classrooms). The focus here is quite precise and it's usually carried throughout a series of lessons. The feedback is different from the other three types of observation, seeing as it takes time to produce the research findings and the outcomes are usually available to the public.