The Art of Observation and Feedback 3

I discussed the purpose of observation and how to observe lessons in previous articles. I explore feedback as a key element of post-observation in the third post of the series. Specifically, reasons for providing feedback.

Why feedback?

Almost never do we observe for the sake of observing, there is always a purpose. The feedback is the most valuable aspect of teacher development, and it could be wasted if not utilized optimally by the observer and/or the teacher.

To help the teacher identify areas for development/learning. No matter how experienced a teacher is, there's always room for improvement. Feedback, by far, is the only way to highlight areas that the teacher is unaware of. It never occurred to me that my teacher-talking-time was an issue until several observers mentioned it to me. Similarly, hadn't I been praised for my ability to elicit language, I would not have realized it. Development doesn't necessarily mean working on weaknesses but also keeping up good work.

To help the teacher reflect on teaching. Reflection is the backbone of the contemporary teacher. It is not just about receiving feedback, but also about reflecting on it. Reflecting here means to think about it and to plan on how to work on the addressed weaknesses in the following lesson. Experienced teachers tend to have the quality of self-assessment subconsciously unlocked, and they consistently reflect on their teaching. It is not easy to master this art, especially if you are not officially observed, but it is important to practice doing it regularly. Asking learners about what activities they liked or found boring, and making notes for the next lesson is one way to do it. Similarly, noticing early finishers, noting their names, and preparing extensive tasks for the following lesson to keep them occupied is another way to do it.

To help the teacher adopt good teaching practices. Observation can sometimes benefit the observer. Observing training courses, for example, where the observer is usually less experienced. On the CELTA, I always tried to note down different aspects of my experienced mentors' and peers' teaching. There had been always something to learn and apply in my real-life teaching.

To be assessed and qualified. An institution's management, course tutors, or university commission will be able to make an informed decision based on the teacher's performance with the feedback provided here. This may involve multiple lessons or one teaching practice. CELTA, DELTA and an MA are examples of this.