Classroom observation commonly refers to the activity in which less experienced instructors observe a demonstration lesson given by a more experienced teacher. In such scenarios, observation protocols are used as a piece of paper with categories or rubrics that a rater uses to assess the level of instruction in a class (Bell et al., 2019, p.3). The judged instructional characteristics are scored, and the ratings are combined to get a score (Bell et al., 2019, p.3). These results are frequently utilized in schools to assess or give feedback to instructors on how they may improve (Bell et al., 2019, p.3). The class may be assessed in terms of routines, time management, participation, teaching methods, management techniques, learner interest, and many other factors.
Classroom observation is crucial at every level of a teacher’s career. In Asia, this practice was recognized a very long time ago. In a demonstration lesson, a professional instructor invites numerous local teachers into their classroom to observe while possibly preparing students with new strategies. A question-and-answer session follows the lesson, and whether they are experienced educators or newcomers, all participating instructors get the chance to converse and exchange knowledge. Schools are now attempting to provide chances for teachers to watch other instructors in their subject area, either in their or other schools; this is a more recent trend in North America.
Knowing what to look for when observing is one of the biggest obstacles. Specific things to look for when observing language classrooms for students learning English as a second language include: How the teacher designs an activity; what the instructions are in detail if they are presented in the target language or English; If the teacher uses different terms or different synonyms for those fundamental instructions, what were those words? Does the instructor provide any visual cues to go along with those instructions? Are there three or four steps to the instructions, each with a prominent visual indicator on the board?
Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School effectiveness and school improvement, 30(1), 3-29.