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SCHOOL OF FOREIGN LANGUAGES

SCHOOL OF FOREIGN LANGUAGES. PEER OBSERVATION FOR SELF EVALUATION. THE CONTEXT. 2008-2012: No formal in-house development opportunity 2012-2013: Peer observation conducted but no input provided beforehand Oct. 2013: Input followed by peer observation (one per semester). THE PROCESS.

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SCHOOL OF FOREIGN LANGUAGES

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  1. SCHOOL OF FOREIGN LANGUAGES PEER OBSERVATION FOR SELF EVALUATION

  2. THE CONTEXT • 2008-2012: No formal in-house development opportunity • 2012-2013: Peer observation conducted but no input provided beforehand • Oct. 2013: Input followed by peer observation (one per semester)

  3. THE PROCESS Input(rationale & purpose, foci, tools & techniques, code of conduct, feedbacklanguage)

  4. POST PEER OBSERVATION REFLECTION FORM Filled inby theobserved teacher I. FOCI OF OBSERVATION & TOOL USED TO OBSERVE EACH II. EVALUATION OF PERFORMANCE IN THESE AREAS DRAWING UPON EVIDENCE FROM OBSERVATION III. ACTION PLAN TO ENHANCE EFFECTIVENESS OF LESSONS IV. GAINS FROM THE PEER OBSERVATION PROCESS

  5. ISSUES OF COMMON CONCERN • Clarity of instructions • TTT vs. STT • Learner involvement & encouragement • Error correction • Variety in interaction patterns • Timing • Rapport • Monitoring • Use of aids & technology

  6. ISSUES OF SEEMINGLY LITTLE CONCERN • Suitability of materials and methods for level & type of learners • Sensitivity to learners’ level of language • Checking of learning • Achievement of objectives • Contextualization • Handling of text, lexis, structure, etc. • Teacher questions • L1 use • Voice • Eye contact / blind spot • Presence, confidence

  7. STRENGTHS COMMONLY MENTIONED • Friendly atmosphere / mutual respect / humor • Student motivation • Learner involvement & encouragement • Choice of appropriate error correction technique • Monitoring • TTT / Little echoing & rephrase • Timing • Use of visual aids / technology • Instructions & modeling • Suitability of materials and methods for the level of learners

  8. AREAS COMMONLY IDENTIFIED FOR IMPROVEMENT • TTT/ Parroting / echoing • Instructions & modeling • Choosing between immediate & delayed error correction • Choosing the appropriate error correction technique • Pronunciation practice • Variety in interaction patterns / group or pair work rather than whole class activities • Teacher questions to encourage discussion / elicitation • Wait time / abiding by time limits set

  9. ISSUES THAT EMERGED • Choosing broad aspects like “classroom management” • Not following up on areas previously set for improvement • Judgmental language during feedback

  10. SOME GAINS MENTIONED • … the opportunity to become aware of the choices …I consciously make in class... • Conducting group work was something I felt very confident about. However, from the perspective of another teacher, I realized there were actually things that I should improve. • …We have a lot to learn from each other… • The suggestions she presented …helped me to start dealing with this problem... • After I was observed, I came to the understanding that I should go on …, which motivated me… • …we had the opportunity to compare our students’ performance and attitude towards English ... • … being observed by a colleague helped me gain a different awareness and feel confident… • ...dialogue with colleagues what …most important for students …how to best design a lesson…learn about classroom management and questioning techniques from observing other teachers…

  11. SCHOOL OF FOREIGN LANGUAGES PEER OBSERVATION FOR SELF EVALUATION sibeltuzel.kandiller@izmir.edu.tr

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