I’ve just finished reading @sophiakhan4 talking about a ‘bad’ observation she had some time ago which had a hugely successful outcome eventually. She asks at the end whether any readers have experienced any ‘eye-opening moments’ from observations. It’s an interesting question.
My own relationship with observations is complicated. Observing others on initial teacher training courses and as part of DOS duties was a typical part of most weeks for a decade of my ELT career. Of all the facets of teacher training I will admit to observations being my absolute favourite. Being good at observing requires great skill in dealing with people and responding to their needs at a given moment and being capable of giving a necessary, yet at times unwelcome message in a way which the listener can ‘hear’. I enjoyed the flexibility of approach required and the creativity necessary to deliver the message clearly and meaningfully. I love the fact that in explaining what went well a passion for teaching can be reignited in the observer as well as the observed. I appreciated the fact that I could guide a teacher towards growing more confident and more effective. It has always been a privilege to observe a teacher at work. It’s special.
Do I like to be observed myself? Heck no! In many ways I detest it. Every time I’m going to be observed I get majorly stressed. It hasn’t got better as I’ve got older and more experienced –it’s got worse. There’s a balance, as @sophiakhan4 pointed out, in the early stages it is difficult to ignore the suspicion that a poor observation might cost you your job but being a new teacher, you feel there is an expectation that there is still a way to go on the teaching front. As you get more experienced then the fear changes to being assessed by your peers and possibly not coming up to the standard they hold of you. Add the fact that you yourself are a CELTA trainer and spend a lot of time telling others how to do it and so really ought to be the bees knees in the classroom (!) and the potential stress goes through the roof.
There are positives though. For me, sitting down and writing a proper full lesson plan is an enjoyable activity. Having to articulate how and why I am intending to teach in a particular way is both creative and intellectual. It’s also fantastically grounding.
Then there’s the opportunity to learn from a colleague and discuss why we do the things we do (or don’t do) in class. That doesn’t happen every day for me and so I know the value. A different perspective is always enlightening and enlivening. Even having a difference of opinions and being able to express your views on something so personal can be deeply satisfying.
Observation can act as a spur to teach differently or find out about a new methodology or experiment with a new technique. It allows us to take stock, breathe, talk it out, and go back in for more possibly in a slightly altered or realigned way. In fact it can be the teacher equivalent of a visit to the bike doctor. Last time I went there, I got my brakes checked, the tyres pumped up, a new chain with lots of lovely oil on it and a new clip that kept the pedals together. I didn’t even realise there was something wrong with that but now it’s been changed it works like a dream. While I was there I decided to get a mud guard for the front wheel too. I could live without it but it means I don’t have to avoid the puddles anymore. Next time I’m going to get a nice new bell. Observation can help us by: reaffirming the things we do well (the brakes); tightening procedure on those aspects of our teaching we sometimes let slip (the tyres); pointing out where something is not quite right that could be causing a problem you hadn’t considered (the clip between the pedals); and encouraging us to make changes or additions instead of just sticking with the old tried and tested (the mudguard). The nice snazzy bell, well you know what that is.
So I guess in answer to @sophiekhan4’s question, observation has been eye-opening in itself. As uncomfortable as I may find it, there is always something of value that comes out.
ELT curious 
This is great, Fiona. I completely agree with you and I like the bike analogy. A line that struck me in particular was: “I didn’t even realise there was something wrong…but now it’s been changed it works like a dream.” It’s impossible to see what you don’t know to even look for, so having the opportunity to regularly observe/be observed is really invaluable, whatever career-stage a teacher is at. I do think though that in our field we need to do some ‘rebranding’ work with observations. I’d love it if people mostly saw observations in the way you describe, as opportunities to reflect on and refine current practice, discuss ideas with others, and discover new possibilities. I’d also like more recognition of the relational and two-way benefits for both observer and observee, along the lines of mentoring, coaching and peer development. Anyway, thanks for posting, and I look forward to reading more!
Thanks for this Sophia.
I agree that some rebranding could be useful and it could be of enormous benefit for institutions to involve teachers in that process. One thing that might help could be ensuring that ‘training’ is available for those who observing. This role is often handed to managers as part of their general duties and it is assumed that they will be well-suited to it. Sadly not always the case and can serve to reinforce that idea that successful observation is simply a prerequisite for continued contracts.To continue with the bike analogy: can I be bothered to fix this bike up or shall I just buy a new one? It can seem rather unfair too if the observer is not open to being observed in return.
I should just say that I think your experience with your DOS as per your blog was pretty exceptional. He was exceptional and your response was exceptional too. I imagine many would have found it difficult to
be open to learning from someone who made such a firmly negative statement about something they had put time and energy into creating (which is what teaching is really, right?) Just serves to highlight the role of the observee too. Equally, in my experience there have been few DOSs who would put so much time and energy into a teacher’s development.
It’s an enormous and important area well worthy of debate. Thanks for prompting it.
I’m really glad my supervisor almost never observes us. Yes, you’re right. It’s stressful, especially for those of us who are perfectionists. We have a lot of academic freedom at my school, but I was observed this week, and something really good came of it. While I got very high marks in all areas, my supervisor did make a suggestion that I suspect will truly improve the classroom experience for my learners. I think I’ll blog about it soon.