Observing lessons

I recently read this interesting book from the Pocketbook series. It gave some interesting ideas for observing lessons and for being observed.


Here are some of the points that I will take with me after reading the book:

• Why observe lessons? The book shares lots of purposes for observing lessons and it really makes it clear that observing lessons can be a two-way process - the observer could be there to learn (like a trainee teacher) and also to support the class teacher.
• To demonstrate a skill
• To share a success
• To diagnose a problem
• To explore alternative ways of delivering a topic
• To assess performance
• To support a colleague
• To learn
• To coach
• To work out a solution to a problem
• To monitor progress
• To help with discipline
• As an observer there could be many things that you can be looking for in a lesson, but it is important that the focus for the observation is made very clear. When observing, always consider:
• What did the pupils know when they entered the lesson (prior learning)?
• Was this developed or used (reinforcement/development)?
• What did pupils leave with (new knowledge or skills)?
• Observers can look at an aspect of your teaching to help your professional development. Ideas could be:
• Lesson pace and structure
• Transition between tasks
• Behaviour management
• Use of prior data such as key stage results and Fischer Family Trust
• Teaching the less able/students with special needs
• Managing group work
• Use of praise and reward
• Assessment
• Key skills delivery
• Use of support staff
• ICT use
• Effective starting tasks
• How you round off the lesson
• Pupil progress during the lesson
• Body language
• Questioning techniques
• Implementing specific school policies
• Use of VAK
• Differentiation
• The book describes how schools should agree fair and effective feedback protocols, and has great ideas for how a school can formulate its own criteria for judging lessons.

The book is worth a read if your school has a copy, and, although I think many of the ideas are more suited to high schools, much of the guidance can be applied to primary schools.