Over the years I have developed a habit to observe my students constantly. What is new in CLT principles is to teach the students how to observe themselves and others using a criteria form. Then I compare my observations with theirs in development discussions.

The final aim is, of course, that observation becomes automatic and no form is needed in the end. It becomes a life-long habit.

Topics for this article:

1. Why should we observe individual students? Beliefs!
2. How can we do it in practice?
3. What is meant by observation criteria?
4. And what is a development discussion?
5. What kind of positive phrases can I use in it?

The procedure in class observation is very straight-forward:

First we observe and look at the criteria, then we assess what the strengths and weaknesses are, give feedback and lead the student to decide what needs to be done.

I believe that …

• doing systematic class observation does not increase the teacher’s workload; it simply reveals where the problems might lie, it can easily be done if we use student-centered methods
• if the students learn to think about themselves as learners, they will take school more seriously but they need to know exactly what we expect from them (what to observe + get criteria to do it)
• self-observation will lead to the development of many skills that are not evaluated in school reports (needed in life-long learning)
• the use of observation criteria is needed maybe 3 times in the first year and later on once or twice in development discussions with the student
• the use of observation criteria soon becomes an automatic tool to guide the discussion in groups how to study and treat others
• the focus should not be in filling in the criteria form but in applying the ideas while studying
• once we know where our weaknesses lie, we can start finding a remedy for them; observation, analysis and concrete actions are needed to make the change

5 Class observation and self-/peer-observation

In fact, my final aim is that self- and peer-observation become so automatic that no forms are needed any more.

In the previous article we dealt with points 1 – 4 below and now we will focus on points 5. to 8.

1. Formative tests and ‘Quizzes
2. Questioning techniques
3. Differentiation= Mixed-ability class techniques
4. Discussing learning styles and strategies
5. Class observation and self-/peer-observation (which serves as the basis for assessment)
6. Observation rubric /criteria opened up
7. Performance appraisal / Development discussion
8. Effective feedback – tips and phrases

The order of AfL points 5. – 8. is a bit complicated because they are so much intertwined. The logic in class runs roughly as follows.

• Observation – can be done by anyone (the students themselves, peers, the teacher or some outsider)
• Observation done by other students – peers – is extremely valuable for both parties provided it is done respectfully (See below what the feedback form may be like)
• Observers must know which skills to observe (4 areas! See below)
• Observers must be trained to use the criteria stating the ideal goals and the form to be used must be a simple by-product of the lessons
• Observers should be able to give constructive feedback
• The ones who were observed and given feedback to must be able to take actions to improve their performance (See the next article on effective Feedback)

Let’s look at these points one by one.

Class observation can be done by anyone in the classroom but it is useless if it is not followed by criteria-based feedback that shows how the students can improve their performance.

Observation is constantly done by the teacher but students can and should be trained to observe each other (peer-assessment) as well and while doing that they will learn to make observations of themselves, too (self-assessment).

Did anyone ever gice you feedback or discuss with you about your a) Language proficiency, b) Study skills, c) Social skills, d) Attitude and motivation? You are very lucky if you answered ‘Yes’.

Observation requires a lot of time and the only way to arrange it at school is to use student-oriented methods; get the student groups working and start observing.

“What am I supposed to observe? How can I make it more systematic?” you ask. They are the four things above. Let’s have a look at them now.

6 Observation rubric/criteria opened up

At first glance one might assume that the teacher’s job is only to observe the students’ language proficiency level in speaking, listening, reading, writing, grammar and vocabulary. Sorry, that is not enough.

Nevertheless, if our aim is to develop the students’ whole personality and prepare them for the future there are four things to observe: a) Language proficiency, b) Study skills, c) Social skills, d) Attitude and motivation

The problem with rubric / criteria forms is that they tend to be too difficult to use and that is why teachers stop using them soon. Therefore our forms should be very simple but still give enough useful information.

The form below is an example for a self- observation form. It can be in English or sometimes in mother tongue as well. If you change the wording from ‘I’ to ‘‘The student =St’ you can use the same form when you as the teacher observe and assess the students.

So, the idea behind this form is to make the students assess themselves first and then the teacher makes his/her collective mark in a different colour pen. Language skills are placed last on purpose since we want the focus to be on AfL. The scaling is up to the teacher (A –E, always – never, Excellent – Needs improvement etc.)

An example of a self-observation form for junior high students.

You may need to formulate a form of your own. Some things always overlap.

A = always, B = often, C =sometimes, D = seldom, E = never

Study skills	A	B	C	D	E
I always study hard at school and at home.
I always do my homework by myself.
I use very many ways to learn English better.
I know how to use dictionaries and the internet.
I always finish the tasks given to us.
Social skills	A	B	C	D	E
I co-operate very well in pairs and groups.
I am kind and always follow the class rules.
I help others willingly and ask for help too.
I control my own and other students’ behaviour.
I encourage the shy and quiet ones.
Motivation and attitude	A	B	C	D	E
I want to work hard alone, in pairs and groups.
I try to find new ways of learning English.
I want to learn English outside school as well.
I practise speaking alone and with others.
I read, write and listen to English in my free time.
Language skills	A	B	C	D	E
My spelling is nearly free from mistakes.
My writing is logical and convincing.
My vocabulary is excellent.
My pronunciation is very good and clear.
My speaking is fluent and with good ideas.
My listening skills are very good.
My reading skills are excellent.
I can use grammar taught to us very well.

So explain them beforehand that you want to have a short discussion (development discussion) with everyone alone so that you learn to know them better and will be able to teach them better. They should be open and express themselves freely.

Expressions for the strengths of your students:

The expressions below can be softened but adding   ‘I am under the impression that …’…’  ‘I have got a feeling that …’   ‘I think …’ ‘I am very pleased that …’   ‘It seems to me that …’

‘I think …’     You participate enthusiastically in discussion.
‘I’ve got a feeling that …’   You are superior in dividing work in your group.  
‘I am very pleased that …’ You listen to and follow directions well.
‘It seems to me that …’   You express ideas clearly and logically.

The form below is another example of the form the teacher could use to observe each student. This could be used in senior high classes (even in mother tongue if the teacher finds it more appropriate).

SOCIAL SKILLS

You have a delightful sense of humor.

You demonstrate leadership skills.

You are well-liked by your peers.

You enjoy dramatization and encourage the others.

You exhibit great organizational skills.

You seem to have found your own ways of learning with others.

You have demonstrated increased social skills, such as helping others.

You ask for responsibilities and follow them through.

You are learning to be cooperative when working in groups.

You are developing more positive ways to interact with others.

STUDY SKILLS

You are becoming a good listener and your notes are superb.

You are using your time efficiently despite your hobbies.

You do neat, thorough work and follow the deadlines.

You have demonstrated a desire to work more independently.

You seek information independently.

You are developing concentration skills.

You are developing consistent work habits, such as …

You are gaining academic skills, such as using effective learning strategies.

ATTITUDE AND MOTIVATION

You take more and more pride in your work.

You are showing enthusiasm for learning English.

You have developed a positive attitude toward learning English.

You are becoming self-reliant.

You really seem to enjoy learning and speaking English.

You are gaining self-confidence and your comment are constructive.

You demonstrate initiative and ask relevant questions.

LANGUAGE PROFICIENCY

You have shown noticeable improvement in speaking and reading.

You have shown steady progress in vocabulary learning, for instance.

You write fascinating stories and your pronunciation is music to my ears.

You have become much more fluent over the last few months.

You use English correctly both in writing and speaking.

You have an expansive knowledge of cultural aspects.

You comprehend tasks quickly and use language well.

You have advanced in spelling and using intonation.

Remember that the students will forget your words quicker than the feelings this situation evoked in them.

See the next articles on how to deal with observation and positive constructive feedback! And how to avoid the pitfalls in giving negative comments!