Observation is usually tied to evaluation, which makes it threatening and shuts down reflection. For developmental observation, start feedback with description of what happened, then interpretation, and only then suggestions.
Before observing, decide
Purpose (development or evaluation; don’t mix them) · guidelines · mode (live, video, audio) · observer (critical friend, peer, supervisor) · which class · whether the teacher prepares differently.
Feedback sequence
Describe → interpret → suggest, structured by What? So what? Now what? (a common simplification of Kolb’s experiential cycle).
Other reflection tools
Audio or video recording, learner surveys, lesson reports, retroactive planning (write the plan of the lesson you actually taught).
Theory
Richards & Farrell (2005) Professional Development for Language Teachers (Claude: the post gives it as Farrell & Richards 2008, so verify the edition). Wajnryb, Classroom Observation Tasks; Malderez & Bodóczky, Mentor Courses.
Workshop activities
Agree or disagree with 20 statements about feedback; “10 things Mike doesn’t want to hear in feedback sessions”.
Apply in my context (Claude)
- If the school’s observations feed appraisal, run a separate developmental peer-observation strand with description-first feedback. Mixing the two kills honesty.
- Wajnryb’s observation tasks give peers one focused thing to watch, which matches Hughes’s “one specific task” advice (Matching CPD to the teacher - Teacher’s Choice Framework).
Connections
Teacher talk - reduce it, then choose it · CPD portfolios - What, So what, Now what · Feedback on content - make the writer feel read