Observation criteria: time organization

Learning process

Class 1: We will be observing affective factors, external factors (seating arrangement, the acoustics, etc) and how both contribute to the general ambience of the classroom and the students concentration and learning.

Class 2 (40 min): How does the teacher check or monitor learning and what vocabulary is being used for learning.

Classroom management

Class 3: We will observe the teacher’s stance in front of the class (if she moves around the classroom, stands behind the desk, if she addresses one side of the class more than the other). How are patterns of interaction among students arranged? (Pair-work, group-work or individually)

Class 4 (40 min): Taking into account how students address the teacher, which type of vocabulary do they use in order to refer to the teacher? How do they refer to each other? Do they respect each other? Do they make fun of each other?

Class 5: Complete the following chart considering teacher’s and students’ roles at different stages of the lesson: Examples of different roles: facilitator, producer, communicator, controller, monitor, planner, assessor, among others.

	Teacher	Students
Warm-up activity
Activity 1
Activity 2
Activity 3
Homework

The learner

Class 6 (40 min): Observe teacher’s attending behaviour towards learner: verbal, non-verbal means, eye contact, touch, facial expression, students’ names. Observe students attending behaviour with other students.

Class 7: Observe the different learning styles and learner levels. Also note aspects of teaching that show the teacher is accommodating learners’ level with strategies such as varying speed of language, complexity of language, length of wait time, calling on stronger students for “model” answers, or pairing and grouping arrangements.

Class 8 (40 min): Consider the students’ behaviour in class and the degree to which they synchronise and co-operate with the teacher.

Language

Class 9:  Pay attention to how the teacher:

• organizes the classroom
• gives explanations
• sets up tasks
• gives praise to students
• corrects
• helps or hinders the students’ access to the target language (use of simplified/authentic material)

Class 10 (40 min):

• Determine if the feedback given is positive/encouraging or negative/discouraging

• Note any non-verbal and supplementary support (use of board, visual, gestures)
• In case of errors: Does the teacher correct the students? Or does he/she allow them to discover their mistake/s?  
• Do you consider the feedback provided by the teacher to be effective?

The lesson

Class 11:  Regarding the activities:

• Is the focus on accuracy or on fluency?
• What role do grammar and lexis play?
• Is the language contextualised?
• Are activities led by the teacher for the purpose of controlled language practice?
• What macro skills does the teacher try to make learners improve?

Class 12 (40 min): Consider how the teacher “opens” the lesson:

• Is there any routine?
• Does she/he check homework?
• Is there a link between the previous lesson?

Class 13: During the lesson:

• What kind of role does the teacher adopt?
• How would you describe the classroom atmosphere?
• Are students motivated?
• Are there breakdowns? Interruptions, arguments? What language does the teacher use to repair and negotiate?
• Does the teacher foster participation? Is there teacher-talk?