OPEN CLASSROOMS: PEER OBSERVATION FOR PROFESSIONAL DEVELOPMENT

Abstract

Many teachers are reluctant to be "observed" because they associate observation with "evaluation", its traditional function. They feel uncomfortable at the idea of having another person - even a colleague -watching them teach and manage their classroom. However, over the past few years observation has taken on a completely new role and, under the right conditions, it can be a powerful learning tool and a very positive source of professional growth and development for both the observer and the observee. A systematic program of observation can open up classrooms so that teachers can share the many excellent techniques and innovations that they develop individually but which are accessible to their colleagues.

This paper draws on recent research and the experience of a structured observation program within an institute of higher learning. It will discuss some of the purposes and benefits of observation, give guidelines on how to set up an observation program, and suggest some possible aspects of teaching or learning which can provide a focus for observation activities.