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1、ThreeApproachesToObservationJackC.RichardsObservationofexperiencedteachershasalportantroleinteachereducation.Traditionalviesofclassroommanagement,andinteractobservationinlanguageteachereducationprogramsitisthereforenecessarytogobeyondafocusontechniquesandstrategies
2、experiencedteachersemployandtouseobservationasaationthatcanbeusedtodevelopadeeperunderstandingofhoinedintermsofho">ObservationofotherteachersThemostfrequentuseofobservationinvolvesteachersintrainingsittinginontheclassesofexperiencedteachers.Guidelinessuchasthefollo
3、endedtoassistinthisprocess:(a)Observationshouldhaveafocus;(b)observersshouldusespecificprocedures;and(c)theobservershouldremainanobserver.Anadditionalprovingthevalueofclassroomobservationistoestablishanon-evaluativeroleforobserversthroughgivingthemtaskstopleteation
4、ratherthanevaluatingperformance,andhavingtheco-operatingteacherdetermineayincludecollectingdataonsuchthingsasorganizationofthelesson,teacher'stimemanagement,hoe-on-task,teachersuseofquestions,teachers'explanations,teacher-studentinteraction,andthedynamicsofgroupact
5、ivities.Oncetheobservationshavebeenmade,usingchecklists,focuseddescription,orotherprocedures,theobserverprovidesacopyofanyinformationobtainedfortheteacher.PeerobservationTheapproachtoobservationdescribedabovecanalsobeusedasthebasisforpeerobservation.Peerobservation
6、shouldbeapproachedasanopportunityforteacherstodevelopacriticallyreflectivestancetotheiroselvesasco-researcherscollaboratingforeachothers'benefit.Thefolloendedforimplementingpeerobservation(RichardsandLockhart,1991).(a)Peerobservationshouldbevoluntary.(b)Participant
7、sselecttheiroeettodiscussthenatureoftheclasstobeobserved,thekindofmaterialbeingtaught,theteacher'sapproachtoteaching,thekindsofstudentsintheclass,typicalpatternsofinteractionandclassparticipation,andanyproblemsexpected.Theaimofthesediscussionsisfortheteacherbeingob
8、servedtoassigntheobserveragoalfortheobservationandatasktoacplish.Thetentstobeusedduringthissessionandarrangeaschedulefortheobservations.(e)During
