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1、ThreeApproachesToObservationJackC.RichardsObservationofexperiencedteachershasalportantroleinteachereducation.Traditionalviesofclassroommanagement,andinteractobservationinlanguageteachereducationprogramsitisthereforenecessarytogobeyondafocusontechniquesandstrategiesexperiencedteachersemploy
2、andtouseobservationasaationthatcanbeusedtodevelopadeeperunderstandingofhoinedintermsofho">ObservationofotherteachersThemostfrequentuseofobservationinvolvesteachersintrainingsittinginontheclassesofexperiencedteachers.Guidelinessuchasthefolloendedtoassistinthisprocess:(a)Observationshouldhav
3、eafocus;(b)observersshouldusespecificprocedures;and(c)theobservershouldremainanobserver.Anadditionalprovingthevalueofclassroomobservationistoestablishanon-evaluativeroleforobserversthroughgivingthemtaskstopleteationratherthanevaluatingperformance,andhavingtheco-operatingteacherdetermineayi
4、ncludecollectingdataonsuchthingsasorganizationofthelesson,teacher'stimemanagement,hoe-on-task,teachersuseofquestions,teachers'explanations,teacher-studentinteraction,andthedynamicsofgroupactivities.Oncetheobservationshavebeenmade,usingchecklists,focuseddescription,orotherprocedures,theobse
5、rverprovidesacopyofanyinformationobtainedfortheteacher.PeerobservationTheapproachtoobservationdescribedabovecanalsobeusedasthebasisforpeerobservation.Peerobservationshouldbeapproachedasanopportunityforteacherstodevelopacriticallyreflectivestancetotheiroselvesasco-researcherscollaboratingfo
6、reachothers'benefit.Thefolloendedforimplementingpeerobservation(RichardsandLockhart,1991).(a)Peerobservationshouldbevoluntary.(b)Participantsselecttheiroeettodiscussthenatureoftheclasstobeobserved,thekindofmaterialbeingtaught,theteacher'sapproachtoteaching,thekindsofstudentsintheclass,typi
7、calpatternsofinteractionandclassparticipation,andanyproblemsexpected.Theaimofthesediscussionsisfortheteacherbeingobservedtoassigntheobserveragoalfortheobservationandatasktoacplish.Thetentstobeusedduringthissessionandarrangeaschedulefortheobservations.(e)During
