SAMPLE OBSERVATIONS FORMATS

SPOKEN ERRORS

RACHEL APPLEBY, IH BARCELONA CONFERENCE 2013

How we handle students errors can make or break their confidence, - and their progress!

You might find it enough to simply write down the students mistake (in context), note the teachers response, and then add your own comments. If so, use the
simplified format at the bottom. If you want more of a challenge, think about the following:
- What type of mistake is it? Is it due to the students first language? Have they mis-learnt, or overgeneralized a rule?
- What does the T do? Does s/he ignore or it? Or does s/he use a strategy to highlight the mistake, and thus encourage self-correction from the
student? If so, how does s/he indicate the mistake? (See the list below for some examples*)
- Who corrects the mistake? Student self-correction is best; if not, ask another student; finally the T can provide the correct answer.

CLASS: (Level, age, no. of students, etc.)

OVERALL Aims of lesson:
Student mistake, in context, word for word

Type of mistake (e.g.

vocab, pron., grammar, &c)

How T * highlights
mistake
F: checks use of

I am agree with you.

Grammar: verb form

Yes, we can meet, but it depends of

Gr: dependent preposition

R/Q: .. but it

my time.

wrong

depends of?

am, second word

Who corrects
(St, Peer, T)
peer corrects
st. says on

Your comments
st. realizes / remembers
when hears correction
st. can self correct

* You might find it useful to use abbreviations such as the following:

X = ignores the mistake
G = uses a gesture (e.g. with face, or hands)
Q = repeats the phrase with a questioning intonation
R = repeats phrase up to the mistake

M = tells the student there was a mistake

A = asks other students is that OK?
J = makes a joke out of the mistake
C = reformulates the phrase correctly.

F = uses fingers to indicate position of mistake in

word / sentence
O = other

Simplified:
Student error
I will call to my mother to ask to

Teacher's response, if any (describe what T does)

T stops st; checks use of to Do we need

Your comments
Tries to get st. to self correct. Peer

her if she is coming.

to? Can you try again

corrects first part; st. corrects second.

References
Harmer, J. (2007). The practice of English language teaching. Longman. Part 4, chapter 8, section C.
Parrott, M. (1993). Tasks for Language Teachers. CUP. Part B, 4: Discussion Task 6.
Ur, P. (1991). A course in language teaching. CUP. Module 17, p246-249.
Wajnryb, R. (1992). Classroom Observation Tasks. CUP. 2.3 The language of feedback to error, p49-52; 5.5 Managing error, p103-5.

TEACHERS QUESTIONS

Why do we ask questions?!

Well, sometimes simply for managing the class ( = procedural questions). However, two other types of questions relate to the students learning:
Display questions are ones the Teacher knows the answer to (e.g. checking an exercise). They are designed to display the students knowledge (e.g. from a
listening comprehension task), or a target vocabulary item. These are very frequent in language classrooms.
Referential questions are genuine questions, such as the ones we use in real life, e.g. How was your weekend? Teachers dont know the answers to these.
They prompt higher-level thinking than display questions, and can be much more motivating.
You might also like to think about questions in terms of the following categories:
- open questions (often Why-, or What do you think questions)
- closed questions (sometimes Yes / No, or polar questions, or asking for fixed facts: Where / When / Who etc)
Wait time: Its important to give students time to process a question, and come up with an answer. Sometimes we dont give enough time (record in seconds).
Purpose: We use questions for a variety of reasons to warm up the students, to motivate the students, etc. (see Ur, P. below)
Response: Consider both the quantity and the quality of the response: this will have significant bearing on how effective the question was.

CLASS: (Level, age, no. of students etc.)

OVERALL Aims of lesson:
Teachers questions
Q type *
OK. Shall we check the
Proc.
homework?
So, Ana, what sort of films
do you like?

Ref.

Wait time

Purpose of Q

30 secs

move to next stage

sts open their books

not a real question; = instruction

to motivate,

em, I like .. comedies,

Ana very motivated; seems pleased

personalise

thriller

to be involved

4 secs

Student response

Your comments

* e.g. Dis / Ref / Proc = Display / Referential / Procedural questions (You can analyse this after the class.)
If you manage to collect many questions, you could analyse them according to the following. Comparing two classes of different levels can be interesting!
- What was the ratio of display / referential questions?
- Did the questions achieve their aim? (= purpose)
- How effective were the questions, according to the quantity and quality of the responses?
- Is there any connection between the type of question, and the complexity of the response?
- Does the T use different question types at different stages of the lesson? Why?
- Did the students level affect the type of questions the teacher used? How?
References
Hopkins, D. (1985). A Teachers Guide to Classroom Research. Open University. p6-12, 86-8, 91-3. ( looks at the quality of the students responses, how
long teachers wait for a response, the atmosphere good questions can build, and which students are asked questions.)
Scrivener, J. Classroom Management Techniques. CUP. 4.6 (question types, purposes, and nominating students)
Ur, P. (1991). A course in language teaching. CUP. Module 16, p228-232. (includes criteria for effective questioning)
Wajnryb, R. (1992). Classroom Observation Tasks. CUP. 2.2 The language of questions, p46-48.

GIVING INSTRUCTIONS

However good your activity might be, if the instructions arent clear, it might fail!

The table below includes a set of ingredients to look out for; each one is represented by a letter. Read on
First, you need to get the students attention to signal the start of an activity. Use a clear voice, at the right speed and volume. If possible, demonstrate what
you want students to do. Finally, check the students have understood the task.
If you find giving instructions difficult, its a good idea to plan and write them down in advance.

CLASS: (Level, age, no. of students, etc.)

OVERALL Aims of lesson:
Instructions (write down as much as you can)
OK. Im going give each pair a set of questions. Place them face
down, like this. OK? Start with no. 1. Turn over the first Q, and
think about your ideas. Tell your partner, and see if you agree. OK?

A*

()

CH

Your comments
mostly fine; 2 sts chatting throughout..
will they be able to do the activity?

* These refer to the individual ingredients of good instructions, as outlined above. Tick each, as appropriate.
Extra ingredients: Use short sentences, and make sure your language is understandable to the students. Give the instructions in a logical and clear
manner, and step by step. Using gestures can help, as can visual aids (e.g. showing students where on the page the exercise is).
References
Harmer, J. (2007). How to Teach English: An Introduction to the Practice of English Language Teaching. Longman. Chapter 3.
Parrott. M. (1993). Tasks for Language Teachers. CUP. Part B, 5: Discussion Task 9.
Ur, P. (1991). A Course in Language Teaching. CUP. p16-18.
Scrivener, J. Classroom Management Techniques, 4.3. (includes strategies with lower and higher level classes)
Wajnryb, R. (1992). Classroom Observation Tasks. CUP. 5.4 Giving Instructions, p99-102.

BLANK OBSERVATION FORMAT

This works for any class!

CLASS: (Level, age, no. of students, etc.)

OVERALL Aims of lesson:
Stage:
Activity / Procedure (i.e. running commentary)

Comments

Happy observing!
Further reading / sources / references
#ELT chat What is the best practice for observing teachers 18.4.2012. Retrieved 23 April 2013, from http://elawassell.wordpress.com/category/eltchatsummary/
Allwright, D.(1988). Observation in the language classroom. Longman.
Edge, J. (1990). Mistakes and Correction. Longman.
Gn, B. (2011). Quality self-reflection through reflection training. ELTJ 65/2. OUP.
Maingay, P. (1988). Observations for training development or assessment?, in Duff, T. (Ed.) Explorations in Teacher Training- Problems and Issues,
Longman.
Scrivener, J. (2011). Learning Teaching (3rd Edition). MacMillan.
Somogyi-Tth K. (2000). Observation Tasks: A workbook or student teachers. Piliscsaba: Pzmny Pter Catholic University.
Stillwell, C. (2009) The collaborative development of teacher training skills. ELTJ 63/4. OUP.
White, R et al. (1992). Management in English Language Teaching. CUP.