OBSERVATION TASK 1: RAPPORT AND DYNAMICS

Provide examples where Teacher 1 Teacher 2 Teacher 3

applicable.

Did they introduce themselves?

3) Did they smile?

4) Did learners share anything

personal/about themselves of
interest?

5) Did they show interest in the

content of what learners were
saying? If so, how?

6) Were they able to have a

laugh or joke with them at any
point?

7) Did they allow learners

sufficient time to speak
 Name three things that you would do differently/could be improved on in delivery:

Change 1 Change 2 Change 3

Teacher 1

Teacher 2

Teacher 3

2
OBSERVATION TASK 6: STAGING AND AIMS
Write down the stages of the lesson and the aim of each. Comment on the effectiveness of each stage in achieving its aim. Is
the lesson logically staged?

Teacher 1 Teacher 2 Teacher 3

3
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OBSERVATION TASK 7: THINGS I’D LIKE TO STEAL
As you observe your colleagues, note activities or techniques that you think are particularly effective and that you would like
to use. Write what the activity or technique is, how it’s carried out exactly and why it is effective. For example, one
colleague might have effective lead-in activities, or another might be especially good at keeping students engaged during
feedback stages. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.

Activity/Technique How it’s carried out Why it’s effective

Teacher 1

Teacher 2

Teacher 3

5
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OBSERVATION TASK 8: THINGS I’D LIKE TO STEAL
As you observe your colleagues, note activities or techniques that you think are particularly effective and that you would like
to use. Write what the activity or technique is, how it’s carried out exactly and why it is effective. For example, one
colleague might have effective lead-in activities, or another might be especially good at keeping students engaged during
feedback stages. You may also want to ‘lend’ the teachers a technique that would help them next time they teach.

Activity/Technique How it’s carried out Why it’s effective

Teacher 1

Teacher 2

Teacher 3

7
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OBSERVATION TASK 9/10: CHANGEOVER > NEW GROUP PROFILE & ANALYSIS (FOL)
See Focus on the Learner Assignment, Worksheet Pages 1, 2, & 3

OBSERVATION TASK 11: ACHIEVEMENT OF AIMS/LEARNING OUTCOMES

1a) Answer this question for the teachers who taught a language focused lesson (grammar, vocabulary, functions). How
effective were techniques for clarifying MFP (e.g. eliciting, concept checking, drilling, highlighting form, guided discovery
etc.) AND/OR how effective were their feedback and correction techniques?

Teacher 1 Teacher 2 Teacher 3

1b) Answer this question if one of the teachers taught a skills lesson (reading, listening, speaking, writing), How did T
ensure that learners actually did the tasks in the way that they wanted them to and thereby practiced or developed what T
actually wanted them to practice/develop?

Teacher 1 Teacher 2 Teacher 3

2) What issues did learners have with what the T was teaching them? Provide concrete evidence for this, e.g. examples of
specific errors, completing tasks incorrectly etc. Did T support learners with these issues? If yes, how did T do this? If not,
how could T have supported Ss to help them better achieve the aims/learning outcomes?

Teacher 1 Teacher 2 Teacher 3

9
Cont. on next page.

10
2) What were the lesson aim(s)? Are the aim(s) appropriate? If not, please revise.

Teacher 1 Aims

Revision

Teacher 2 Aims

Revision

Teacher 3 Aims

Revision

3) Do you think these (revised) aim(s) were met? Why/Why not?

Teacher 1

Teacher 2

11
Teacher 3

12
OBSERVATION TASK 12: ACHIEVEMENT OF AIMS/LEARNING OUTCOMES
1a) Answer this question for the teachers who taught a language focused lesson (grammar, vocabulary, functions). How
effective were techniques for clarifying MFP (e.g. eliciting, concept checking, drilling, highlighting form, guided discovery
etc.) AND/OR how effective were their feedback and correction techniques?

Teacher 1 Teacher 2 Teacher 3

1b) Answer this question if one of the teachers taught a skills lesson (reading, listening, speaking, writing), How did T
ensure that learners actually did the tasks in the way that they wanted them to and thereby practiced or developed what T
actually wanted them to practice/develop?

Teacher 1 Teacher 2 Teacher 3

2) What issues did learners have with what the T was teaching them? Provide concrete evidence for this, e.g. examples of
specific errors, completing tasks incorrectly etc. Did T support learners with these issues? If yes, how did T do this? If not,
how could T have supported Ss to help them better achieve the aims/learning outcomes?

Teacher 1 Teacher 2 Teacher 3

13
Cont. on next page.

2) What were the lesson aim(s)? Are the aim(s) appropriate? If not, please revise.

Teacher 1 Aims

Revision

Teacher 2 Aims

Revision

Teacher 3 Aims

Revision

3) Do you think these (revised) aim(s) were met? Why/Why not?

Teacher 1

Teacher 2

14
 Teacher 3

OBSERVATION TASK 13: FEEDBACK

Feedback helps consolidate what learners have learnt, especially when learners found something difficult. Feedback can be
done in a number of ways. Today we will focus on open class feedback (WCFB). Whole class feedback can come in many
forms:

● the teacher providing a clear conclusion to a task

● praise/acknowledgement

● acknowledging and responding to the content of what learners say

● acknowledging/praising/correcting the language that learners use

● providing the answers on a handout/on the board/orally

● eliciting the answers orally

● getting learners to write up answers on the board

Play close attention to the whole class feedback that all the teachers collectively provide today.

Write down the different types of feedback techniques. Which did you see? (e.g. elicited orally from the learners,
written on the board, a handout etc…)

Teacher 1 Teacher 2 Teacher 3

15
 Did any of the teachers provide feedback to the content of what learners had to say, (i.e. the message rather than the
language)? Please provide examples.

Teacher 1 Teacher 2 Teacher 3

Cont. on next page.

16
 Did any of the teachers provide feedback on the learners’ performance of the task/activity? (e.g. comments on content
praise, or concluding the task with a clear ‘winner’ or prize). Please provide examples.

Teacher 1 Teacher 2 Teacher 3

Did any of the teachers provide error correction of any actual language errors? If yes, provide examples. If no, what
errors did you notice. Provide examples.

Teacher 1 Teacher 2 Teacher 3

17
 OBSERVATION TASK 14: FEEDBACK
Feedback helps consolidate what learners have learnt, especially when learners found something difficult. Feedback can be
done in a number of ways. Today we will focus on open class feedback (WCFB). Wholeclass feedback can come in many
forms:

● the teacher providing a clear conclusion to a task

● praise/acknowledgement

● acknowledging and responding to the content of what learners say

● acknowledging/praising/correcting the language that learners use

● providing the answers on a handout/on the board/orally

● eliciting the answers orally

● getting learners to write up answers on the board

Play close attention to the whole class feedback that all the teachers collectively provide today.

Write down the different types of feedback techniques. Which did you see? (e.g. elicited orally from the learners,
written on the board, a handout etc…)

Teacher 1 Teacher 2 Teacher 3

Did any of the teachers provide feedback to the content of what learners had to say, (i.e. the message rather than the
language)?

18
 Teacher 1 Teacher 2 Teacher 3

Cont. on next page.

Did any of the teachers provide feedback on the learners’ performance of the task/activity? (e.g. comments on content
praise, or concluding the task with a clear ‘winner’ or prize).

Teacher 1 Teacher 2 Teacher 3

Did any of the teachers provide error correction of any actual language errors? If yes, provide examples. If no, what
errors did you notice. Provide examples.

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Teacher 1 Teacher 2 Teacher 3

OBSERVATION TASK 15: SELF-DIRECTED TASK

Each teacher teaching today will provide you with an observation task that they have designed to help him or her focus
on specific areas of their choosing. Ensure that you have a copy of this and that you complete the right task for the right
teacher!

OR

If you have not been given this task, make some general observation notes below:

Teacher 1

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Teacher 2

Teacher 3

21
OBSERVATION TASK 16: SELF-DIRECTED TASK
Each teacher teaching today will provide you with an observation task that they have designed to help him or her focus
on specific areas of their choosing. Ensure that you have a copy of this and that you complete the right task for the right
teacher!

OR

If you have not been given this task, make some general observation notes below:

Teacher 1

Teacher 2

Teacher 3

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OBSERVATION TASK 15/16: THE LESSON AS A JOURNEY
Observe the lesson today and draw your impression of it. Think of the lesson as a journey. You will present your drawing to
the teacher during feedback (as a CELTA souvenir) and provide some explanation of it to the group. Be as creative as you
want!

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OBSERVATION TASK 15/16: THE LESSON AS A JOURNEY
Observe the lesson today and draw your impression of it. Think of the lesson as a journey. You will present your drawing to
the teacher during feedback (as a CELTA souvenir) and provide some explanation of it to the group. Be as creative as you
want!

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