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I would formulate a lesson plan then set goals for the mentees and myself that way we get to see how we both progress.

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Plan uygulanabilir zaman aralığını en iyi şekilde lestirebilmekle başlar. Zaman aralığında mentin ruh hali çok önemli, mentörün de öyle

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Danny, Indonesia
Before making a lesson plan we need to look at academic calendar and discuss the plan with my mentor.

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In  an observation of the lesson, a mentoree lesson, you need to focus on class management and how all the issues that were present in the lesson planning were addressed and developed in the lesson itself.

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- First: What are the needs mentee?
- Second: What are his objectives?
- Third: Later Feedback.

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Talk about expectations and need. What does the mentee mention as learning objectives?

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In order to observe the lesson, some standardized tools are needed, with scales and requirements. It is practically a sheet, where you make the lesson notes, according to certain standards.

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I think of the objectives for that specific lesson and plan accorging to that, think of a lesson type, but have one main goal and more smaller goals I inted to achieve during the lesson.

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I would like to see the lesson plan before the lesson observation , I would prepare the points I would like to observe and I would use a pro-form which is compulsory in my country. I would like to create an atmosphere where the mentee feel free to express his views about the lesson.

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I was never a mentor before, but in another training session I did class observation. In this one, my colleague and I defined a focus of observation and decided the points that we would observe in concrete. Together we looked at the different items before class.

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I would create an assesement list so my mentee can prepare the items I intend to observe in his work.

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I would like to create an assessment list or a rubric that will help me mentee work more easily, and so mentee will prepare for what I will observe in her work.

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I am preparing more than usual. First I check the lesson plan, than I discuss about the goals, the methods, strategies. I use a check list

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I am preparing more than usual. First I check the lesson plan, than I discuss about the goals, the methods, strategies. I use a check list

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I'm preparing more than usual. I write down all the details.

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I am preparing more than usual. First of all I will customise the discussion based on the mentee.

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I prepare evaluation list, write down all and mark in evaluation list in order to give some informations after observation.

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I first determine an evaluation clause and note whether these clauses have been applied

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Checklist is effective way to observe .It provide a clear focus for observation.

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First of all I will customize the discussion based on the mentee.
Maybe I will try to select more information about their personality /problems through the observation and I will focus on the problem, then we will find some options.

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I'm preparing more than usual. I write down all the details.

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Checklist of teaching competencies that I can observe, descriptors and behavioral indicators

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We follow the check list and we give marks to some important items in it.

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I usually
- I give some piece of advice to be followed during the first lessons, I suggest to prepare mote learning material longer than the time available and to always have some activity do in case they have time.
- I suggest always starting by introducing yourself and asking everyone to introduce each other (if you know ice-breaking games much better)
- I enter the classroom with him / her and introduce him/her to the class, trying to be the link between the student and the mentee
- If I have some concerns, I ask to the mentee to enter in the classroom and listen the lecture for a few minutes
- If the mentee already knows a few people or has to teach a subject already taught by other colleagues, I invite him to make contacts and be told about some method used or suggestion to be put into practice in critical situations or to better communicate the subject

My key point in a observation activity are

- empathy with students

- lesson well prepared (pdf/ppt/exercises)

- organization of the lesson (be on time, respect of the rules of the classroom, careful with thinks and people)

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In observing a mentee's lesson, I mostly focus on classroom management and the way all of the issues that were present in planning of the lesson were now dealt with and carried out in the actual lesson. The preparation I have experienced when being observed is just observers having my lesson plan and additional materials in front of them during the lesson and afterwards asking some questions about the way I liked my lesson, how satisfied I am, what I would change, and the general feelings of the observers or some suggestions being shared.

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Lesson observations should be carefully prepared and thought through, planned together with the mentee what the focus of the observation will be and how will go about generating data and information about that focus through the observation.

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Observation is a difficult process. When I am observed I try to be myself and do right my job!

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Unfortunately, when I have been observed I have not had any kind  of pre-conversation with the observer. However, we have had post-observation conversations. When I have observed I see time management and the giving of opportunities to the  students´participation. I have just commented so quickly about this to the mentee. Now I´ll be more careful in the preparation,

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I think that a pro forma with the  criteria is very important because this way the trainee will know what is expected of him. I don't think that my  ideaof how the lesson shoud be done is important. I have an open mind about it and I think it is importan for mentee to be creative. The most important thing is that the outcomes are realized.

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When I observe, I allways think about that how would I prepare for the lesson and what are the difference. The same is when being observed. These two process are indivisible.

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Planning observation is critical because it is the most effective way to gather the information you want so that there can be an effective discussion of the pedagogical practices implemented in the classroom.

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When I observe a parther I always pay attention to how they organise the time of the class, which kind of activities use to foster participation , and what do they do for classroom management.

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For few day I'll have 17 student from Teacher's academy in Zagreb that will watch how I work in my class. Almost every year I have situation that I've been observated when work. Sometimes it isn't comfortable.

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I try to be discreet so that the mentee does not feel I"observe"  him/her. I listen to him/her carefully without being influenced by my own stereotypes and trying to understand what i see and what i feel . Αfter the observation , i use ‘Shall we approach it this way?’

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Make questions:
why did you do that, did it work, what would you change.
And then record main ideas

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Never been a mentor never been someone's mentee. But is very important for me the interaction between teacher and pupils.

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I have never observed an action or lesson using an observation guide like that. I find it very useful, especially to record what is observed at the moment.

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I could concentrate my observation on 2-3 points: what I see, what I hear and what I perceive.

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I normally start with a greed
Positive aspects
Can  improve
Must improved
At the end of th grid 3 most important things to focus on

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I will focus my observation on 2-3 points. Before the observation I will discuss these points with the mentee.

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I use different observation documents. The first one is focussed on three aspects: What I see, what I hear and what I feel.

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I do have observation form. I do observe not only teacher, but children as well. I'm trying to be oriented on the topic of observation, for example, children are not washing dishes. I will come for observation in order to see from the side is this teacher that is not showing the correct use of material or the material is not working for itself. I do have a check list, however, this is not used frequently. 

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I do have observation form. I do observe not only teacher, but children as well. I'm trying to be oriented on the topic of observation, for example, children are not washing dishes. I will come for observation in order to see from the side is this teacher that is not showing the correct use of material or the material is not working for itself. I do have a check list, however, this is not used frequently. 

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I’ve never been a mentor, this is my first time. I think that observation is meanfull if you prepare it. I will have a pre-lesson discussion with the mentee in order to establish the focus of the observation and how the observation should be carried out.

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first you talk about the lesson, you read the lesson plan and then assist the lesson. discuss the aims of the lesson and follow the pro-forma. how the teacher interacts with the class is very important.

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While being observed, I've just been asked what my lesson would be about, and the mentor just let me free to do what I thought it was best, then there was a discussion about strategies, contents and feelings in the class. There never was a grid. (Which is probably the reason why I applied to this course!)

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Before the lesson there is a discussion about what the lesson plan is, what strategies are going to be used and there is a checklist of things that mentees need to observe and take notes about. After the lesson there is a discussion considering the checklist and a feedback on what generally worked well during the lesson and on what problems had to be solved.

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As an observer, I always try to adapt the form I use to the actual group and subject. When being observed, the most important thing I do is warn the students not to be frightened because the observation isn't happening to see what they do - it is about me. It usually helps a lot because then they act normal.

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As an observer, I always try to adapt the form I use to the actual group and subject. When being observed, the most important thing I do is warn the students not to be frightened because the observation isn't happening to see what they do - it is about me. It usually helps a lot because then they act normal.

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When teachers or students come to observe my lessons I try to give them focus point of my lesson and lesson goals. We talk also about atrategies I used and why I used them .

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When students come to observe my lessions they usually concentrate on specified tasks (e.g. participation of the pupils or the teacher's movement in the classroom…) When I prepare to observe a lesson I ask my mentee, what he wants me to concentrate on. I can provide him a feedback on these points. Afterwards discuss these aspects. 

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When students come to observe my lessions they usually concentrate on specified tasks (e.g. participation of the pupils or the teacher's movement in the classroom…) When I prepare to observe a lesson I ask my mentee, what he wants me to concentrate on. I can provide him a feedback on these points. Afterwards discuss these aspects.

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Firstly,we talk about about the lesson's goals, then about the strategies used. I used an observation grid.

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I would sit with my mentee even before she/he starts preparing to help with brainstorming and deciding the focus of the lesson and observation. Then, before the observation I would talk once again with the mentee to check for her/his ideas and needs. These two talks would give a good insight in the areas the mentee is good at or needs improving.
A pro-forma or a check list is a very good thing to keep track of the things you want to observe and comment on.

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A pro-forma is useful în a lesson observation. But always there are more things observed in a lessons. Depends of  the goals of the lesson. Important is to be prepared to observe and note what is positive and what need to improve.

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When I do mentoring work, we both (the mentee and I) first talk about which goals to achieve and which strategies to use. We have also jointly prepared a simple record grid, which contains these objectives, strategies, and final balance: achieved, not achieved (this section will be completed in the joint observation balance)

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I will focus my observation on few points.Pro-forma is very helpful in preparation of lesson observation.It is easier if mentor and mentee have a object of the conversation and reflection after lesson.

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The discussion between the mentor and the novice must be constructive in order to have a positive impact on the learner. The observations must highligt both the strenghts and weaknesses in order to be constructiv.

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I would discuss with the mentee the goals of the lesson and several points that are going to be observed. The mentee shouldn't have the feeling of being observed critically.

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I will focus my observation on 2-3 points. Before the observation I will discuss these points with the mentee.

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In my own practice I've used pre-observation forms; observation forms and post-observation forms. It is important that mentor and mentee discuss beforehand the plan of the lesson and focus on the essence of the what is about to happen during the lesson. While observing the lesson the mentor shouldn't rely only in the observation form or check-list, it is important to note down any aspect that draws out our attention.
The post-observation form is important so that mentor and meentee reflect on what went welland/or wrong, in order to improve practices.

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A good discussion about the lesson's goals before it is a very good way of preparation for the lesson. Then discussing the lesson after it - we have to agree that every lesson is different even according to the same plan as students react differently, work in different pace. We have to consider it. When I was a mentee I had a very good mentor - she understood a lot and gave me very helpful advice.

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Galatiani Galouzi, Greece
Galatiani Galouzi, Greece
Before any observation, a deep conversation must take place between a mentor and a mentee. The mentee should refer to the theme of the lesson, the goals he/she aims to and the method he/she will follow to achieve them. The mentor should ask his/her mentee whay he/she wants to observe and if the mentee has no preference, the mentor will be free to observe the lesson with his/her own critiria and, after the end of the lesson, talk with his/her mentee thoroughly about the whole educational process and what else could have been done. The positive observation and the useful advice that the mentor will provide the mentee with afterwars is the best present in their cooperation for both of them...
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Irene C Italy
Irene C Italy
 I think it's really important that mentor and mentee have a meaningful conversation before the lesson observation. Starting by presenting the goals for the lesson and the mentor should clarify the aspects that will be observed.  
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Vayia, Greece
Vayia, Greece
As a mentor, I was given a form to check and another one to complete - a more detailed one- at the end of the mentoring period. Achieving goals setting specific targets were the most important issues- 1 or 2 each time. I am not sure that filling in long forms is helpful- it becomes bureaurocratic and we are missing the point...
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Floriana, România
Floriana, România
I work with kindergarten children who are very unpredictable. Even though I know what to score or to follow, sometimes I cannot follow the steps because as I said, unpredictable situations can occur, but creativity, imagination and spontaneity should save me.
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Hugo Simões, Portugal
Hugo Simões, Portugal
When I perform pedagogical supervision in the context of initial teacher education, I think the best framework for my practice is the clinical supervision scenario because “all phenomena that occur and are observed are analyzed and discussed in order to improve teachers' teaching practice” .
An essential tool for conducting Pedagogical Supervision, whatever the scenario, is the observation methodology and the recording instrument used in classroom observation.
As for the observation methodology that I use, it is properly framed in a collaborative supervision style in a horizontal mode, it is always a dialogical scenario.
In between the different record models that exist, I usually build, in partnership with my mentee, an observation grid with easy-to-fill parameters, which allows a discreet class observation. This grid also contains three fields for writing general observation considerations: “General Comments”, “Aspects for Improvement” and “Global Appreciation”.

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Rosa Medeiros, Portugal
Rosa Medeiros, Portugal
I think the pro-forma given is very important in the preparation of lesson observation .  To have  a meaningful conversation before the lesson observation and should clarify the aspects that are going to be observed. Chose how to introduce the mentor to students, and  will sit in the classroom…

 After, they shoud discuss the lesson in detail and give the right feedback, in order to improve and reconstruct the negative points.

Collaboratively create an improvement plan.

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Susana Stoffel, Portugal
Susana Stoffel, Portugal
It's really important that mentor and mentee have a meaningful conversation before the lesson observation. Starting by presenting the goals for the lesson and the mentor should clarify the aspects that are going to be observed. After, they shoud discuss the lesson in detail and give the right feedback, in order to improve and reconstruct the negative points.
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Iuliana,Romania
Iuliana,Romania
You usually have to give him feedback so he can deal with it based on a questionnaire or an observation grid.

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Maria, Greece
Maria, Greece
As mentors before the lesson, we need to set course goals and take action to promote communication, collaboration and the development of interpersonal relationships.
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Nataša, Croatia
Nataša, Croatia
A pro-forma that is suggested is a great tool for lesson observation preparation. It is much easier if both parts (mentor and a mentee) have the same goal and a object of the observation and the conversation and reflection after the lesson will be more efficient for the mentee's professional development. We all can do only step-by-step improvements. It is good to know what are current needs of the mentee.

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Filiz Kutlu,Turkiye
Filiz Kutlu,Turkiye
Before the lesson the mentee should be informed by the mentor about the aspects s/he is going to be observed. There should be some criteria to evaluate the mentee's performance and s/he should be informed about them.   
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Despoina Amarantidou, Greece
Despoina Amarantidou, Greece
I usually come up with the needs of my mentees and I provide them with a questionnaire.
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Ramunė, Lithuania
Ramunė, Lithuania
Before observing a lesson it is nesessary to inform the teacher about it. I have to know what to focus on while observing (either the teacher specifies a point or the assitant headmasters give us details). After observing the lesson, feedback is essential. I believe, proforma is optional, but it can help focus on some points.
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I think that an obse
I think that an observation form that focuses each time on a specific area is necessary. So, before the lesson, a discussion about this specific area needs to take place between mentor and mentee and any queries are explained. After the lesson, another discussion with mentor's feedback should follow. 
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Daniela Camurri, Italy
Daniela Camurri, Italy
When I observed my mentee I prepare a pro-forma in advance with her, so she used the same when she went to observe my lesson, too. It was very useful to evaluate our work at the end of experience
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Sunčica, Croatia
Sunčica, Croatia
I most recently had an experience of being observed. I had to have a good written preparation, and I had to think about a lot of elements of the lesson - approaching students with difficulties, classroom organization, classroom atmosphere, considering each student's activities, and efficient forms of formative assessment. I had to be prepared for any kind of problems in the classroom since it was a class I've never been to. I wish I had the opportunity to talk to the observer before the class to point out what worries me and what I want to be observed.
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Before observing a m
Before observing a mentee I meet with them and we have a conversation about the lesson and how the mentee see the lesson playing out. The mentee then identifies the area or part of the lesson they want help with. 
During the observation the mentor is especially looking at this area but also notes what is going well and other areas that may be challenging for the mentee. 
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Karela Georgia, Greece
Karela Georgia, Greece
Before the lesson observation I would identify the needs of the mentee and specify the objectives of it with him. After the lesson observation I would give him feedback.
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Cristina Eusebio
Cristina Eusebio
As a mentor ,I would identify the needs and focus on the activities we intend to do.  Then I would define the objectives   before  the observation. 
After the observation, I would  give  the colleague the relevant points and suggestions.

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Helena M, Portugal
Helena M, Portugal
As a mentor, before the lesson I would  identify some key focus questions for observation and   before  the observation starts I would discuss them with my mentee,  so that he/she understands the purpose of those observations.
After the observation, I would  give him/her a feedback on some things that are relevant for the mentee and some suggestions.
 

 
 
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Efi, Greece
Efi, Greece
As mentors before the lesson we should specify the objectives of the lessons with the mentee and after the lesson the extent of their effectiveness. We should offer positive feedback and provide various suggestions for the mentee to choose the one best suited for him. It is useful to have a pro forma and take notes. 
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Eleni, Greece
Eleni, Greece
I observe and keep notes on positive teaching features and aspects of teaching that could be improved without the use of a pro-forma. I usually ask the mentee's opinion and if she is satisfied with children’s reactions. I always start with the positive features and then I suggest alternative ways of handling activities and managing children’s behavior.

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Maria, Romania
Maria, Romania
Working with kindergarten children is always full of surprises. I concentrate my attention on the way of teacher to solve different "problems" while keeping children involved and happy. A simple didactic material missing can destroy  the lesson but a creative teacher can avoid that on time.
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Giannis, Germany
Giannis, Germany
A lesson observations is a procedure that consists of a wider preparation. First it is right to inform the mentee or the student teacher that we would like to observe him. Ask him the topic he is about to teach, his concerns and issues either about the topic or students and IT usage. It is also custom to explain that we will attend the class sitting behind so we do not bring inconvenience to the mentee and also disturb the students engagement. A proforma is auxiliary and can help us focus on specific points of interest during the after class reflection. Personally, I would suggest to use a camera so the mentee can notice and outline his strengthens and weaknesses. 

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Άβαταρ του/της 
Ανώνυμος 4 μέρες
I absoloutely agree with your point of view! Theodora, Greece
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Veselche, North Macedonia
Veselche, North Macedonia
I would observe my mentee's activities and methods chosen, how s/he deals with the unexpected situations during the lesson for example. In my opinion, this is very
 important to focus on
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Carla, Italy
Carla, Italy
An effective grid of observation should be based on the activity observed and especially on the objectives of the lesson.

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Vincent, Belgium
Vincent, Belgium
I use the technique that is explained bij Rachel here. Around one week before the observation, I send an email explaining that I' m coming to observe and that it is not to evaluate. Then I give them a small task: I ask them to tell me what are their main issues, so I can focus on the issues that they are struggling with. This way they have a pair of extra eyes that can look for answers on the question of how to improve that specific issue.
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Susana Stoffel, Portugal
Susana Stoffel, Portugal
Nine years ago, I had two observed lessons because it was mandatory in the Portuguese educational system. I planned my lessons according to the topic I was going to teach and the students. I set up the goals and prepared the activities. After each lesson, all the details were discussed with my mentor, in prder to improve.

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Dimitra, Greece
Dimitra, Greece
 An observation  is simply meant to provide evidence and data to help you improve.
The mentor before observing should give the mentee the observation format, details on what the process is and of course objective feedback.
Observations are a key part of the process to becoming better.
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Jasmina,Croatia
Jasmina,Croatia
Usredotočiti se na plan.
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Meltem Akdeniz, Turkey
Meltem Akdeniz, Turkey
It is not possible to be able to observe every aspect of a lesson in a few observation sessions. So, the mentor and the mentee should absolutely focus on on aspect of the lesson. The mentor and the mentee should define the key focus of the observation before the observation. The mentor shouldn't focus on every detail during the lesson but instead, he/she should try to catch purposeful details for the mentee. 
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Marina, Greece
Marina, Greece
Personally I would observe how well prepared or not my mentee would be, what methods he/she uses to tackle any problems in classroom and what is the feedback provided to the whole group at the end of the lesson
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Maria Angela, Italy
Maria Angela, Italy
School Italian System   suggest to use a proformed sheet and I admit it was too generic and not focussed on something in particular. 
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Effi Efstathiou Greece
Effi Efstathiou Greece
Allthough i have never been a mentor ,at first i should mark two or three things i want to observe in the classroom  with my mentee. A kind of proforma is necessary.
is he trying to incluse all the students during the lesson and how can he manages this?
what kind of feedback uses he?  
Is there any problem with the management of the classroom during the lesson?
In my opinion , we should agree , where am i going to sit as a mentor, probably at the back of the classroom so i can observe all the area. And of course the students should be informed that i'll be an observer of the teaching.
After the lesson its very important to have an honest discuss with the mentee. What ,in his opinion didn;t work or work perfect and what comment i have to  do.
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Vasilica,Romania
Vasilica,Romania
Is very important to focusate  on the  activity very importante in the lesson plan.
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Cristina, Romania
Cristina, Romania
Sometimes the mentor is focused on paper plan more than on the activity. I think the activity is more important for a good lesson. I had mentors from which I learn so much. I like to reflect on my lesson continuously because I like be creative, to stimulate students  learning. 
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Stamatis V, Greece
Stamatis V, Greece
The starting point of preparing the lesson observation I think is an issue or question put forward by the mentee following a general discussion for example relating to ideas on improving the teaching practice. 
At that point the mentor could propose lesson observation for more in depth examination of the focus of attention of the mentee e.g. engaging all students in active learning. 
Part of the planning for the observation would be the space arrangements. It should be agreed where the observer will be located. That is usually a desk at a corner where the observer has a good view of the whole class without distracting the lesson. It would be useful for the observer to address the children before hand and explain what he/she will be doing in general and why. 
A general pre-forma (focusing on the mentee’s point of concern) would be useful for collecting quantitave and qualitative data and information that could serve as objective feedback leading to reflection and further discussion later. 
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Cristina,Sebes, Romania
Cristina,Sebes, Romania
I would prepare the observation with a discussion regarding the pro forma and the lesson plan. Of course, the mentor and the mentee should agree wich activity will be observed, so both will know on what they must stay focused; such as: the methods, the scientific informations, the Q@A session, the feedback, the relation with the students. Before observing the lesson, the disscusion of the lesson plan is important, but during the lesson, the mentee might not respect the lesson plan  and change the methods if the situation requires. it is also import to discuss with the mentee about the space arrangements and the using of a computer. 
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Paula Vieira, Póvoa de Lanhoso, Portugal
Paula Vieira, Póvoa de Lanhoso, Portugal
As a mentor,  I prepare the lesson observation with the mentee by giving some suggestions about the lesson plan he/she has prepared in advance. After the lesson, we meet to discuss the most important issues of the lesson, either being positive or negative and arrive to some consense. I use the observation table adopted by our school to take notes about pedagogical, scientific and technical aspects. Rachel's pro-forma is quite original and can be very helpful for my future lesson observation. I especially like the idea of having the mentee's questions as a starting point for  the lesson observation.
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Ivana, Slovakia
Ivana, Slovakia
As a mentor I prepare for lesson observation according to aims which I and my mentee set up during the previous meeting. In generally I focus on climate in the class, on the communication between teacher and student, students each other, on reflection and feedback.
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Najoua Slatnia, Tunisia
Najoua Slatnia, Tunisia
To prepare an observation lesson, I see that it is important to:
- Take an idea of the lesson that the mentee will present. (just know what lesson)
- Prepare my own pro-forma in which I specify the probable aspects that I will observe and focus on.
- Focus part of the relationship between mentee-students, movement in the classroom, body languages used by the mentee...etc.
- After the lesson, before starting my observations and discussion, ask the mentee what the thinks he think that he has succeeded or missed.
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Lucia Italy
Lucia Italy
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Maria Cersosimo, Italy
Maria Cersosimo, Italy
Five years ago I was observed by my mentor twice because I was a new permanent teacher.  My mentor and I chose the pro-forma among a selection of checklists provided by the national system. So we decided together which one was the most suitable for us and which was our focus. It was a really helpful situation because my mentor mede me see a variety of little tiny details that I couldn't have caught without an external eye.
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Sarah, Malta
Sarah, Malta
As a mentor I try to focus on 3 main aspects and observe those mainly. When someone is observing me I try to add innovative ways how to go about  the lesson. 
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Anna Athanasopoulou, Athens, Greece
Anna Athanasopoulou, Athens, Greece
First, as a mentor, I would arrange a meeting with the mentee to discuss which parts of the course he would like to focus on. What would be most useful for him? Some possible questions for me to understand as a mentor the usefulness of the observation lesson would be:
a) What is the stated objective(s)/purpose of this lesson (what do you want the student to learn and why)?
b) Is the mentee interested in increasing his or her connection with the students and how?
c) Does the mentee follow some strategies to stimulate students' interest in new knowledge? For example, how do mentee relate students' old knowledge with the new?
d) Are there students with learning disabilities in the classroom? If so how can our teaching be differentiated?
e) What resources and how do the mentee intend to use in this lesson?
After an honest discussion, the mentee would decide which of the above would like me to observe and why. We will choose one or two goals in order to have a better observation. 

Using the Pro-forma is useful because it will help me to concentrate on my observations. Even if I use such a  pro-forma I have to be careful not to devote myself to completing it and not record interesting things that are noticed as the lesson goes on. Together we will prepare the pro forma and after the lesson observation, we will have a discussion about what I observed.
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Beatriz, Spain
Beatriz, Spain
When I was a mentor, my mentee showed me the lesson she was going to put into practice prior to the class. We anlysed it to see if it was adequate and discussed problems that might occur, anticipating posible solutions. During the lesson I took notes and after the lesson we shared our impressions.

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Miliana,Romania
Miliana,Romania
The mentor must provide constructive feedback rather than highlighting the mentee"s mistakes.
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Carmina, Portugal
Carmina, Portugal
In my school we have peer to peer observation, to improve methodologies and good practices. It's been a valuable project as people have a prior meeting to talk about the type of class they are going to observe, we have a checklist we fill in during the observation and then a post observation meeting to talk about the class. I always prepare myself when I observe and when I am being observed, as I consider this exchange of perspectives and points of view very important for my daily practice. I always pay attention to new methods or strategies and then try to use them in my own classes.
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Paola, Italy
Paola, Italy
I happened to be a tutor to a new colleague only once. In Italy this role does not exist. It was not an observation but a work with four hands ... The class was mine, the lesson was mine, I had to see it teach my activities, my methods, my students.
It was certainly not the right situation: the colleague was embarrassed and blocked by the students' curiosity.
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Svetlana, Serbia
Svetlana, Serbia
I have form for observation, and it is related to forms of inspection forms, but more detailed. I also make a plan of observation, for example - in October 2019.ten teachers will be observed - by names, and then they chose day and class for observation. I talk with them before class about the teaching process, and then we are going together to the class.
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María, Spain
María, Spain
When I was a mentee, my mentor let me know how she was going to assess my performance in class so that I could cover all the aspects. Apart from this, she also considered how I managed with the children and the way she perceived me in class. I mean, mentors also should evaluate how mentees feel towards a situation: if they might feel overwhelmed, if they like what they are doing or not, if they have patience and so on. I truly believe this, specially while talking about education because in my opinion, is a vocational job.

I had also some jobs in which I was observed from time to time without knowing the points that they were considering. Nevertheless, If you feel confident and have organized the lesson beforehand, I do not think that any mentee could have any problem.

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Carla, Italy
Carla, Italy
When I was a mentor two years ago the Italian System had just introduced a more formal way of training for student teachers so we had to use a proforma and I must admit it was too generic and not focussed on something in particular. So rather then being an instrument to improve the quality of teaching it resulted only in a way to tick off right behaviours in order to assess the performance. We had to do that twice each, which meant also the mentee came into my lesson and observed and ticked off. The thing we did in both cases to prepare and try to overcome the overall genericity of the proforma was to choose a lesson in which we would be dealing with the same topic..In one case she first came to my lesson and then i to hers, while in the second we decided to reverse the order. The former lesson was actually teaching and the latter testing the students orally. we discussed our observations a lot in both cases, and that was quite helpful for both.
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Suncezgb
Suncezgb
We have forms for observations. Before talk to mentee - let him/her feel confident, define the observation time, theme and thinks that will be observed.
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Stavroula, Greece
Stavroula, Greece
 
Pre-observation phase for the mentor 

1. Collaborate with the mentee, make him/her feel confident. Discuss the reason for the observation. Make clear if it is related to an evaluation or promotion. 

2. Define the observation theme ie. collaborative learning, questioning methods, communication, noise, climate in the classroom, project based learning, inquiry learning, differential education, inclusion, design thinking, initiative to students etc. 

3. Collaborate to choose the right method for the observation ie pro-forma, students’ questionnaires, video etc. 

4. Agree with the mentee on the details ie. How to introduce the mentor to the students, where the mentor is going to sit, how to act in the classroom etc. 

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Lúcia Santos, Portugal
Lúcia Santos, Portugal
In my country, mentoring occurs when you start teaching and when you want to progress in your career (since we have 10 different stages). It's a burocratic process, where you have to fill the systems requirements, if you want to be considered a "good" professional.  You have to deliver detailed lessons plans and the mentor observes you in action. He grades several itens, like:  if you accomplished the lesson goals (programmatic/ linguistic contents) and the class environment (general behavior and your empathy with the students). The feedback is mainly in terms of what went wrong and what you should improve. In my first year of teaching, I had a mentor that was very experienced, but had no clue what was like teaching students that were considered "problematical".  I think the mentor should have a smooth approach when if comes to class observation. The lesson plan is important, but the mentor should have in consideration the class, the school environment and the formative (and not only the summative) aspect.
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Hanife, Turkey
Hanife, Turkey
I have pre-observation meetings with the mentees and let them know the required pro-forma to be used in the observation. I think I try to write down everything and not choose a certain focus for the observation. To be able to focus on one area per observation, you need to be in a constant cycle of observing classes not once or twice a semester and not with the aim to decide whether the student teacher passes or fails.
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Buta Ramona-Romania
Buta Ramona-Romania
I talk to mentee about the preparation of the lesson.
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Voicu Corina, Romania
Voicu Corina, Romania
In my country the mentor have to write a special form. It is verry birocratic and takes a lot of time. For me was more important to recive more advices in that time, not to make more papers.
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Graça
Graça
 mentor, the observation of a lesson 

In my context class observation does occur, but iit is either very proforma like, to meet the requirements of the system and  eventually sustain summative assessment, or more  focused on what really happens in the class by way of notes taken during the course of the lesson. On being mentored, I was confronted with a class observation practice that was very inflexible and proforma-based. The mentor was viewed as much more knowlegeable and experienced and his opinion could not be disputed or even discussed. In fact, he spoke far more than he listened (if he did at all). and took extensive notes. Similarly to Etelvina’s.it was na exteremely intimidating experience. 

In line with some of the views expressed in the padlet (Ina, Alex, Carmen, Marianthi),not only does lesson observation constitute a vital with regards to the establishemnt of a truly collaborative relationship between the mentor and the mentee, by way of the previous analysis and discussion on the content and organisation of the lesson to be oserved, bu it also provides a real opportunity for mprovement and growth both the mentor and the mentee’s viewpoint. 

As a mentor, the observation would be prepared with a previous meeting, during which the lesson plan would be analysed and discussed. I would try to put myself in the mentees position to try and undertsand the purpose of the lesson and the likely way it would develop. I believe we would then go on to define which specific aspect(s)  the observation should focus on and that would constitute the centre of our post-lesson conversation, which would consist of a few questions for open discussion, so as to identify areas of strength and weakness, possible changes to the   next lesson  and a reformulation of the course of action as and when necessary. 
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Mira, Croatia
Mira, Croatia
Thinking about your own mentee or colleague observations, how do you prepare for a lesson observation? Or what type of preparation do you have experienced when being observed? Share your reflections on your experiences in the Padlet below.

Before observing, we determine the observation goals, we look at student activity, communication with students, time management, the achievement of lesson goals. After an hour, I talk to the mentee. I start the conversation by asking if she is satisfied with the lesson, if not, I ask what she is not and what she would do differently. I prefer that mentee has an active role in the analysis.
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Ioanna, Greece
Ioanna, Greece
A general detailed checklist may be used, otherwise a special one, focusing on the specific issues may be prepared by the mentor. Then, mentor along with the mentee should go through the checklist, update it if necessary and agree on the key points on which the observation will be based on. Mentor should study very carefully these key points just before the lesson starts, and also agree with the mentee on some practical matters: where to sit, how he/she will be introduced to the students, whether he/she participate in any way to the lesson. The checklist shall help to delimit the observation but in no way it shall restrict the mentor from having a critical view on the overall teaching capacity of the mentee and the mentoring goals on which they have both agreed. A meeting following the observation should also be pre-arranged, so that immediate feedback is given to the mentee and collaborative discussion triggering reflection takes place, just after the lesson, while both have all the lesson details fresh in mind.      
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Irene, Greece
Irene, Greece
I would choose a ceritfied assessment grid and along with my mentee we would modijy it to serve our needs. 
When I was observed  teaching myself, I hardly remember what my mentor was actually going to observe or II don't remember having been told what I was going to be observed on. Yet, I remember my mentor's positive feedback on various aspects of my teaching which I, from than on, tried to adopt and even enhance.
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Emiliana, Italy
Emiliana, Italy
I will prepare a grid with different objectives. A kind of Rubric in which I determine diverse aspects I want to observe. I will give them points and then I will examine the grid with my mentee showing him/her my ideas and opinions, pros and cons to develop and work better in class.
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MMGuedes, Lagos - Portugal
MMGuedes, Lagos - Portugal
As a mentor I tried to apply what I've learned as a mentee; which I consider it was very useful.
This way, before each class observation, I discuss with mentee which will be the class topics, i.e. contents that will be worked along obserded class: mentee presents his/her ideas about the best way to deliver the planed class contents, which activities and resources he/she intends to put in practice.  At this stage, I can present some suggestions in order to have the mentee more "relaxed" for the observation moment itself.
Another  thing I use to do is to invite mentee to atend some of my classes and, also, other colleagues lessons. This way, he/she can have a wider perspective how to manage class contents, students behaviour and, of course, unpredicted class situations.
But, for me, the most important is to share with the mentee the idea that each class has its own particularity and, from one day to another, the same class can have a completly different behaviour  (after all, they are still childs or teenagers) and, at same time, to have him/her to understand that class observation is part of a process of growing, personaly and professionally.
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Alexandros Barmpas, Athens, Greece
Alexandros Barmpas, Athens, Greece
First, I create my own pro-forma without mentee. I write down a number of brief sentences on things to observe. Under each sentence I leave a space for notes. Some of my sentences could be:
 
1) Does the teacher use means and methods that make the lesson attractive? What are these;
2) Does the teacher apply means and methods that ensure the engagement of all students? What are these;
3) Are students given the opportunity to work in small groups?
4) In what ways do students get feedback?
 
After that, I with the mentee. I ask him to suggest things he would like me to observe. I show him my own suggestions. We talk about those sentences and we choose together what I am eventually about to observe, making sure to observe a few things at a time. 
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Άβαταρ του/της Marianthi Platsi
Marianthi Platsi 7 μέρες
Very well structure Alexandros, I fully agree on that. I would add if the mentee is in line with syllabus as well.
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They watch me every year and it's never too comfortable. It's stressful, but the conversation is motivating, so quickly stress overcomes comfort.
They watch me every year and it's never too comfortable. It's stressful, but the conversation is motivating, so quickly stress overcomes comfort.
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Valentina
Valentina
My lessons were observed many time, after class we were talk about what was good or what to do different. I have to say it is very stressful for me. I think that is stressful for every of us, no mater how many experienses in teaching we have.

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Tonka, Croatia
Tonka, Croatia
I think it is good to make a checklist with all the important components. You need to familiarize the imentee with the checklist. it is personally important to me that the mentee feel relaxed because I always remember my negative experience when my teaching was observed.
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Ana, Spain
Ana, Spain
I've never been a mentor. However, I have prepared myself when being observed. I've talked to the person who was looking at me, and we did discuss in which to be focused when working with my students. That helped me a lot because I completely knew what I needed to do to get a better grades.

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Carla Passinhas - Portugal
Carla Passinhas - Portugal 
Observation without evaluation is the highest form of intelligence.
Jidda Krishnamurti


For me this is the essence of evaluation. 
In my school we observe different collegues working with classes to learn from them and not to evaluate their work or criticize it. Then we reflect on what we have learned and how we can include what we have learned in our practice.

 I dont agree with pairs evaluation because I think everyone is different and the evaluation is a subjective process




 

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Niels, the Netherlands
Niels, the Netherlands
I have never been a mentor observing a lesson. However, I have been in teacher training and I was observed by experience teachers during my internship. After such an observation I got feedback, most of the time not immediate feedback, because my observers had to teach their own class. Most of the time I got delayed feedback, and sometimes not even the same day. I think it is important that you as a mentor reserve some time after the lesson so that you can provide immediate feedback to the student. Delayed feedback does not work so well, because both the mentor and mentee have to recollect the lesson. With immediate feedback this stays fresh in your memory. There even wasn't a pro forma document and I got the feedback that I did do something wrong during the lessons, but was not invited to reflect on it and did not receive feedback on how to deal with that certain issue the next time. My mentors weren't very good in that case.
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Daniel-Spain
Daniel-Spain
I have never been a mentor so far. However, I have been involved in similar observation tasks like marking oral exams, presentations etc. Having a pro-forma and a check list reallly helps. One of the risks would be to try to observe too many unrelated aspects in the same lesson. Focusing on a number of aspects per session will be more useful. 
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Efrén, Spain
Efrén, Spain
I have never done an observation, but I think I would firstly talk with my mentees about their difficulties when it comes to teach a lesson, in order to focus on the main problems.

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Raquel - Portugal
Raquel - Portugal
I believe a conversation with the mentee is essential before observation. I also think that when observing the mentee’s lesson, it is crucial to have his lesson plan in advance. The mentor should prepare a checklist for the lesson observation. This list would help the mentor to be clearer when doing the observation. The checklist should take into account features such as scientific knowledge; learning goals; methodology and strategies; needed resources; timeline accomplishment; class management; students’ participation and level of involvement or the mentee’s teaching engagement. After the observation feedback is crucial. The mentor should discuss with the mentee his strengths and things he has to improve, sharing his thoughts on the points observed. The mentee then should reflect on the success and shortcomings of the lesson, considering how to maximize the strengths and overcome the weaknesses. 

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Pedro Peixoto (Geography teacher) - Portugal
Pedro Peixoto (Geography teacher) - Portugal
I´m the Coordinator of the Department of Social and Human Sciences at my school and therefore I have some responsibility for pedagogical supervision. When I observe classes, in a logic of collaboration and sharing, I have the concern that before the observation, is important to talk with the observed colleague about the subject that will be taught, know the characteristics of the class and define the most important aspects that will be observed during the class.
During the observation of the class I don`t want that the students think that it is the teacher who is being observed, so I have the concern to interact in the class, in a kind of support so that the students could be comfortable and not think that it is a different day of class.
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Christos, Greece
Christos, Greece
The first thing I would do to participate in observing a lesson would be to design the observation to take into account all the parameters to make the observation process as accurate and as refined as possible. This I believe would be possible if we designed the observation indicators together with the course of the lesson. I would show to the mentees video of other observations I made with other mentees as to have an idea of the procedure, and to feel safe.
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Marinela, Croatia
Marinela, Croatia
We have some sort of check-list and a conversation with mentee is essential before observation. While reading some materials on this course I saw an idea that the best pro-forma is a blank paper sheet!
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Rubén Esparza, Spain
Rubén Esparza, Spain
I have never done a lesson observation  as a mentor because do not usually do them in Spanish, but I was observed several times while I was working in the USA.
Before being observed I was told what the observer would be focusing on, she used a pro-forma, that was shared with me before the observation and revised after the observation.
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Sandra Leite - Portugal
Sandra Leite - Portugal
Dont limit yourself only to a check listo or pro-forma. Pick up the nuances of the lesson and before the observation the mentee identifies key focus question for observation. It is so importante to discuss with mentee what we should look and record to address the focus question. I remembre that in the collaborative work there is cooperation, there is mutual help in the execution of tasks. The development and observation of activities can create a rich academic and social learning environment for teachers, as well as provide a higher degree of job satisfaction. This kind of work also allows us to rescue values such as sharing and solidarity - which have been lost in the path of our extremely competitive and individualistic society. In collaboration, while working together, members of a group trust each other to achieve common goals negotiated by the collective.
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Άβαταρ του/της Ιωάννα Γαρδίκη
Ιωάννα Γαρδίκη 7 μέρες
Very well said! Checklists and formas may be handy but they should never distract us from the gist of the whole process.
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Alexandra M., Greece
Alexandra M., Greece
I agree with Jean’s opinion about the tree-part process, before, during and after observation. I also find necessary and helpful to use one pro-forma.

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As a school psychologist, usually my observations in classrooms are more focused on particular students and not so much on the teacher. Thinking about an observation of a mentee, I think I would use a pro-forma and then, after the class, I would discuss with the mentee all my notes (positive and negative aspects).
As a school psychologist, usually my observations in classrooms are more focused on  particular students and not so much on the teacher. Thinking about an observation of a mentee, I think I would use a pro-forma and then, after the class, I would discuss with the mentee all my notes (positive and negative aspects).
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Manuela Correia, Portugal
Manuela Correia, Portugal
Taking notes during a lesson observation is important, sure. But I'd like to leave you with a question:
How about recording (on video) the lesson?
Obviously this video is not intended to be published and it could provide a good insight to the teacher's 'performance. Body language, your tone and posture, where you are in the room, all these are very important aspects when facing a class, so seeing yourself in action (you being the mentee) could lead to very positive conversations and reflections after the lesson.
I understand it can be intimidating, but having someone observing your lesson is already intimidating, so why not?...



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Diana
Diana
In Romania we use pro-forma, and after the lesson we discuss all the observations noted. I note both, positive and negative things.

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Zvonko, Serbia
Zvonko, Serbia
Since I have no experience as a mentor or mentee, I will try to answer. It is very important whether the teacher succeeded in achieving the main goal of the lesson in an interesting way for students, respecting certain pedagogical principles in the same time.
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Laura Maria, Portugal
Laura Maria, Portugal
I think Rachel's video and the pro-forma given is very important in the preparation of lesson observation. I had never done this and I think this way is very useful. In my experience of observing colleagues' classes we used a general pro-forma and also registered everything that we though should be noticed. This made the observation and also the post-lesson discussion very intense. Focusing on specific pre-defined questions is a good way for a deeper and  more effective result.
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Constantinos Selevistas, Greece
Constantinos Selevistas, Greece
Although I have no mentor experience, I have tried the lesson observation method when collaborating with other teachers of my school. WHAT I HAVE DONE SO FAR: 

I discuss with the teacher why does he/she need my help – what he/she would like to be observed. After that we try to figure out which is the best way of observation: will it be better to use a checklist, a pro – forma, a tape recorder, to keep some notes, will it be necessary for the mentor (me) to take an active role during the lesson (no/yes and why), does the teacher wants from me to focus on some specific aspects of his/her teaching (for instance, the way he handles time or posing questions)? 

Will the teacher have a concrete lesson plan or not? 

I ask the teacher to inform the students about the observation some days before I enter the classroom 

I discuss with the teacher where is the best place for me to sit during the lesson observation so as to interrupt the lesson as less as possible. Sometimes (rarely) the other teacher discusses with me which would the best way for the students to sit (separate or in groups). That's all! Greetins to every body!

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ever had to observe lesso
ever had to observe lessons of a mentee. 
I thin
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Z
Z
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Zvonimira, Croatia
Zvonimira, Croatia
Observation of the lesson should be prepared in a way to jointly design a checklist to discuss after an hour and determine what needs to be fixed and what has been done well. Students should also be given exit cards at the end of the lesson, which can then be analyzed again.
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Graça
Graça
In my context class observation does occur, but iit is either very proforma like, to meet the requirements of the system and  evetually sustain summative assessment, or more  focused on what really happens in the class by way of notes taken during the course of the lesson. As a mentor the observation would be prepared with a previous meeting, during which the lesson plan would be analysed and discussed. I would try to put myself in the mentees position to try and undertsand the purpose of the lesson and the likely way it would develop. I believe we would then go on to define which specific aspect(s)  the observation should focus on and that would constitute the centre of our post-lesson conversation, which would consist of a few questions for open discussion, so as to identify areas of strength and weakness, possible changes bhe  then next lesson  and na adpation of the course of actyion as and when necessary. 

On being mentored, I was confronted with a class observation practice that was very inflexible and proforma-based. The mentor was viewed as much more knowlegeadable and experoecced anfd his opinion could no be disputed or even discussed. In fact, he spoke far more than he listened (if he did at all). and took extensive notes. 

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Federica P., Italy
Federica P., Italy
If I became a mentor in my school, I assume I would receive a pro-forma to fill in with a check-list about the teaching tools used during the lesson, the mentee's skills, the students' behaviour and feedback etc. I think I would  inform my mentee in advance about the observation procedure and I would add my personal notes to the pro-forma, e.g. about the general atmosphere in the classroom or the mentee's body language. 
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Ana, Portugal
Ana, Portugal
As someone who has been observed, I usually notice that my mentors or supervisors have some sort of document that they fill in to record whatever they see fit. 
As someone who may observe someone else's lessons, I would try to get to know as much as possible about the class and grande, for example. And have a protocol sheet where I would register relevant items to discuss with my mentee. But I wouldn't focus on noting down all - I think it is important to see interactions and read body language, too. For that, I'd need to actually use my eyes (to see), more than my hands (to write).
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Hasan Turgay Özçelik
Hasan Turgay Özçelik
I believe it is important to talk about expectations, needs and learning aims before the lesson will be observed...
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MONICA CIOBANU-ROMANIA
MONICA CIOBANU-ROMANIA
To begin with, I read the lesson plan, if necessary make a few observations.
During the lesson they only intervene if it is a very urgent matter, and if they do, they intervene discreetly without disturbing the activity.
After the lesson, we will then meet and go through all the stages of the lesson, its positive and / or negative aspects and I will focus especially on how to improve.
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Rita Neves
Rita Neves
In my school, teachers observe and discuss each other’s lessons as a way to improve teaching practices. We use an open school pro-forma, and we can address only one aspect of the lesson. I believe it is a productive and fruitful experience for all.
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RenataZd
RenataZd
I never was mentor face to face, but I remember one old observation plan that asked a lot of questions about time-planing, schedule of teacher and student activity, relationship and atmosphere in class. It was very detailed and thorough.  
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Madalena, Portugal
Madalena, Portugal
When I had trainees who were teaching for the first time I used to ask them to go to my class, showed them my plan and at the end asked them to talk about the lesson.
Then I asked them to plan their lesson. I would analyse it with them before the class so that they felt more secure. After the class we would discuss  the execution and sometimes the changes that had to be made during the class that were not in the plan without dramatization. This was always a concern for the trainees: what if I can not end the plan?!
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Karolina, Croatia
Karolina, Croatia
We use check list and talk after. It is important that pupils understand what is point of lecture, more then to finished all you plan.

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Loredana, Romania
Loredana, Romania
I would realize an observation plan that includes all the tasks that a mentee must achieve and its degrees of satisfaction.
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Cristina Italy
Cristina Italy
Even me as Isa was  mentor for some students and young teachers during my career. I agree that observation is the most important action between mentor and mentee. In my school we use grids of observation. During the lesson of the mentor, the mentee observes 
( it is free observation). At a later time the mentee  conduct a lesson and the mentor observe and register the observation on the grid. At a later time they both discuss about the lesson stages, methods, tools, goals, students activity, etc. 
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I will answer this question theoretically as I have no previous experience as a mentor or a mentee. Although I think the mentor should have prepared with his mentee or he should have informed him about the content of the check box. In this way he will show him that he is not there because he just wants to evaluate him but to really help him.
I will answer this question theoretically as I have no previous experience as a mentor or a mentee.  Although I think the mentor should have prepared with his mentee or he should have informed him about the content of the check box. In this way he will show him that he is not there because he just wants to evaluate him but to really help him. 
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Krisztina, Hungary
Krisztina, Hungary
I always ask my mentee what he/she wants me to focus on and after the lesson the primary discussion is linked to that given focus
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Tamara, Croatia
Tamara, Croatia
Whwn I observes ma colleagues as mentor, we prepares together chek-list. After the lesson we discuss and write a report tohether.
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Ela, Poland
Ela, Poland
I was a mentor for some students and young teachers during 30 years of  my school career. Observation is the most important action between mentor and mentee. Generally in our school we use the special lesson document observation ( something like pro forma). First of all the mentor conducts lesson, the mentee observes 
( it is free observation) and then they both discuss about the lesson stages, methods, tools, goals, students activity, etc. The mentor try to show an exemplary lesson. After that mentee prepare his lesson plan and mentor strategy of observation. Before mentee lesson  they talk about these documents. This is the model of cooperation between mentee and mentor in our school.

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Before any observation, a deep conversation must take place between a mentor and a mentee. The mentee should refer to the theme of the lesson, the goals he/she aims to and the method he/she will follow to achieve them. The mentor should ask his/her mentee whay he/she wants to observe and if the mentee has no preference, the mentor will be free to observe the lesson with his/her own critiria and, after the end of the lesson, talk with his/her mentee thoroughly about the whole educational process and what else could have been done. The positive observation and the useful advice that the mentor will provide the mentee with afterwars is the best present in their cooperation for both of them...

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I think it's really important that mentor and mentee have a meaningful conversation before the lesson observation. Starting by presenting the goals for the lesson and the mentor should clarify the aspects that will be observed.

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As a mentor, I was given a form to check and another one to complete - a more detailed one- at the end of the mentoring period. Achieving goals setting specific targets were the most important issues- 1 or 2 each time. I am not sure that filling in long forms is helpful- it becomes bureaurocratic and we are missing the point...

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I work with kindergarten children who are very unpredictable. Even though I know what to score or to follow, sometimes I cannot follow the steps because as I said, unpredictable situations can occur, but creativity, imagination and spontaneity should save me.

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When I perform pedagogical supervision in the context of initial teacher education, I think the best framework for my practice is the clinical supervision scenario because “all phenomena that occur and are observed are analyzed and discussed in order to improve teachers' teaching practice” .
An essential tool for conducting Pedagogical Supervision, whatever the scenario, is the observation methodology and the recording instrument used in classroom observation.
As for the observation methodology that I use, it is properly framed in a collaborative supervision style in a horizontal mode, it is always a dialogical scenario.
In between the different record models that exist, I usually build, in partnership with my mentee, an observation grid with easy-to-fill parameters, which allows a discreet class observation. This grid also contains three fields for writing general observation considerations: “General Comments”, “Aspects for Improvement” and “Global Appreciation”.

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I think the pro-forma given is very important in the preparation of lesson observation . To have  a meaningful conversation before the lesson observation and should clarify the aspects that are going to be observed. Chose how to introduce the mentor to students, and  will sit in the classroom…

After, they shoud discuss the lesson in detail and give the right feedback, in order to improve and reconstruct the negative points.

Collaboratively create an improvement plan.

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It's really important that mentor and mentee have a meaningful conversation before the lesson observation. Starting by presenting the goals for the lesson and the mentor should clarify the aspects that are going to be observed. After, they shoud discuss the lesson in detail and give the right feedback, in order to improve and reconstruct the negative points.

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You usually have to give him feedback so he can deal with it based on a questionnaire or an observation grid.

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As mentors before the lesson, we need to set course goals and take action to promote communication, collaboration and the development of interpersonal relationships.

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A pro-forma that is suggested is a great tool for lesson observation preparation. It is much easier if both parts (mentor and a mentee) have the same goal and a object of the observation and the conversation and reflection after the lesson will be more efficient for the mentee's professional development. We all can do only step-by-step improvements. It is good to know what are current needs of the mentee.

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Before the lesson the mentee should be informed by the mentor about the aspects s/he is going to be observed. There should be some criteria to evaluate the mentee's performance and s/he should be informed about them.

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I usually come up with the needs of my mentees and I provide them with a questionnaire.

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Before observing a lesson it is nesessary to inform the teacher about it. I have to know what to focus on while observing (either the teacher specifies a point or the assitant headmasters give us details). After observing the lesson, feedback is essential. I believe, proforma is optional, but it can help focus on some points.

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I think that an observation form that focuses each time on a specific area is necessary. So, before the lesson, a discussion about this specific area needs to take place between mentor and mentee and any queries are explained. After the lesson, another discussion with mentor's feedback should follow.

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When I observed my mentee I prepare a pro-forma in advance with her, so she used the same when she went to observe my lesson, too. It was very useful to evaluate our work at the end of experience

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I most recently had an experience of being observed. I had to have a good written preparation, and I had to think about a lot of elements of the lesson - approaching students with difficulties, classroom organization, classroom atmosphere, considering each student's activities, and efficient forms of formative assessment. I had to be prepared for any kind of problems in the classroom since it was a class I've never been to. I wish I had the opportunity to talk to the observer before the class to point out what worries me and what I want to be observed.

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Before observing a mentee I meet with them and we have a conversation about the lesson and how the mentee see the lesson playing out. The mentee then identifies the area or part of the lesson they want help with.
During the observation the mentor is especially looking at this area but also notes what is going well and other areas that may be challenging for the mentee.

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Before the lesson observation I would identify the needs of the mentee and specify the objectives of it with him. After the lesson observation I would give him feedback.

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As a mentor ,I would identify the needs and focus on the activities we intend to do.  Then I would define the objectives   before  the observation.
After the observation, I would  give  the colleague the relevant points and suggestions.

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As a mentor, before the lesson I would  identify some key focus questions for observation and   before  the observation starts I would discuss them with my mentee,  so that he/she understands the purpose of those observations.
After the observation, I would  give him/her a feedback on some things that are relevant for the mentee and some suggestions.

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As mentors before the lesson we should specify the objectives of the lessons with the mentee and after the lesson the extent of their effectiveness. We should offer positive feedback and provide various suggestions for the mentee to choose the one best suited for him. It is useful to have a pro forma and take notes.

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I observe and keep notes on positive teaching features and aspects of teaching that could be improved without the use of a pro-forma. I usually ask the mentee's opinion and if she is satisfied with children’s reactions. I always start with the positive features and then I suggest alternative ways of handling activities and managing children’s behavior.

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Working with kindergarten children is always full of surprises. I concentrate my attention on the way of teacher to solve different "problems" while keeping children involved and happy. A simple didactic material missing can destroy the lesson but a creative teacher can avoid that on time.

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A lesson observations is a procedure that consists of a wider preparation. First it is right to inform the mentee or the student teacher that we would like to observe him. Ask him the topic he is about to teach, his concerns and issues either about the topic or students and IT usage. It is also custom to explain that we will attend the class sitting behind so we do not bring inconvenience to the mentee and also disturb the students engagement. A proforma is auxiliary and can help us focus on specific points of interest during the after class reflection. Personally, I would suggest to use a camera so the mentee can notice and outline his strengthens and weaknesses.

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I would observe my mentee's activities and methods chosen, how s/he deals with the unexpected situations during the lesson for example. In my opinion, this is very
important to focus on

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An effective grid of observation should be based on the activity observed and especially on the objectives of the lesson.

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I use the technique that is explained bij Rachel here. Around one week before the observation, I send an email explaining that I' m coming to observe and that it is not to evaluate. Then I give them a small task: I ask them to tell me what are their main issues, so I can focus on the issues that they are struggling with. This way they have a pair of extra eyes that can look for answers on the question of how to improve that specific issue.

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Nine years ago, I had two observed lessons because it was mandatory in the Portuguese educational system. I planned my lessons according to the topic I was going to teach and the students. I set up the goals and prepared the activities. After each lesson, all the details were discussed with my mentor, in prder to improve.

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An observation is simply meant to provide evidence and data to help you improve.
The mentor before observing should give the mentee the observation format, details on what the process is and of course objective feedback.
Observations are a key part of the process to becoming better.

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Usredotočiti se na plan.

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It is not possible to be able to observe every aspect of a lesson in a few observation sessions. So, the mentor and the mentee should absolutely focus on on aspect of the lesson. The mentor and the mentee should define the key focus of the observation before the observation. The mentor shouldn't focus on every detail during the lesson but instead, he/she should try to catch purposeful details for the mentee.

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Personally I would observe how well prepared or not my mentee would be, what methods he/she uses to tackle any problems in classroom and what is the feedback provided to the whole group at the end of the lesson

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School Italian System suggest to use a proformed sheet and I admit it was too generic and not focussed on something in particular.

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Allthough i have never been a mentor ,at first i should mark two or three things i want to observe in the classroom  with my mentee. A kind of proforma is necessary.
is he trying to incluse all the students during the lesson and how can he manages this?
what kind of feedback uses he?
Is there any problem with the management of the classroom during the lesson?
In my opinion , we should agree , where am i going to sit as a mentor, probably at the back of the classroom so i can observe all the area. And of course the students should be informed that i'll be an observer of the teaching.
After the lesson its very important to have an honest discuss with the mentee. What ,in his opinion didn;t work or work perfect and what comment i have to  do.

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I would prepare the observation with a discussion regarding the pro forma and the lesson plan. Of course, the mentor and the mentee should agree wich activity will be observed, so both will know on what they must stay focused; such as: the methods, the scientific informations, the Q@A session, the feedback, the relation with the students. Before observing the lesson, the disscusion of the lesson plan is important, but during the lesson, the mentee might not respect the lesson plan and change the methods if the situation requires. it is also import to discuss with the mentee about the space arrangements and the using of a computer.

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Is very important to focusate on the activity very importante in the lesson plan.

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Sometimes the mentor is focused on paper plan more than on the activity. I think the activity is more important for a good lesson. I had mentors from which I learn so much. I like to reflect on my lesson continuously because I like be creative, to stimulate students learning.

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The starting point of preparing the lesson observation I think is an issue or question put forward by the mentee following a general discussion for example relating to ideas on improving the teaching practice.

At that point the mentor could propose lesson observation for more in depth examination of the focus of attention of the mentee e.g. engaging all students in active learning.

Part of the planning for the observation would be the space arrangements. It should be agreed where the observer will be located. That is usually a desk at a corner where the observer has a good view of the whole class without distracting the lesson. It would be useful for the observer to address the children before hand and explain what he/she will be doing in general and why.

A general pre-forma (focusing on the mentee’s point of concern) would be useful for collecting quantitave and qualitative data and information that could serve as objective feedback leading to reflection and further discussion later.