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Pro forma is very useful and it helps me wit to my classes

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Lesson observations should be carefully prepared and thought through.

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For the observation of a lesson I prepare myself discussing with my pupil on the issues to be addressed and the strategies to be put in place to overcome the obstacles. An observation grid facilitates the task. After the lesson, he discusses the strengths and the critical issues to be addressed.

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A very good lesson must be prepared b a teacher with her/him mentor .

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Lesson observations should be carefully prepared and thought through.

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I sometimes observed lessons of my collegues, being the head of the form-masters in our school. I usually used a form which I completed with details referring to the goals of the lesson , the methods/ techniques used to teach the chosen topic, the attitude of T/ Ss, the forms of evaluation.

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Observing a lesson is not as easy as it seem to be. During the lesson you have to pay attention to informations, contents, time, the achievement of the goals. It's important taking notes during the lesson in order to set some things that need to be discussed in order to improve the teaching activity. A pro-forma is useful especially at the beginning of the activity as a mentor. A meeting with the mentee is needed before the observation in order to identify key focu questions for observation. During the observation the mentor should focus on things that are relevant to the mentee at that point.

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when I mentored my colleagues I didn't have this pro-forma at disposal .I think it could be very useful and i will integrate the documents we receive from school institution with this pro-forma involving the mentees in all the process and discussing all the aspects and methodologies applied  before and after teaching and observing . It could be very useful also to improving my personal approach to teaching .Beside that I must say that Ididn't receive any sort of preparation before going into a lesson observation.
I used to meet my mentee before and discuss what she/he would like me to observe and what focus she/he would like the lesson observation to have .We used to discuss then before the observation their lesson plan ,their concerns and consider whatever  could be useful
After the observation we usually had a conversation to analyze the lesson in order to identify what was done well and what needed to be improved and what help I could give if needed

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The observation is based of a standard document realised by the ministery

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Preparing a lesson observation is not quite simple. You must focus on the information , content, time and the achievement of the goals . The mentor should have and pro- form or an observation page for taking notes about the mentee's activity , discuss all aspects of the lesson , making strategies plan in order to improve the teaching activity .

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I never did the tutor. In class, however, often work with a colleague who follows the children with special needs. It is important for me to be able to compare with him and decide together the strategies to be adopted for the whole class.

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Regardless of the plan of observing a lesson, it is important that the mentor does not go with preconceived ideas, focusing on mistakes. Even though the design of the lesson has been discussed before, there are many variables that can cause a lesson plan to change. The mentor should pursue the lesson with a positive attitude, see where and why the original plan, the way of adapting the one who supports the lesson to unforeseen situations has changed. Here is the pedagogical tact and the mentor should discuss with the mentee the positive aspects of the lesson. Discussing the less successful aspects of the lesson should be done in a form of planning the next steps for a future lesson.

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It is very important how you prepare yourself both as an observer and as observed.
I have prepared all the useful school papers for a good lesson, I have tried to apply the most appropriate methods for a successful activity to make a good impression on the mentor who attended my class.

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It is a very good oportunity for us to observe many teaching technique from others teachers.

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In our country we have already a pro-form, which helps mentors to observs better some points of a lesson.

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I have no experience as a mentor, but I have had my lessons observed before. I think that a very good point is made when it is said that it is important to have an observation sheet which has all the main focus points for the observation that have been previously discussed with the mentee. If this is the case, then I believe that the process is more meaningful because it addresses the needs of the mentee and it is focused.

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A helpful tip is to have a meeting with the mentee prior to the observation to get the necessary information about the lesson, class and what he/she wants you to focus on.

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Involved in a pilot e-mentoring project between fellow masters students, I don't use a "lesson observation" such as the described but instead, and for the moment, a not very structured weekly scheme of observation, such: silence or presence of the mentees; number of participations of the mentees, questions asked, etc.
Mentoring in e-learning contex is somehow a different process and raises particular questions, ways of doing, observations...

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Preparing lesson observation I think it veryt strategic in terms of further result we can acvhieve and in termrs of building a fair relationship with mentee

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It is a useful form and I believe that the didactic scenario should be designed according to the competencies concerned.

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I prepare a lesson observationd discussing with my mentee to check the lesson type and content During my observation I don't use a pro-forma but I write down what I consider important, both positive and negative aspects of the lesson and then I discuss them with my mentee

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I never received any training to do an effective lesson observation. Anyway, I’m going to reflect about how things were done when I was observed myself.

I planned the lesson without any help and I didn’t know previously what the focus of the observation would be and it wasn’t discussed with the observer the type of evidence that might be collected during observation.

For recording data and information for the observation my mentor had a pro-forma to complete during the lesson (I don’t know if this pro-forma where he took notes was “official” or created by him). This pro-forma was the sole focus of the observation.

After the lesson observation (on the same day or a few days later) we discussed the lesson. Or rather, my mentor would tell me what went well and what needed to be improved.

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Doing experiments and taking notes for every step of the experiment.

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I must confess that I always have lots of problems when I have a class observation. being observed I'm always wondering whether I'm doing the right thing; and my lack of confidence doesn't help. When I am on the opposite role and I have to observe a colleague I'm eager to learn how they work and I have many difficulties in finding something I can help to improve.

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I must confess that I always have lots of problems when I have a class observation. being observed I'm always wondering whether I'm doing the right thing; and my lack of confidence doesn't help. When I am on the opposite role and I have to observe a colleague I'm eager to learn how they work and I have many difficulties in finding something I can help to improve.

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I must confess that I always have lots of problems when I have a class observation. being observed I'm always wondering whether I'm doing the right thing; and my lack of confidence doesn't help. When I am on the opposite role and I have to observe a colleague I'm eager to learn how they work and I have many difficulties in finding something I can help to improve.

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I think a conversation with the mentee, before observation, is very important; I would ask my mentee what is the aim of the lesson and how will he manage the lesson; I should use a check list, too.

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I usually ask the mentee what difficulty they face in their teaching and based on their answer we agree what we are going to focus on so as to find solutions after the observation together. Useful form thank you very much!

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I usually ask the mentee what difficulty they face in their teaching and based on their answer we agree what we are going to focus on so as to find solutions after the observation together. Useful form thank you very much!

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I think the pro-forma Is a very useful tool. Many thanks!

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Romania
It's better to find out the aspects I should focus on before the lesson.
So,it is useful to have a discussion with the mentee before entering the classroom.It has to be about what should be improved.

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A helpful tip is to have a meeting with the mentee prior to the observation to get the necessary information about the lesson, class and what he/she wants you to focus on. Another one is of course to share the pro-forma with him/her to have a consensus on what is to be observed. Getting ready for the observations implies also on the mentor's part revisiting the topics the mentee asked for assistance with.

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Maria Luís; Portugal

Whenever I observe a lesson I take notes on everything that happens concerning class management, the coherent use of the ICT tools, the attention given to all the students, the pedagogical relationship, accuracy and fluency aspects are taken into account too. Being able to fulfill the lesson plan or to correctly improvise whenever something unexpected (not planned) happens is also important. Timing, pace, enthusiasm, motivation, diversity are very relevant.

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When I observe a coleague of mine, Iprepare a document and fill it during and after observation.

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This year for the first time in my life I was a mentor. It was an interesting experience. I met my collegue at the beginning of the year to share some issues and projects to work about.Then with our students we organized some lessons on topic previously settled. Both of us osserved different way to teach and we learnt a lot from each other but we didn't use any pro-forma document. Finally we shared with our collegues videos, e-book and other documents
produced during the lessons. It has been a big success!Furthemore I could observe my mentee during her lessons about TIC in an upgrade course for teachers. And she was really great. Here is a picture:

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There are two approaches to preparing my lesson observation. There are times when I observe all aspects (structure – pedagogical aspects – clarity – correctness - …). However, my mentee and I agree on focusing on certain aspects from time to time (e.g. correcting mistakes, discipline). Consequently, I just focus on these aspects and we talk about them afterwards. Furthermore, both approaches entail that I get to see my mentee’s lesson plan before the lesson so that I can prepare for my observation.

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During the preparation of my master's thesis on writing competence in elementary education, I observed classes. In the context of this research, I observed how the writing activities began and later analyzed the records made by the students in the daily notebooks.

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I have never been observed and I have never observed, but I think that being observed could be positive since you can improve your way of teaching and your behaviour in the classroom. Being the observer gives you the opportunity to look for particular situations which can be changed. In this case it is important to decide, in advance, what to focus your attention on. Before and after having observed, it is very important that the observer and the student observed discuss about what recorded.

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In our school we don´t have any pro-forma. We only have a final questionnaire to evaluate the mentee. However, I can now see the importance of having such a document. I like my colleague´s idea of making one under the form of a check list and I also like the proposal of negotiating its terms with the mentee to build trust and confidence.

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I our school we have a pro-forma used by those who observe the lessons, usually under the formk of a check list. However creating an additional one, negotiating it with the mentee seems extremely important as it would increase the mentee's confidence and would reduce stress.

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When I observe my coleagues I prepare a questionaire and fill it during and after observation.

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For  first time this year i was a mentor. With my collegue  at beginning we met and stare some issues and projects to work about with our students but we use any kind of observation module. Duri

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For  first time this year i was a mentor. With my collegue  at beginning we met and stare some issues and projects to work about with our students but we use any kind of observation module. Duri

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In Romania there are already typical types of mentoring activity. Since 29.09.2011 there has been "Methodology regarding the establishment of the mentor teachers' body for coordinating the practical training in order to fill a position
"The mentor teacher offers 4 types of support:
A) informational support - the mentor teacher constitutes an informational resource for the trained teacher / instructor, giving it the most up-to-date knowledge in an accessible form, emphasizing its practical and applicative side;
B) instrumental support - the mentor teacher guides the teacher / trainee teacher in training the skill to select materials and information;
C) Valuation support - the mentor teacher provides a substance feedback to form a self-esteem teacher / trainer;
D) emotional support - the mentor teacher provides the teacher / trainer with support and understanding when he / she needs it, in order to increase self-confidence. "

Observing lessons is very important for both the mentor and the mentee because it offers positive feed-back. Strengthens behaviors, attitudes, teaching methods or adjusts and encourages the exploration of new, more efficient ones.

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A pro-form it's really necesary but also you need to know you mentee's oppinion and doubts

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Before an observation of a mentee or colleague, I would like to find out which is the key focus question I should be aware. In our kindergarten there is a pro-forma that has to be used during the lesson’s observation, but this has never limited the mentor in noticing the nuances of the lesson. I would also focus on aspects which are relevant for the mentee and try to remain an objective observer.

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Actually we hav'nt a mentor in our school and i don't

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Pile of Salt
This experiment brought a lot of curiosity to the teachers.
Experiments with young people are curious and interesting.

http://pt.wikihow.com/Fazer-Uma-Pilha-Caseira

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Portugal

For me, it is extremely important to ensure that students realize what the objectives of the lesson are. For this, as a strategy, I use the questioning at the end of the class to ensure effective learning and improve my teaching skills.

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There is no mentoring in my school but if there was I would prepare some questions to evaluate the lesson plan and the teaching procedure of the mentee. I use project presentation observation with my students. I ask them to provide feedback and evaluate their schoolmates for the material and presentation of their work.

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I think the mentor should have an observation page and an evaluation procedure; these documents are needed to guide the evaluation process.

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Actually, to be honest, I wouldn't have thought of forming questions by the mentee. It is a good starting point of establishing a rapport and cooperation

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It is very important but in Greece we don't have that opportunity

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Really, its important to observation of lessons. Lesson observations should be carefully prepared

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i usually use a check-list to observe mentee. In preparing observation we discuss the list , anyway i put attention to how emotion and feelings are shared during the lessons and i consider (as first main feature for good results) the setting and its structure

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For me, it is extremely important to ensure that students realize what the objectives of the lesson are. For this, as a strategy, I use the questioning at the end of the class to ensure effective learning and improve my teaching skills.

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I have been a mentor of some student teachers and I have come across very different situations. In some of the master giving a lesson is not a required activity, but it is in the majority of the cases. I always have commented with them and we agreed the part of the unit they were going to teach, trying to choose always one they could feel comfortable with. I don´t use any checklist for evaluating, I prefer to follow the performance and comment at the end, mainly to see what were the feelings of the mentee while teaching.
In one occasion a responsible of the master came to follow the intervention of my mentee. We were nervous about and we prepared the lessons quite well in advance so the student could feel more comfortable during its intervention and I was working with my own students, just as one more. It was quite tense but... we managed.

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In preparing a lesson it is important to reflect where we want to go, what skills students should acquire.

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Before observation, my mentee and I shared a detailed grid of observation. The grid was used by both at different times. In it, all aspects of the situation were specified: posture, tone of voice, pose in the classroom, tools available, classroom skills, time management, methodologies used, type of activity, attention for pupils with special needs, evaluation , etc

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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Expansion of the universe
Giant soap ball
Using baking powder and detergent, a rod with string.
Mix in 2l of water 200ml of detergent and 100g of baking powder
Wait for it to react, take the rod with barbate on the water tip and start walking with the stick and form a giant ball.
So it is our Universe that is always expanding!

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I have never been observed by a mentor.

I prefer to observe… myself.

From time to time I capture my lessons on video in order to study my lessons.

Now that I read about the proposed pro-forma, I will certainly try it out.

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This year I have been mentor and rarely had any sort of preparation go into a lesson observation.
prior I meet my menthe and discuss what she would like me to observe and what focus she would like the lesson observation to have than plan the lesson,her concern whatever  she think will helper to fill more sure.
after the class observation,we have conversation to analyze the lesson in order to identify what was done well and what needed to be correct.

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During my induction year, the planning was quite important and rigorous. We planned the contents, the lessons’ structure, the classroom management strategies, the teaching strategies and activities, the materials and resources needed.

Then, every week we discussed our planning with the mentors and, after the class observation, we had a follow-up conversation to analyse the lessons in order to identify what was well done and what needed to be corrected or reinforced.

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When I recall the two times I was observed, I think there should have been a clear focus. It could have been productive and helpful for me to be better teacher, if I had posed some key questions to the observer and he had witnessed related topics of my lesson

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In working with children with special needs, it is important that they become aware of what to do. That is why I have to work explicitly open forces to complete the task.

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I have been observed many times by inspectors or mentee. We use pro-formas , check-lists and lesson project. We discuss before the lesson about the main objectives and ways to address them, about materials and methods to be used according to class level and specific needs of the children.

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I use a pen and a notebook for notice and write as much as possible about the lesson. I tried this type of recording during the university and use it with colleague but with students too. My attention will be on teacher,  students, time, seating plan, all the elements that make a lesson.
I use guide question too.
When i have to be observed i try to prepare the lesson in details.

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I have had regular observations throughout my teaching career. To ensure observations are useful for my mentee, we discuss an area to focus on before the lesson and ways to address the main focus.

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I was observed during action -research projects. My lessons were planned according to the project so my colleagues had to observe me while carrying out activities in order to see how the chosen strategies and activities worked. I didn't prepare anything special to be observed, we had prepared a grid to fill in useful for the given feedback!

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I’ve had a list of Do’s and Don’ts by the mentee’s faculty to tick but I also added my own on issues that were not mentioned, mainly on class mananagement and the material to be taught.

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I was the object of mentor observation during CELTA training. My mentor had a proforma, but I was also being observed by a group of fellow colleagues who were taking the course with me, so the feedback came from them, too and it was very useful. After being given my mentor's and colleagues' feedback, I had to fill in a pro-forma myself (hot feedback and cold feedback, where I had to write about my 'gut reaction' immediately after the lesson and a reflection to be written some time after thinking about it.

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As some of colleagues also wrote, I have never formally been object nor subject of lesson observation. I simply was involved in the same lesson with colleagues but never prepared any actual task or plan for this purpose.
I would have my mentee prepare a lesson plan with focus, aim, timing, type of activities well detailed and then I would attend that lesson taking notes about how lesson stack to the plan, in what ways it did / didn't comply with it, any additional worth of note.

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In my school we use an evaluation procedure and a proforma for mentor and mentee.

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When I was a mentee, my mentor would have had access to the lesson plan and material before the lesson observation and would sit at the back of the classroom and would fill in a pro-form during the lesson. It would mention if the goals were met, if the different parts of a lesson were clear (lead-in, input, output…) if the transitions were smooth and logical, if the timing was respected, etc. Afterwards, there was a formal meeting to analyse the whole thing and get feedback on the positive and negative aspects. The conclusions had to be written down in the minute of the meeting. By comparison the pro-forma used by Rachel L. looks much more doable.

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I experienced  observation as a mentor in a peer-to peer project, and after my observation my mentee observed me.
We prepared observation with a rubric to fill with our remarks and at the end we looked together and exchange our thoughts.

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The mentor should have an observation page and an evaluation procedure. These documents are needed to guide him, but the evaluation means much more.

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According to me, it is hard to use a proforma because there is too much to write in. It's better to point out one thing to observe before the lesson.
Before my 1st experience as a mentor, I was given several examples of proformas but I thought they were too detailed. It can be useful for the 1st time you observe your mentee but after a while, it's better to focus a question for observation.

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Thanks to mentoring, we have the opportunity to get to know a person more closely. For us, as for future leaders, this is a good experience in the field of psychology of communication. We learn to find an individual approach to absolutely different employees, while simultaneously mastering the skills of persuasion.

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I really miss when mentoring the opportunity to record the lessons. I was observed a lot of times during my American experience and I really found important to be able to watch myself after a few days and write down all my impressions and what I could have done differently. During the mentoring in my school in Italy I used both the form that the school suggested (as I had to) but also the form I used in the USA. I relied a lot on the American one for my discussion with the mentee

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This year I have been observed by a mentor, while she observed me she would take notes and tell me afterwards what according to her I had to improve. The thing that she constantly pointed  out was to be  stricter with students but I didn't agree because as a conversation teacher I need students to be active and create stimulating and interactive lessons that enable the students to talk creating a bit noise.

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I've never been the subject or the object of a formal observation. However I have the opportunity to work with other teacher in co-presence. This way of work is very interesting because we are both the observer and the observed.

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I have used an observation chart based on the work carried out in schools in another region. This was quite an arid exercise and the emphasis was on not forgetting to write down the main aspects required by the sheet. I much prefer Rachel's idea of accompanying observation sheets with a real understanding of the mentee's needs discovered in the course of a conversation and acceptance of the mentee's request for focus and f.eedback

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I have no experience of a lesson of observation. In my school the Mentor presents an unstructured final report on the work of the mentee. I think it is important to propose a calendar of mentoring activities with the definition of some aspects that you decide to consider. The Lesson Observation proposal can be a good start.

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In my school we have adopted a pro-forma which has been prepared with other schools. It is quite a long and detailed pro-forma and it is organized with a part similar to a checklist and another one with the possibility to add some observations. The form presents every possible situation (materials, methods, etc.), so it is complete. Actually, listening to Rachel I realised that many of us have tried to look for everything during the observation, which is not good.

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We do not have a pro-forma to follow in Sweden but what we do is that we have a close dialogue woth the teacher academy and also the mentee and myself share ideas based on the goals from the academy but also on the goals that the mentee has written down. That is what I observe during a lesson performed by the mentee. We then discuss the lesson and I give formative assessment.

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we have a paper sheet with relevant questions for mentor and mentee...and wih all aspects about the lesson

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We use a more detailed lesson observation sheet with aspects about the planning, the teachers characteristics, the students characteristics.

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In Romania the observation files are different from the model presented. I think your model is easier to apply and more useful.

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When I was a mentee, my mentor had a form that he answered. The form was divided in a series of categories that explored my behaviour, my language, the non-verbal aspects of um communications, my planning and ability of accomplishing it, my time management, my scientific domain, my strategies, my ability to deal with conflicts and non-planned events, and so on… It was quite generic and I do believe that it wasn´t all the productive because it was impossible to be focused on so many aspects. I believe that working on more than two aspects at a time is non-realistic, both for the mentor as for the mentee… You can´t change the world at a time and you can´t certainly control everything, especially if you are a young teacher with almost no practice.

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In Romania, a model evaluation sheet is used, which aims at following the main indicators: designing the lesson, the lesson, the teacher's behavior, self-evaluation and self-analysis. The achievement of these indicators is appreciated by the qualifications awarded to the teacher.

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It is important to discuss the observation goals with the teacher: What am I going to observe? How do the students achieve the goals? What ways does the teacher use to reach the goals? What to expect from the students? How will the students react? How do the students usually react?

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It seems to me important to pay attention to the school climate, taking account of prerequisites, teachers 'speaking time, students' time to work, anticipating the difficulties that the students may encounter And the heterogeneity of the profiles.

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I did not do an observation as a mentor and I did not experience an observation as a mentee but I have experiences with the lesson observations as a Deputy Head Teacher. We have a specific form to fill in.  After each observation I give a feedback to the observed teacher. Each observation is focused on the different topic.

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I don't have experience either as a mentor or as a mentee. what I would have done was to ask as many questions as I could to identify what exactly I have to focus on.

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A lesson observation
I did not have this experience, but if I were to observe a lesson, I would analyze four aspects:
1- Did the teacher raise interest in the subject?
2- How long did the teacher devote to explaining the subject?
3- How long did the teacher leave the students for questions?
4- Did the teacher leave the students time for re-elaboration?

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The mentor must have an observation sheet and an evaluation procedure. These documents are needed to guide him, but the evaluation means much more.

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In Romania there is an observation sheet that  looks at several aspects: the lesson objectives, strategies, methodology, resources, The teacher's creativity in how to approach the lesson, teacher attitude and student involvement. The sheet used by Rachel is more complex. It gives us time for reflection and discussion and provides a better observation strategy, positive and constructive. I like it.

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I have neither been observed during my lessons or observed other teachers' lessons so it's alittle bit difficult. I think it's important  to focus on both the non-cognitive aspects and the cognitive aspects because a good teaching practice cannot   be separated by elements such as involvement, interest, attention..etc.

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I have neither been observed during my lessons or observed other teachers' lessons so it's alittle bit difficult. I think it's important  to focus on both the non-cognitive aspects and the cognitive aspects because a good teaching practice cannot   be separated by elements such as involvement, interest, attention..etc.

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During my studies I was observed my university mentor. I was obliged to prepare the lesson plan based on the knowledge gained at the university workshops. Then we discussed it . The mentor asked me questions letting me improve the lesson plan. After the lesson I was asked to prepare self-evaluation which we discussed. My mentor gave me some hints for future practice. It was a bit stressful to be observed but very rewarding for future teaching practice.

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In Greece, it doesn’t exist, teacher's evaluation. Schools advisors have obligation mentoring school teachers, if they asked support from them or students’ parents blame them that don’t doing their job well. So, as school advisor, I have supported teachers as mentor, many times. In my case, I usually follow the below process. First of all, I listen very carefully teacher’s problem. Then, I ask to learn more details about students, teaching methods his is using, etc. After, we discuss how to improve the situation using diversity teaching approaches. We plan a lesson together that I teach in his class and teacher observes me. After all these above, teacher will plan a lesson and I observe his teaching. My observations focus in new teaching approaches that we agreed that it is better to use. Finally, we discuss about which goals we succeed or no succeed. We repeat all this process until teacher feels safe (feedback). I always design pro-form for me lesson observation.

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Usually the observation of a lesson is based on a pro forma  that contain all aspects of the lesson: methodology, strategies, resources, class and time management, learning environment, creative approach to content, teacher attitude and student involvement. After the lesson the mentor and the mentee discuss about that aspects.