Preparing a lesson observation by EUN Partnership aisbl

Lena, Germany

2019-10-07 11:07:03 UTC

I know the system of focusing on a specific aspect, the mentee wants to have a feedback for. So, in preparation, we discussed my focus of observation. In addition, I note down everything else that catches my eye - positively and negatively and give a neutral feedback to that, too. I have also worked with specific checklists before...

Angelina

2019-10-07 11:20:02 UTC

The preparatory phase of the observation involves negotiating rules, timing, etc. for making the observations.
Before observing the class, the mentor or supervisor should be aware of the influence that his or her personal experiences, training path and beliefs about teaching have on the observation process, notably on the aspects it values and on the comments it makes. you can do later. An effective observer must recognize that his observations represent only a version of what happened in the classroom, not a picture of “reality”.

Angelina

2019-10-07 11:20:58 UTC

Watching classes is a great process for mentors or supervisors to gather evidence that enables them to draw conclusions and provide feedback to teachers and set developmental goals with them.
Much is learned through observation and teaching is no exception. Regular classroom observation and quality discussion of performance are an extremely important component of any teacher's personal and professional development process, regardless of their level of knowledge and experience.
Observation can be used in multiple and multi-purpose scenarios, such as demonstrating competence, sharing success, diagnosing a problem, finding and testing possible solutions to a problem, exploring alternative ways to achieve curriculum goals, learning, supporting a peer review performance, set development goals, assess progress, build trust, and establish ties with colleagues.

Nicoleta, ROMANIA

2019-10-07 11:39:05 UTC

As I have passed several class inspections with teachers who assisted me during the activities, I know that the mentor should not interfere with the mentee teaching process.
all observations should be done after the class is finished.
The feedback should be about teaching methods, about correctly approaching the curricula, about the strategies used by the mentee during the lesson.
The mentor's explanations should guide the mentee in taking the best decisions during future lessons.

GracateiI think that lesson observation should be a task to be previously prepared by mentor and mentee. The mentee should not feel that it is an examination moment but a regular moment of the mentoring process. I would discuss previously with the mentee the lesson plan, the resources, the time for every aspect of the lesson, how to adress to the students to get the best profit from the lesson, etc.

2019-10-07 12:29:28 UTC

Then, I observe if the mentee is also able cope with some unexpected situation, a more difficult student, lack of the resources, etc. The gestures, the entoation, the body language, should be other aspects to have in mind. Then results should be discuss out of the classroom.

Margherita

2019-10-07 13:11:29 UTC

I often use observation grids with specific point to observe for students or for colleague. Then I discuss with mentee about the observations we have had.

Roberto, España

2019-10-07 13:37:03 UTC

Although not into a mentoring relationship, I've been working as an observer in other jobs and before the session, it's important to determine what we want to observe and the details we need to analyse later.
In our case, this points should be discussed with the mentee to check and review.
A SWOT could be a great tool to start.

If I had to observe a mentee, I would prepare some kind of observation grid that would provide effective feedback. An overall impression of my observation is algo quite useful for our mentees.

2019-10-07 13:50:31 UTC

Giuseppina Serini, from Italy

2019-10-07 13:55:23 UTC

No one had told me how to do it, but I hoped for a grid with what I thought were important goals and then a rating scale from 0 to 5 points for each target on my student's activity in the classroom. Part of the score came from the observations collected by the students.
The next day we talked about it together and made the necessary reflections.

2019-10-07 14:17:11 UTC

Eva Fernández , Spain.

As a mentor , first , I would think what is important for me , as a teacher during the lesson .Then , I would design a grid with the main goals we are to observe. Next, I´ll make my mentee clear what we want to get, telling him / her what aspects I´m going to focus when filling up the grid .At the end of the session , I will try to assess his/ her performance in a constructive way , but not forgetting those aspects I would change.

2019-10-07 14:45:47 UTC

I have been observed and I have been an observator for a special type of "Ricerca azione" about foreign language.I can tell that the preparation of a lesson must be very specific .When I have been observed I found some students very unpolite and it's a very unpleasant problem .When I was mentor in a class I noticed a lot of weak points but I didn't say anything to the teacher .I talked to her later not to destry her.

Violeta, Romania

2019-10-07 14:46:04 UTC

When i was of the begining of my carreer of teaching, when a inspector came in my class to observ my lessons he used a pro-forma and he completed the rubrics in class. From my point of vue, i would prefer, as a mentor, to pay attention in class at the activities proposed by the mentee, and then note or suggest some changes in the planing or in the class.

Pedro N (Portugal)

ettwinning — 2019-10-07 14:48:09 UTC

First, I talked to the menteer about the focus of observation.Then I would create an observation grid and a registration form.It defined observation times well. During the observation, it gave formative feedbacks.At the end of it, I would reflect together and try to understand why some pedagogical practices.Finally, I made my comment to the remark.

Sandra Mendes, Portugal

sandra_mc_mendes — 2019-10-07 14:56:58 UTC

I was observed only once and I never had to observe lessons of a mentee.
I think that to prepare a lesson observation we have to focus on what will be observed (relationship with students, curriculum,..) and on a plan of the lesson that is quite clear for mentor and mentee.

Silvia

silvia_lolli — 2019-10-07 15:01:09 UTC

In the past I thought about observations for future teachers, or one time for a colleague that changed the level of school, in this case I was a tutor. Some times I founded in same gym with other colleagues, so, with observation of their behaviors, their execrcices choices, their explanations..., I took many ideas for teaching better.
Behind the first moment of a collaborative conversation, point of focus of observation, it's important my organization of a formal grid (that is decided with mentee), in which there are overall items of observation, not levels of evaluation. Votes are a secondary aspect, because, in next one collaborative conversations, it's more important discussions and talkings about learning difficulties (suggest questions for a authentic self-evaluation despite plan of lesson, theory, contents, didactic and methodology approach...) that he/she met, or about non verbal behaviors in different phases of lesson. I must talk with mentee and I ease his/her questioning (for me this a first step to learn self-evaluation). All these elements are fundamental of best practice in teaching; if mentee is a new teacher I could share these elements in more lessons.

Cerasela, Romania

2019-10-07 16:10:05 UTC

Making an effective observation of the lesson implies that, besides using a good pro-forma for recording data and information, the mentor should also consider other aspects that make the difference between a good teacher and a dedicated one. Thus, in preparing for an observation of the lesson the mentor must follow the attitude adopted according to the educational situations, the capacity to adapt to atypical situations, the relationships with students, the optimism and enthusiasm in the work, energy, courage and dynamism in the activity; qualities of will such as energy, firmness, perseverance, self-control, etc.

Iuliana Blăjan, Romania

2019-10-07 16:12:27 UTC

I would like to speak about the preparation I've made when being observed.In my daily practice a use different teaching materials such as handout on different topics -grammar,communication or literature and sometimes I used Power Point materials made by myself. This was not something spectacular, this was something usual in the class.I've always prepared my lessons carefully no matter if there was or was not an inspection. I keep inviting my colleagues and the pupils parents to my lessons whenever I have the ocasion.I stronlgy believe the educational act should be made public by all of us.We have nothing to hide from my point of view.On the contrary, there is a lot to gain if we proceed so.

Carmen, Spain

2019-10-07 16:13:05 UTC

I believe lesson observation is of capital importance while mentoring a future teacher.
But I also believe that class observation shouldn´t interfere in the whole process . On the contrary, it should be an unnoticed tool used by the mentor to try to improve the mentee´s job.
It´s only when the mentee has finished his practice in class, that the mentor takes action, talking to the mentee and discussing in detail all those aspects he should try to improve.

Ina, Croatia

sunshineshoot — 2019-10-07 16:17:06 UTC

When I watch mentee, I usually ask at the beginning to tell me the learning outcomes. During the observation I record everything in two columns: in one I make positive comments and in the other what I find strange, dysfunctional or unclear.

Aitziber, Spain.

aitzitv — 2019-10-07 16:22:44 UTC

As a mentor, I would prepare a proforma paper that would provide effective feedback. Not only to put a tick but also to deal with the larning outcomes.

Konstantina, Greece

2019-10-07 16:46:15 UTC

I wasn' t not a mentee and not a mentor, but I think that I should write down the basic steps of a lesson, the purposes, if they are succeded, the effort of comunication and the achivable results.

Alex_PT

teacheralex_dua — 2019-10-07 16:51:01 UTC

Back when I was a mentee and had lesson observations to prepare, I carefully outlined the lesson goals, lesson plan and every single step had to be detailed as well as the materials and when I was going to use them. Both my mentor, other student teachers and sometimes also the university coordinator would be there and I to ensure the plan was followed and the goals were achieved. However, what I always noticed because it was discussed afterwards, was that my mentor was very attentive to all that was going on in the classroom and that included all interactions between T and St, if I was able to accomplished what I had set out to do as well as how I managed the classroom simultaneously. There was no checklist, just notes in the documents I had provided beforehand which meant that the after meetings were always very proficuous: first came the compliments, then what I could have done differently and suggestions for improvement if it was the case.

isa çetin,Tur

isacetin03 — 2019-10-07 17:15:34 UTC

I usually do my prep speeches. In my daily practice, I use different teaching materials such as written work on different subjects. I used Power Point materials. I've used various tools, according to need. Time to use with caution is important. I invite my colleagues and students to my classes whenever I have the opportunity. It should be strongly monitored by all of us.

Derya Ceylan- Turkey

2019-10-07 17:19:47 UTC

If i were a mantor, ı would prepare a few pro-forma observation checklists because in the first proforma ; there should be some basic thing to be observed then later the proforma itself should be changed gradually observing the mantee holistically.

Sandra, Croatia

2019-10-07 17:24:46 UTC

When I was observed I had to prepare a complete lesson plan with goals, lesson plan, all materials I needed for the lesson, and watched to do everything was planned.

Cristina de Lorenzo, Spain

2019-10-07 17:26:15 UTC

I was neither a mentee nor a mentor But I will first evaluate responsibility and initiative, quantity and quality of work. At the end I think it is important to mention something unique and interesting about the mentee. Write a short note about something excels at or a trait that other employees lack. Alternate between positive and negative comments whenever possible. An finally If the mentee's performance isn't satisfactory, or you believe he can be performing at a higher level, then work together to devise a plan to improve.

Daniela Pagnini, Italy

daniela_pagnini — 2019-10-07 17:39:12 UTC

I believe that a well-constructed lesson observation offers the opportunity to establish the strengths and success points of the mentoring process, because it can diagnose in advance problems and identifies solutions. In my case, when I was a mentor, I designed some lesson observations linked to the mentee's skills to be analyzed. For example, some of the lessons observation were focused on the points of the mentoring process attention, the purpose of the observation, the way to define the observation protocol, the discussion of the results with the mentee.

Aslı Çelik,Turkey

asli_asli_293 — 2019-10-07 17:46:21 UTC

My observation can consist of strengths and weakness of the mentee.

Ksenija

moj_razred_novska1 — 2019-10-07 17:51:53 UTC

Every teacher has a porch when someone watches his class and his work, no matter how much work experience he has. In our school there is a default form for monitoring the lesson. After the hour, the mentor interviews the young teacher. They talk about how happy the young teacher is with his class. Is there anything you would like to change or apply to another method and strategy. Also important is student feedback - whether and to what extent they understood the lesson taught by the young teacher. The mentor should be a counselor and provide assistance if needed, not an executor.

Valentina, Croatia

2019-10-07 18:28:39 UTC

Exploring the literature and the internet, making a list of ideas I could do in the class, choosing better ideas, combining them and think about activities and resources.

Angeliki T., Greece

antsintza — 2019-10-07 18:40:25 UTC

Although I have never been either a mentor or a mentee, I believe that when observing a mentee you should have his/her lesson plan in hand, in order to see how well the mentee can implement his/her own planned activities. The mentor should note down critical points about the lesson procedure but also about class management, student participation and level of involvement and the general atmosphere created during the lesson. At the end of the lesson, mentor and mente should consider together the successes and the shortcomings of the lesson and how weaknesses can be overcome and strengths be maximised.

P. Valer, Spain

2019-10-07 18:44:40 UTC

The way I prepare for a lesson observation usually follows the same pattern. I first have a conversation with the mentee on what he/she wants to work on. That means the topic or skill they want to teach on that specific session and how they are going to do it.
Fist we agree on the subject matter which usually implies some kind of negotiation. Then I let the mentee some time to think about how he or she is going to develop her ideas in the class, I mean, the mentee has to have an idea on how they are going to spend the time.

Then we have a second conversation, which leads them to the development of their own lesson plan. Once they have their lesson plan, they show it to me and I can make some suggestions the mentee can use or not, although they usually follow them.

When everything is ready, we go over it again and then decide on what aspects specifically we are going to pay more attention to on the occasion of the observation.

When the observation is ready I usually take notes of everything that I can think of about the lesson paying more attention to the aspects the mentee wants me to focus on. Sometimes it is true that the mentee does not know what aspects really need to be more precisely checked but then after a few observations and chats about them, they know what we should check in more depth.

On the other hand when being observed, I do not know the kind of preparation my observers do. I haven’t been observed by an inspector for example, in decades. Mainly the people who observe me are my mentees. In this case, it is me double checking if they have realized or seen something I have done. I do not know if they prepare before the observation. I just see them writing and writing. I will have to ask them!

Tanja, Croatia

2019-10-07 19:01:46 UTC

Before participating in mentoring, I prepared by reading the content of the activities used in teaching and the necessary equipment to work.

Hümeyra/Turkey

hs_yener — 2019-10-07 19:34:49 UTC

I haven’t had a chance to mentor a novice teacher but if so I would try to know him/her well. I would learn his/her strengths and weaknesses first. Then I would help him improve his weaknesses .

Etelvina Santos, Portugal

etelsantos — 2019-10-07 20:43:05 UTC

I'm not a mentor, but I already had a lesson watched by an inspector. The lesson was about experimental science and I was careful to plan the whole lesson very well. I set the goals I wanted to achieve with the students and the strategies I would use. The inspector sit in the back of the room and just watched. She made no comment to my lesson. It's always intimidated to see someone we don't know attending our class. I didn't feel very comfortable.

2019-10-07 21:41:55 UTC

Jagoda, Croatia
Before participating in mentoring it is very important to reach certain goals. Successful mentoring rests on building and maintaining a relationship. Collaborative learning relationship between a mentor and a new colleague teacher with mutual responsibility to achieve clear and defined learning goals. Adequate preparation is essential which includes: realistic learning goals, exciting topics, use of teaching approaches and methods, selecting appealing resources, fair assessment and evaluation.

Maria Goreti Alves, Portugal

goretialves — 2019-10-07 22:40:53 UTC

I've never been a mentor and when I had a colleague observing my classes was essentially with an evaluation purpose. I've planned carefully my lesson (goals, methodology, strategies and resources needed, for example). In some cases the observer (mentoring was not the main purpose) shared some ideas after the lesson (strengths, challenges/things to improve and aspects that I didn't notice). My colleagues always had a pro-forma to take notes and were seated at the back of the classroom.
At some schools where I taught they were trying to have couples of teachers observing each other lessons and reflecting about that.

Jelena, Lithuania

2019-10-08 01:11:44 UTC

Hello, everyone! I've also never been a mentor, but had my lesson observed. I prepared for it as usual, however, with strangers sitting at the back of our class both my students and myself felt tense. I got some useful advice after the observation though :).

Sharon, Australia

2019-10-08 02:50:16 UTC

I think it's important to understand what you are going to observe - are you observing a transition moment, is it around behaviour management, will you be observing how a teacher delivers feedback to students etc. this needs to be clarified prior to the observation. Knowing what it is you are going to observe can inform you as a mentor around the type of feedback you will provide post-observation

Lidija, Croatia

lidijaantolic — 2019-10-08 03:12:41 UTC

My lessons were usually observed. I spent a lot of time on making additional materials for students. My lesson plan was more detailed than every day lesson plan.

Maria Giuseppa Sallemi, Italy

maria_sallemi5870 — 2019-10-08 04:30:40 UTC

I think it is necessary to prepare a pro-forma for observationg the new teacher. I think to make a format writing: 1 to be familiar the PTOF syllabus. 2 If she has enthusiasm for teaching. 3 If keep an agreed timeline. 4 If set goals with mentee. 5 Observe if she is engaged, responsive and spontaneous• Use your intuition – watch for signs of discomfort or hesitation. I review and discuss progress to ensure that the mentee made an appropriate progress. I give the feedback to help her further development. After the action in class there is reflection. The mentor will be proactive she let her mentee know if something is not working. Recognize achievements and celebrate success.

emy GREECE

2019-10-08 04:32:17 UTC

I was not a mentee not a mentor, but i think tha the most important thing you have to do in order to prepare your lesson observation is carefully prepared
the whole lesson very well, for example conversation with the mentee on what he/she wants to work on. It is therefore importantr with your mentee what the focus of the observation will be and how you will go about generating data and information about that focus through the observation. Decide on whats aspects specifically they are going to pay more attention to an occasion of the observation. How you will take notes, possibly using he/she had to prepare a complete lesson plan with goals, lesson plan, all materials needed for the lesson, and watch to do everything was planned. of cource we must not forget the evaluation /feedback .So it will provide added value to you and your mentee.

Patricia Viguera

2019-10-08 06:24:26 UTC

Forst I will make an observation planning with different standars to write, for example: if the child helps others students, if the child participates, is he is happy during the activities, if he is anthusiams, if he is active and much more...

Bryan, Malta

bryan_muscat — 2019-10-08 07:00:18 UTC

Although I've never been a mentor or a mentee, I believe that establishing what the mentee needs me to observe beforehand is of utmost importance. Then it's all about finding the right forms and criteria (online or through other means), to create a list of points that would help me be more practical and clear when doing the observation.

Then, the feedback will be based on these points, already established before the actual session. Having said that, if i do observe other points not discussed, I think it's appropriate to mention these issues, and maybe encourage the mentee to do another observation session in the future with regards to the new issues.

Having said all this, i do believe that before an observation session is performed, it is very important that the relationship between myself and the mentee is already strong enough, and mutual trust exist.

Marianthi Platsi, Greece.

marianthi1963 — 2019-10-08 07:44:42 UTC

Although mentoring does not apply in Greece, I would prepare a lesson observation as following:

At first, I would have a discussion with the mentee on what he/she wants to work on, which means the topic and the methodology he/she will use to work on.

In a second meeting, we will discuss the methodology chosen in his teaching and the tools that will be used. We will discuss together any suggestions I will make and we will agree on the final plan. Moreover, we will also agree to what points I will focus on, like way of teaching, if students can understand him well, if he follows the syllabus, if he uses the proper tools, if he is enthusiastic, if he keeps the timeline, the way students respond, if he gives feedback, how he handles discipline, etc. all the above will be included in a check list.

Observation will follow, where I, as a mentor, will observe my mentee’s teaching.

Feedback will follow the observation, discussing together the strong and weak points of mentee’s teaching and on how to correct them.

Vilija, Lithuania

vilija_rakstiene — 2019-10-08 08:56:54 UTC

I have never been a mentor, but my lessons were observed several times. At first, we have to follow the structure of the lesson and write a detailed plan what we are going to teach, how and what activities will be used. A mentor has to observe the lesson while using somekind of pro-forma that should be shown to a mentee in advance. It will be easier to assess the lesson.

Mariana-Doinita/Romania

2019-10-08 09:29:23 UTC

Based on an observation sheet containing some indicators, I am preparing to observe the lesson. I will follow behaviors during the lesson, interactions, methods used, class ergonomics, time dosing, feed-back ...

Ljilja, Croatia

2019-10-08 10:16:55 UTC

My lessons were observed many times in school. After observation we discussed about that lesson in details and relevant things at that time (reflection and feedback).

I think that lesson observation is very helpul and positive for mantee because mentor who is observing can see relevant and important things of mantee at that time. It is is very important that mentor wrights notices during observation and describes after without giving an opinion.

Ivana, Hrvatska

2019-10-08 11:21:35 UTC

I was a mentor for a short time, but several times I had educators and classmates as part of the assessment. After the lessons, the basic features of the teaching process were analyzed. According to the observation, the teaching was structured and content-oriented, interactive, adapted to the needs of the students, dynamic and interesting. The objection was the lack of time for repetition and I was unable to analyze the self-evaluation of the group work.
Initially, analyzes of my own work and the presence of observers in the classroom caused me anxiety and uncertainty. However, I am now encouraged by every remark I can use to make progress in my work.

Luísa Lima, Portugal

englisheseg — 2019-10-08 12:39:19 UTC

When I was a mentor at first the mentees would bring their lesson plan to me beforehand and I would read it, comment on it and make some suggestions if necessary. This made them feel more comfortable and secure in their first observed lessons. Very often lessons are too ambitious or too simple, the tools to be used not always adequate because mentees want to impress.

During the lesson I would not intervene unless there was something really urgent and even then I would do it discreetly so that students wouldn't notice it. It's important mentees feel they're in charge.

After the lesson we would then get together and go through all the stages of the lesson, its positive or / and negative aspects and I would particulrly focus on how to improve, how it could be done otherwise.

Viorica, Romania,

2019-10-08 13:08:24 UTC

When I mentored the mentee was asked to come to me with the lesson plan of the lesson which was to observe. After we discussed the plan the mentee had corrections of the plan and also suggestion s for the negative parts of the lesson plan.
I didn't intervene during the class but after the class we discussed the strong points of the lessons and also the weak points.
I create an atmosphere of calm and encouragement, and the mentee feels comfortable and receives willingly suggestions and support.

Emma Giurlani Italy

prof_egiurlani — 2019-10-08 13:46:48 UTC

Talking about my last “mentoring” activity I can say that before starting my observation, I invited my mentee at my home. We met after school by me and had a cup of coffee so we had the opportunity to better know each other. We compared our personal interests which gave us the opportunity to create a safe environment for sharing experiences. I tried to make her feel comfortable at school by giving her the opportunity to perceive my genuine interest in learning together with her. As observing a colleague provides a chance to share real cases of practice, to be analyzed later in a detailed discussion,

I collaborated with my mentee developing with her some plan to activities she could fulfill with her classes . We analysed together some tools which could be helpful to raise and sustain motivation in the class starting from the needs she had identified in her classes. (learning apps; genially; wheel decide…) As I said on differ discussion, I created a sort of pro-forma based on my experience as a teacher and etwinning ambassador and I showed her the criteria I had identified.She visited me during my lessons and worked with me and with my students and then she invited me to do the same with her classes. She joined with her students my eTwinning project and we all worked and collaborated with my European partner. My observations have been discussed together with her and we celebrated together the success of her students. During my observation I took notes and she did the same when she observed me.We met out of the school to analyze and talk about about our observations, because I tried to create an informal and relaxed atmosphere in which we could find common solutions. I always demonstrated her appreciation for what she did and for the proposals she made in order to better build connection with parents and school colleagues .I think that mentors should help mentees add critical value to spontaneity and creativity. They should give place to having fun while working together, otherwise there is no place for real and long lasting motivation. At the core of a mentoring relationship there is a motivating approach, a proactive attitude; being a relay in the school and in the educational environment; providing advise and critical support

Daniela, Italia

2019-10-08 14:01:28 UTC

When I observed a colleague as a mentor, we prepared together a sheet with a list of aspects to observe and note, such as lesson theme, wy to explain, time to practice and so on. I also put pictures of the lesson and after, we wrote together a report about it.

Emma Giurlani Italy

prof_egiurlani — 2019-10-08 14:06:55 UTC

I want to share here my entry in the differ app

Marcello R. / Italy

2019-10-08 14:08:50 UTC

The proforma is about Explanation of the observation process.
The proforma is structured in 4 phases:

plan
observe
reflect
discuss

Each phase forages the next and the goal is to define and implement a way to monitor the path that the mentee is following and open a two way channel.

Lídia Mota; Portugal

2019-10-08 14:23:27 UTC

I once have a student teacher. First we anticipate the lesson, we have a guided observation of the lesson, after we reflet about the pratice.

Manuela, Italy

valenti — 2019-10-08 14:30:31 UTC

When I was observed, we had decided before the lesson on what to observe: the interaction of the pupils during a guided conversation. When I observed my mentee, too, we had decided before the focus of observation.

Roberto Agostini

profagostini — 2019-10-08 15:03:49 UTC

I was involved in an observation with a pro-forma two years ago, when I was mentor for a new teacher. It was not a real incisive experience, because there were too many things to observe. Apart from the case of the new teachers, observation is unfortunately not usual in standard activities in Italian school. I think that if I as mentor should observe a mentee, I will follow Rachel Lofthouse advices: identifying key focus questions for observation, discussing with the mentee what should look for and record to address the focus question, and what the feedback should be.

Jean, Ireland

2019-10-08 15:22:25 UTC

When organising an observation with a mentee I think of it as a three-part process, before, during and after observation. There needs to be a meeting before the observation for mentor and mentee to agree a focus for the lesson observation. The observation will take place then and afterwards both parties meet again to discuss the feedback on the lesson observed. I think it’s nice to identify the strengths from a teaching, learning, assessment and management focus. Then it’s important to address areas for development along with the key priorities at this time. Both parties should be clear on what support is required and who will take what action(s) and when this will be reviewed. The goal is always to ensure that the mentee is on a journey of progression.

Maria R, Italy

2019-10-08 15:22:35 UTC

I think it' very important to observe the practise of teach by mentee or collegaue. Also it's necessary to prepare some schedule: how to observe, how long, what to observe. For a good relation with the mentee and collegue it's better to share the method to observe.

Faten, Tunisia

2019-10-08 15:32:55 UTC

As a mentor attending lessons and observing teachers present real lessons, I am always equipped with a checklist that I keep next to me, so as not to forget to take down comments about what really happened in the classroom. Besides, I do take note of everything while observing, the whole classroom environment, the modes of interaction, the position of the teacher, the role of the teacher, the roles of the students, etc.. Taking all the necessary notes of everything that happened during the observation. Then comes the post observation conference, where I try tactfully, to lead the teacher to some aspects of his

Elena, Spain

2019-10-08 15:43:43 UTC

When I was a mentor, a few years ago, there were no indications from the local university as to how to conduct the observation of mentees. There were no pro-forma, so I would prepare the observation sessions by sitting with the mentee and talking about what she had planned to do.

RMCaffio

rm_caffio — 2019-10-08 15:44:55 UTC

In Italy we don’t have a pro-forma. When I made my very first observation I used a check-list, which I didn’t find particularly useful, because it didn’t help to describe the situation. Luckily my colleague and I met before our mentoring lessons started and we talked about the class and the students. When the lessons started I already knew what to observe, anyway I filled the check-list.

Maria José, Spain.

2019-10-08 16:21:40 UTC

I have never observed a mentee before ,but having a previous conversation with him/her and state what we are interesed in would be useful and help us get into the point easier.

Patrizia, Italy

2019-10-08 16:27:12 UTC

I haven't observed a lesson from a mentee filling out a check list.After the lesson, I simply submitted my assessments to the mentee about the strengths and weaknesses of the work done.

Lisanne - Netherlands

2019-10-08 16:44:55 UTC

I believe it is important to talk about expectations, needs and learning aims before the lesson will be observed. What does the mentee want the mentor to have a look at? Is focus on a certain aspect of the teaching necessary or on a certain role of the teacher? it is key that both the mentee as mentor know what needs to be assessed or checked.

Ela, Poland

2019-10-08 17:12:53 UTC

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.

Tamara, Croatia

tamarabanovic — 2019-10-08 18:27:17 UTC

Whwn I observes ma colleagues as mentor, we prepares together chek-list. After the lesson we discuss and write a report tohether.

Krisztina, Hungary

2019-10-08 19:02:08 UTC

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

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.

2019-10-08 19:39:53 UTC

Cristina Italy

cristina_ventur — 2019-10-09 07:15:05 UTC

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.

Loredana, Romania

2019-10-09 08:17:31 UTC

I would realize an observation plan that includes all the tasks that a mentee must achieve and its degrees of satisfaction.

Karolina, Croatia

2019-10-09 10:42:30 UTC

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.

Madalena, Portugal

2019-10-09 12:14:03 UTC

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?!

RenataZd

ruic_renata — 2019-10-09 13:02:31 UTC

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.

Rita Neves

ritafernandesneves — 2019-10-09 14:09:04 UTC

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.

MONICA CIOBANU-ROMANIA

2019-10-09 14:31:42 UTC

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.

Hasan Turgay Özçelik

mavimavi2316 — 2019-10-09 14:51:47 UTC

I believe it is important to talk about expectations, needs and learning aims before the lesson will be observed...

Ana, Portugal

prof_ana_margarida — 2019-10-09 15:00:52 UTC

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).

Federica P., Italy

2019-10-09 16:11:21 UTC

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.

Graça

2019-10-09 16:54:02 UTC

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.

Z

2019-10-09 17:44:22 UTC

Zvonimira, Croatia

2019-10-09 17:44:44 UTC

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.

anafonseca — 2019-10-09 21:16:20 UTC

ever had to observe lessons of a mentee. I thin

Constantinos Selevistas, Greece

2019-10-10 09:29:54 UTC

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!

Zvonko, Serbia

gzvonko62 — 2019-10-10 10:21:44 UTC

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.

Laura Maria, Portugal

2019-10-10 10:21:53 UTC

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.

Diana

2019-10-10 14:04:02 UTC

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

Manuela Correia, Portugal

musicadc — 2019-10-10 15:12:23 UTC

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?...

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).

2019-10-10 16:20:54 UTC

Alexandra M., Greece

2019-10-10 17:03:57 UTC

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.

Sandra Leite - Portugal

2019-10-10 17:18:52 UTC

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.

Rubén Esparza, Spain

2019-10-10 17:51:28 UTC

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.

Marinela, Croatia

2019-10-10 18:19:36 UTC

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!

Christos, Greece

2019-10-10 18:55:59 UTC

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.

Pedro Peixoto (Geography teacher) - Portugal

2019-10-11 08:09:56 UTC

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.

Raquel - Portugal

raquelcostamacedo — 2019-10-11 09:23:46 UTC

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.

Efrén, Spain

2019-10-11 09:41:25 UTC

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.

Daniel-Spain

dablanges — 2019-10-11 09:43:08 UTC

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.

Niels, the Netherlands

2019-10-11 11:30:48 UTC

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.

Carla Passinhas - Portugal

prof_carlapassinhas — 2019-10-11 13:28:21 UTC

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

Ana, Spain

alozanod05 — 2019-10-11 13:39:46 UTC

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.

Tonka, Croatia

tonka_brailo — 2019-10-11 17:13:41 UTC

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.

Valentina

2019-10-11 18:00:10 UTC

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.

They watch me every year and it's never too comfortable. It's stressful, but the conversation is motivating, so quickly stress overcomes comfort.

2019-10-11 20:10:32 UTC

Alexandros Barmpas, Athens, Greece

alexandrosbarbas2 — 2019-10-11 22:40:03 UTC

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.

MMGuedes, Lagos - Portugal

2019-10-12 11:51:18 UTC

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.

Emiliana, Italy

emiliana_rufo — 2019-10-12 12:01:01 UTC

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.

Irene, Greece

eirigiannitsi — 2019-10-12 14:57:03 UTC

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.

Ioanna, Greece

iogardiki1 — 2019-10-12 15:19:01 UTC

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.

Mira, Croatia

mirar467 — 2019-10-12 18:16:35 UTC

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.

Graça

2019-10-12 18:31:40 UTC

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.

Voicu Corina, Romania

2019-10-13 09:59:45 UTC

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.

Buta Ramona-Romania

2019-10-13 11:04:14 UTC

I talk to mentee about the preparation of the lesson.

Hanife, Turkey

2019-10-13 11:59:07 UTC

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.

Lúcia Santos, Portugal

luciampsantos — 2019-10-13 14:12:12 UTC

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.

Stavroula, Greece

2019-10-13 14:16:49 UTC

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.

Suncezgb

2019-10-13 14:55:30 UTC

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.

María, Spain

misshampts — 2019-10-13 16:26:33 UTC

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.

Svetlana, Serbia

svetlanamed5 — 2019-10-13 16:29:41 UTC

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.

Paola, Italy

2019-10-13 16:48:59 UTC

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.

Carmina, Portugal

2019-10-13 16:51:28 UTC

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.

Carla, Italy

2019-10-13 17:01:39 UTC

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.

Miliana,Romania

2019-10-13 17:07:40 UTC

The mentor must provide constructive feedback rather than highlighting the mentee"s mistakes.

Beatriz, Spain

2019-10-13 17:45:23 UTC

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.

Anna Athanasopoulou, Athens, Greece

athanasopoulou68 — 2019-10-13 18:20:04 UTC

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.

Sarah, Malta

sarahborg85 — 2019-10-13 18:48:13 UTC

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.

Maria Cersosimo, Italy

2019-10-13 19:20:38 UTC

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.

Lucia Italy

2019-10-13 19:27:53 UTC

Najoua Slatnia, Tunisia

NajouaSlatnia — 2019-10-13 20:20:32 UTC

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.

Ivana, Slovakia

luptacikova_ivana — 2019-10-13 20:43:03 UTC

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.

Paula Vieira, Póvoa de Lanhoso, Portugal

paulavieira1 — 2019-10-13 21:04:13 UTC

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.

Stamatis V, Greece

2019-10-14 06:15:01 UTC

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.

Cristina, Romania

voicuelena18 — 2019-10-14 12:34:11 UTC

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.

Vasilica,Romania

simionoviciv — 2019-10-14 13:08:35 UTC

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

Cristina,Sebes, Romania

cristina_cmpn — 2019-10-14 14:04:42 UTC

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.

Effi Efstathiou Greece

2019-10-14 15:27:07 UTC

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.

Maria Angela, Italy

2019-10-14 15:56:34 UTC

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

Marina, Greece

2019-10-14 15:59:04 UTC

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

Meltem Akdeniz, Turkey

valuesmakingusvaluable — 2019-10-14 16:43:28 UTC

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.

Jasmina,Croatia

jasminavid — 2019-10-14 18:36:19 UTC

Usredotočiti se na plan.

Dimitra, Greece

2019-10-14 18:50:11 UTC

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.

Susana Stoffel, Portugal

2019-10-14 18:53:20 UTC

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.

Vincent, Belgium

2019-10-14 19:13:23 UTC

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.

Carla, Italy

2019-10-14 20:02:33 UTC

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

Veselche, North Macedonia

2019-10-14 20:14:41 UTC

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

Giannis, Germany

2019-10-14 20:57:38 UTC

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.

Maria, Romania

2019-10-14 22:36:04 UTC

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.

Eleni, Greece

2019-10-15 04:50:25 UTC

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.

Efi, Greece

2019-10-15 10:52:30 UTC

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.

Helena M, Portugal

erasmusplanet2020 — 2019-10-15 12:15:23 UTC

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.

Cristina Eusebio

2019-10-15 16:14:53 UTC

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.

Karela Georgia, Greece

geokar3 — 2019-10-15 18:24:06 UTC

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.

2019-10-15 19:12:41 UTC

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.

Sunčica, Croatia

s_remenar — 2019-10-15 21:18:37 UTC

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.

Daniela Camurri, Italy

2019-10-15 23:29:29 UTC

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

2019-10-16 10:27:10 UTC

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.

Ramunė, Lithuania

ramune_sce — 2019-10-16 12:36:52 UTC

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.

Despoina Amarantidou, Greece

2019-10-16 15:59:11 UTC

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

Filiz Kutlu,Turkiye

fkutlu83 — 2019-10-16 18:52:08 UTC

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.

Nataša, Croatia

2019-10-17 11:08:35 UTC

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.

Maria, Greece

2019-10-17 16:41:50 UTC

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

Iuliana,Romania

iulyanaivan — 2019-10-17 19:05:40 UTC

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

Susana Stoffel, Portugal

2019-10-17 23:03:55 UTC

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.

Rosa Medeiros, Portugal

rosa_medeiros1 — 2019-10-17 23:36:13 UTC

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.

Hugo Simões, Portugal

2019-10-18 08:41:01 UTC

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”.

Floriana, România

2019-10-18 14:38:36 UTC

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.

Vayia, Greece

2019-10-18 15:59:14 UTC

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...

Irene C Italy

2019-10-18 16:53:29 UTC

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.

Galatiani Galouzi, Greece

galatianigalouzi — 2019-10-18 16:57:37 UTC

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...

2019-10-19 08:07:15 UTC

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... favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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... favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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”. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Despoina Amarantidou, Greece Despoina Amarantidou, Greece I usually come up with the needs of my mentees and I provide them with a questionnaire. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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 favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 1 comment Άβαταρ του/της Ανώνυμος 4 μέρες I absoloutely agree with your point of view! Theodora, Greece Το avatar σου Πρόσθεσε σχόλιο more_vert 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 favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Carla, Italy Carla, Italy An effective grid of observation should be based on the activity observed and especially on the objectives of the lesson. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Jasmina,Croatia Jasmina,Croatia Usredotočiti se na plan. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 2 Το avatar σου Πρόσθεσε σχόλιο more_vert 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 favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert Vasilica,Romania Vasilica,Romania Is very important to focusate on the activity very importante in the lesson plan. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Lucia Italy Lucia Italy favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Miliana,Romania Miliana,Romania The mentor must provide constructive feedback rather than highlighting the mentee"s mistakes. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Buta Ramona-Romania Buta Ramona-Romania I talk to mentee about the preparation of the lesson. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 2 1 comment 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. Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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 favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 2 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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! favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 1 comment 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. Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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). favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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?... favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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! favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert ever had to observe lesso ever had to observe lessons of a mentee. I thin favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert Z Z favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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). favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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... favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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?! favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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 favorite 1 Το avatar σου Πρόσθεσε σχόλιο more_vert 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. favorite_border 0 Το avatar σου Πρόσθεσε σχόλιο more_vert 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.

Anna Sz., Poland

sp9poland — 2019-10-19 17:13:38 UTC

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.

Lúcia Tardão,

2019-10-19 17:40:30 UTC

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.

Athina, Greece

aginoudi — 2019-10-20 06:31:02 UTC

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

Bogdana Persida, Romania

2019-10-20 07:00:57 UTC

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.

Lucica, Romania

birlea_lucia — 2019-10-20 08:03:50 UTC

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.

Bruno,Croatia

2019-10-20 08:47:19 UTC

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.

Carla Ribas - Portugal/Angola

carlita_ribas — 2019-10-20 10:30:35 UTC

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)

Ioana, Romania

2019-10-20 11:16:45 UTC

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.

Dunja, Croatia

quince6219 — 2019-10-20 12:35:59 UTC

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.

Lacramioara,Ro.

2019-10-20 14:21:54 UTC

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

Martina, Austria

2019-10-20 19:30:17 UTC

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.

2019-10-21 04:30:55 UTC

Marijana, Croatia

2019-10-21 06:43:21 UTC

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 .

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.

irena_phd — 2019-10-21 08:49:26 UTC

Marianthi, Greece

2019-10-21 15:37:00 UTC

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.

Roberta, Italy

2019-10-21 16:21:07 UTC

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!)

Andreea Goldschmidt, Romania

2019-10-21 17:11:20 UTC

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.

Annam, Italy

annam_ronchetti — 2019-10-21 18:19:52 UTC

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.

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.

2019-10-21 18:28:53 UTC

Rodica, Romania

2019-10-21 19:47:02 UTC

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

Igor CROATIA

igor_nikicic — 2019-10-22 07:41:58 UTC

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

VITTORIA

2019-10-22 12:25:49 UTC

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

Maria Calà, Italy

2019-10-22 14:32:05 UTC

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

Macarena (Spain)

2019-10-22 15:59:35 UTC

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.

Penelope, Greece

penpezarou — 2019-10-22 16:07:48 UTC

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

Ana, Spain

2019-10-22 16:38:37 UTC

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

dora , Greece

dtsiagani — 2019-10-22 17:47:04 UTC

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?’

Antoaneta

antoaneta_marina — 2019-10-22 18:51:23 UTC

SanjaM, Croatia

2019-10-22 19:40:43 UTC

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.

Mónica, Spain

2019-10-22 20:15:17 UTC

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.

Lucília Ávila, Portugal

2019-10-22 21:05:32 UTC

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.

Snježana, Croatia

snjeguljica48 — 2019-10-22 23:05:04 UTC

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.

Željka, Croatia

zeljkawinkler — 2019-10-23 07:05:35 UTC

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.

Luz, U.S.

luzemirandav — 2019-10-23 18:34:39 UTC

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,

Konstantina, Greece

konstantinakokmotou — 2019-10-23 19:13:09 UTC

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

Claudya, Romania

2019-10-23 20:20:15 UTC

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.

Marijeta, Croatia

mkvetek — 2019-10-23 20:36:19 UTC

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.

SUGGESTIONS - Chiara Delfini italia

2019-10-23 20:48:46 UTC

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)

Hugo,spain

2019-10-24 16:38:14 UTC

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

Sofia

2019-10-25 20:56:46 UTC

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

Anita, croatia

anitamikic — 2019-10-26 18:19:30 UTC

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

Panoraia, Greece

2019-10-27 13:04:56 UTC

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.

Nusreta,Croatia

fazlic_nusreta — 2019-10-28 16:57:12 UTC

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

öznur turkey

2019-10-28 17:39:24 UTC

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

Andreja,Croatia

2019-10-28 17:42:47 UTC

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

Daniela, Romania

instdanutza — 2019-10-28 19:11:23 UTC

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

Iulia, Romania

costeamariuta1 — 2019-10-29 07:13:52 UTC

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

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

2019-10-29 08:47:28 UTC

Tamara, Croatia

2019-10-29 20:18:46 UTC

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.

Madalina, Romania

2019-10-30 07:05:31 UTC

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

Ana Oliveira, Açores- Portugal

2019-10-30 10:31:37 UTC

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.

Nicoleta Irina, Romania

2019-10-30 11:20:04 UTC

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.

Vesna,Serbia

vesna_jaquet — 2019-11-16 13:21:34 UTC

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.

Daniela Orasanu, Romania

2019-11-18 18:55:57 UTC

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.

Lisanne Netherlands

2019-12-06 12:58:56 UTC

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

talking about expectations and needs

2020-03-22 20:33:40 UTC

Jorge, Spain.

2020-04-05 18:44:44 UTC

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

Olimpia

2020-06-08 17:37:45 UTC

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.

2020-07-07 11:10:35 UTC

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

Musa, Türkiye

musabagci82 — 2021-01-26 11:37:03 UTC

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

Shane Wolf

2021-10-12 16:54:19 UTC

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