3.1 Preparing a lesson observation by EUN Partnership aisbl

Filomena, Italy

2017-05-29 12:05:27 UTC

I usually study the subject and prepare conceptual maps. In class I start with a brainstorming on the subject to be discussed and then I illustrate the manual that presents that topic.
I refer to the starting point and the point of arrival of the lesson, I prepare laboratory activities and leave room for personal interpretation

Maria Yiğit, Turkey

mariayigit82 — 2017-05-29 12:38:49 UTC

I always prepare my lesson plan and I start the lesson with warm-up activity to entertain the students and become more energetic. Than I introduce the topic with short brainstorming and go with visual aids or extra info. I speak less students speak more in order to improve their English skills. At the end of the lesson we make wrap-up activity in order to check what did they learn in the lesson.

Paolo, Italy, I address the following tools to develop a careful and analytical observation: 1) conceptual maps on didactic skills and abilities; 2) simulation of situations-problem to be solved; 3) systematic comparison with students about the didactic effectiveness of the methods used; 4) collect alternative proposals and suggestions to improve the teaching activity.

gava_paolo — 2017-05-29 12:49:19 UTC

Ramona, Romania

2017-05-29 13:00:43 UTC

This is an observation lesson proforma used when I was observed:

Cornelia Melcu

corneliamelcu — 2017-05-29 13:06:31 UTC

Even we have a specific rubric for observing the lesson, I mainly focus on what students learnt at the end of the activity- and I do not mean only the content, I pay attention on their behavior too. In conclusion, I think if the students are happy, the teacher is a good one, for sure :)

ALINA POPA - ROMANIA

popalina21 — 2017-05-29 13:09:28 UTC

First I notice the pedagogical abilities in explanations. Second the capacity to envolve students.
Third is how students respond in final of the lesson as a feed back. Whe we are entoring there is a plan/rubic for evaluate a mentee .

Doina, Romania

2017-05-29 13:30:46 UTC

When being observed, I had the chance to notice the oberver’s interest about the topic of my lesson, the students’ level and the way I had conceived the lesson plan. The greatest part of lesson observation is usually based on a pro-forma that includes both a check-out list and some rubrics to be completed by the observer. Still, I find the idea of question-oriented lesson observation useful for the mentee and the mentor if they are to address gradually the teaching process.

Paul, Romania

enescupaul — 2017-05-29 14:26:27 UTC

I think it is very important to have a chat with the mentee before the observation, about what is about a lesson pro-forma used for observation, about reaching more of the compulsory requirements and and still keeping the activity environment relaxed.

Gina Dumitrache, Romania

gina_st_06 — 2017-05-29 14:41:13 UTC

In this case, I think I would not focus only on the reception of information messages by the students, but above all, on the pedagogoical tact of the mentee.

Rosa/italy

2017-05-29 14:52:59 UTC

I prepare for a lesson observation: 1) lesson plane and lesson pro-forma whith concept maps. 2) I introduce the topic with short brainstorming 3) we go with visual aids or extra info. 4) I speak less students speak more in order to improve their English skills. 5) At the end of the lesson we make wrap-up activity in order to check what did they learn in the lesson. 6) After I invite my students to prepare a power-point work with image and video for focalize their observations and reflections. 7) they prepare self evaluation and development learning. 8) I prepare effevtive feedback after their works.

Daniela, Portugal

2017-05-29 15:05:13 UTC

When I was observed for a colleague, I felt inconfortable and we had no preparation session for that.

I think it's important that we have a preparation for the lesson observation and to agree in what would be the focus of that lesson. It can be more useful if we have this preparations session.

When I was observed or being observed, usually the observer informs the day and the date for obsr

tracychola — 2017-05-29 15:12:25 UTC

The observer usually comes with a pro ma to be used then after the observations, he or she share the weakness and strengths of your pedagogy during the lesson presentation. Many the focus is on the weakness, that we have to discuss and find ways on how I can be helped to improve my teaching methods and stragies.

tracychola — 2017-05-29 15:15:28 UTC

Vasiliki Psaridou/Greece

psaridou — 2017-05-29 15:25:44 UTC

I don't have any experience either as a mentor or as a mentee, since in Greece there is no mentor facilities in schools. However, what I would have done was to ask as many questions as I could to identify what exactly I ahve to focus on.

Sara Viotti,Italy

sara_viotti — 2017-05-29 15:59:38 UTC

In the past, when I had student teachers observing me in my lessons, they had to use a form their external mentor of the university had provided. And when my turn of observing came, I filled a table before marking their performance. The rules in Italy about an effective collaboration between mentor and mentee at school are actually not so strict, I mean that in a meeting for mentors we received the suggestion of maintaining a sort of diary, but they didn't give inputs about how focusing our observation. So, I am still using my old table when observing the mentee. After her lessons, I ask if she guesses what I have observed and we discuss first of all the positive aspects and finally only one ore two things ( the nuances) I would change.

Elena PezziItaly

2017-05-29 16:40:22 UTC

In my case, it depends a lot on the mentees ... I mean: if the mentee is a student teacher coming from the University, he/she normally comes with a pro-forma already established by the University and we have to use it (mentees have to put it in their final report). But anyway the positive aspect is that we have a double-sided observation (both of mentor and mentee), so that we can discuss together the results of these observations.
In the case of an "internal" observation, we also have a pro-forma, but we have much more freedom to adapt it according to our common needs and - yes - we normally focus on some specific aspects and not on the whole teaching. We decide it together before the observation period and we come back to it to see how/wether it worked.

Laura (Italy)

prof_laura_galli — 2017-05-29 16:44:32 UTC

I usually prepare a skill grid for skills and knowledge. I share the evaluation grid with the pupils.

Invite students to self-assess and evaluate classmates. At first I construct conceptual maps; then, pupils learn to build them on their own.

In class I start with a brainstorming on the topic to be discussed and then I illustrate the manual that presents that topic. Each lesson uses the maps as a reference. Students with DSA will also use the maps during class audits
I distribute assessment grids for oral and written questions and I am responsible for evaluating and assessing my companions.I share the ratings with the pupilsProvide grids for laboratory activities; For multimedia presentation activities; For computer and physics lab activities.At the end of the business we evaluated togetherEvery observation is useful for setting the evaluation grids .

Aliya Aghayeva,Azerbaijan Lesson observation must be done according curricula: goal of the lesson,methods used at the lesson and evaluation of students and achieved results. We have such experience at our school. We have a ready tables which we are to fill in.The table is cover all parts of the lesson and also collaboration of students, team work ,motivation of a teacher.

Agayeva — 2017-05-29 17:36:31 UTC

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

biancastefana72 — 2017-05-29 17:40:53 UTC

Cristina Anton

2017-05-29 17:44:39 UTC

When I prepare myself for an observation, I ask the mentee what does him/she want me to observe: methods used during the lesson, techniques, his/her attitude, his/her relationship with the students, knowledge, skills, competences…I think that lesson observation is for helping the mentee not to judge him/her work. Only if I can help, I do the mentoring. I try to observe, in order to help and then I reflect on the lesson. After that I discuss with the mentee about what he/she decided as being important to him/her in order to help him/her to improve his/her work as a teacher. (this way of mentoring is not the common way of mentoring in my country…but, I told you already that II am a little bit unusual for my colleagues point of view…though, they enjoy my style! :)

Sertan BALLI,Turkey

darknatres — 2017-05-29 18:07:29 UTC

If I want an obligation for mentee. I would start the very beginning part of the learning process. I first try to know the mentee. And I make a learning plan. And then I would try to find out that if this plan goes good or bad. If good I ask to my student that if s/he happy with that. If bad I will change and try again by looking the character of the mentee.

Pop Agnes Nora

2017-05-29 18:27:46 UTC


When I was seen in the classroom there was no preparatory meeting and it was hard enough to create a sense of insecurity.

Dan/România

sovan_dan — 2017-05-29 18:27:51 UTC

Când fac asistenţa la un profesor l începătător , activitatea de observare este ghidată de un document “Fişă de asistenţă” în care sunt urmărite mai multe componente cum ar fi: cel conceptual, acţional-pragmatic, evaluativ în funcţie de care dau calificative. Această fişă este completată la final de aprecieri generale şi recomandări. Pe baza acestui document ghid general adaptez observaţiile în funcţie de particularităţile disciplinei şi ale persoanei observate. Pun un accent deosebit pe motivarea elevilor şi participarea activă a acestora la procesul de predare-învăţare-evaluare.

When assisting a rookie teacher, the observation activity is guided by a "Help file" document in which several components are traced, such as the conceptual, action-pragmatic, and evaluative, according to which they give qualifiers. This record is completed at the end of general assessments and recommendations. Based on this document, the general guide adapts the observations according to the peculiarities of the subject and the person observed. They place particular emphasis on motivating students and their active participation in the teaching-learning-evaluation process.

IvanaN

nenadic_ivana007 — 2017-05-29 19:14:50 UTC

When I was observed, I prepared for my class as usual, without any consultation with my mentor. I think that the checklist is a great way to track the observation.

Niko, macedonia

2017-05-29 19:22:04 UTC

In Greece we dont have these. The times i observe a friends lesson was to learn from their experience, just watch the lesson plan and how the keep them focused.

Adriana, Romania

2017-05-29 19:24:52 UTC

When observing a mentee, usually I would notice first his/her body language in class. The students feel these kind of things. It is important to gain trust of the students and make them learn. Then , the mentee's techniques, lesson plan, strategies, the way he/she focuses upon the class. We do have an assistance chart with a marking scheme but we also have to write a report. So I apreciate the way the mentee makes students learn and feel good/safe environment , in class.

Michela, Italy

2017-05-29 21:28:01 UTC

I observe the mentee's lesson and give feedback. The feedback usually proceeds

through questioning the mentee about his/her lesson. Questions stimulate thought, analysis and resolution in the mentee, and I think that's how he/she learns.

Alice; Portugal

alice_figueiredo — 2017-05-29 22:46:44 UTC

Usually we don´t have any meeting between the observ and the observed before a lesson observation. There are some goals to observe and these are discussed by all the teachers. Then we (in a collaboration teachers) create forms of observation. The student teacher prepares his /her lesson alone. After the lesson observation the points observed are discussed by the student teacher and the observer. If the lessons are prepared by both I think it will be great for the success of the classroom.

Angelica Grozea

2017-05-30 04:18:13 UTC

LESSON OBSERVATION FILE

Date………. Mentor.................... Trainee teacher / student................... Class.....

The mentor teacher will make brief observations in the following spaces:

1. Organizing the class at the beginning of time:

Does he start the lesson in an organized way?

Does the trainee teacher / student succeed in capturing students' attention?

How is the lesson set out to facilitate the start?  Do students turn to the task quickly? 2.       Access to Means and teaching materials (Resources used): Are teaching materials distributed?

Are materials distributed operationally or / and are they already prepared?

3. Proper lesson:

Is the content of the lesson appropriate? Do the activities have a proper degree of difficulty or are they too difficult / easy?

Are the classroom strategies oriented to the purpose (aim) of the lesson?

4. The clear and precise character of the instructions:

Do students (pupils) always know what to do?

Are the instructions clear?

5. Monitoring:

Does the trainee teacher / student follow students progress in the lesson?

Are there moments when some students can rightly claim that they do not know what to do?

6. Students' behavior:

Does the trainee teacher / student respect the assessment and sanction measures established in the school?

Is the class generally disciplined and task-oriented?

Give an example of indiscipline in classes (may be minor):

What happened?

What did the trainee teacher / student do?

How did the trainee teacher / student / students react?

7. The end of the class.

Is the lesson completed properly?

Do students have the opportunity to demonstrate what they have learned?

8. Other comments about the lesson:

On the whole, what positive aspects did the lesson have?

Which aspects of the lesson should be given more attention?

Mentor, Trainee Professor,

.................. .. .................................... .............................. .................................................. .

Henrique, Macau

hcaetano — 2017-05-30 04:25:43 UTC

This is a very critical subject. In fact, it is very important that the mentor knows concretely what he or she intends to observe. In different classes you can observe different aspects. What about the mentee, is it important that he knows what's at stake in each observation? I am sure it is, but here is an important question: How much will the observed class be a real class and not a play strongly conditioned by observation itself? When I am observed, I always try to be as natural as possible, as a matter of honesty with the studentes, the observer and myself. But, at the same time, I am perfectly aware of what the observer wants to observe ... So, I will never know if the observed class would be the same without the observation. What about he students? Do they act natural? When I'm observed, the observer fills a grid with a very extensive list of points to observe. This grid is known to both the observer and the observed. It is very important to prepaire the observation so that it does not constitute a big constraint on the teacher and on the students. I never tried this, but maybe including the observer on the lesson, giving a small speech about any subject, will make everything more natural

Dorina Marin, Romania

2017-05-30 05:34:28 UTC

As a mentor I will follow the trainee's work as regards:
- Clarity of operational objectives ;
- The correlation between the operational objectives and the components of the didactic act ;
- Appropriate material selection ;
- Variety and timing of activities ;
- Anticipating problems ;
- Didactic and evaluation strategies;

Matthias, Switzerland

mattgig — 2017-05-30 06:59:32 UTC

Always focus on the change that potentially has the highest impact on high quality teaching and learning.

sabrina

2017-05-30 07:15:33 UTC

italy
As a mentor I will follow all the suggestions given to me by my mentor as:
correlation between objectives and all the components of different didactic act.

a lot of variety of
material selection

an analitic observation

make a comparison between strong focus and weak focus

ÇİĞDEM

morsalkim24 — 2017-05-30 07:43:47 UTC

TURKEY

Behaviors and unspoken words are important.

Elaine, Malta

elainelicari — 2017-05-30 07:47:48 UTC

Before holding the lesson observation, we hold a lesson planning session (a couple of weeks before) to be able to analyse the assessment for learning strategies which could be used throughout the lesson. At this stage, I would elicit or share from the mentee different possibilities on how to initiate the lesson in order to gather the students' understanding or misconceptions. We also discuss the way the teacher intends to introduce / share the learning intention and how the pupils will be encouraged to think of the success criteria to reach that learning intention. My aim is to promote the use of varied learning activities which involve also group work, so that all pupils have access to learning. We would also seek ways on how feedback could be gathered throughout and at the end of the lesson, in order to inform future teaching and learning. Throughout this whole process, I make sure that the teacher feels confident to take whichever suggestions make most sense within the classroom context, and to feel free to explore different activities or strategies to be able to engage learners and to empower them in the learning journey.

This whole process precedes the actual lesson observation, so that the mentee knows perfectly well what kind of practice is expected to happen in class. In addition, the mentee also has the progress journal, where they can access the list of things which should be observed during the lesson. We would agree on the day and time when to enter the classroom. Moments before the lesson observation start, I remind the teacher that I shall be gathering some notes so that I may remember the important parts that merit reflection and also to be able to provide a good lesson evaluation after the actual lesson. I also remind the pupils that I shall be in the classroom to see how much they enjoy learning together.

3.1-Preparing a lesson observation - Valentina Confido, Italy

valentinaconfido — 2017-05-30 08:45:59 UTC

The pro-forma has some indicators I have used (and I still use) when observing my mentees during their lessons. My form is a chart with indicators and a scale (1-5) on which I put ticks to assess what I see. I also happen to just note down some aspects without necessarily using a formal document (my school does not provide any), so as to feel free to also write my imopressions immediately

Discuss with the mentee an are they would like my observation to mainly focus on and arising from that to reflect myself on my own practice in that area and also remind myself of the main educational discourse

nicleoid — 2017-05-30 11:28:01 UTC

When I was assisted in the lessons, I insisted much on the practical part of the lessons. We used methods to develop critical thinking and approached transdisciplinary lessons.Voichita, Romania

2017-05-30 11:53:27 UTC

3.1

fellye6 — 2017-05-30 12:32:37 UTC

cand mergi in asistenta prima data trebuie sa verifici modul cum este structurat proiectul de lectie si daca activitatile corespund. Trebuie sa existe o corelare intre competentele urmarite si modul cum acestea sunt formate. Trebuie sa existe timp pentru predare, fixare, evaluare. Se urmaresc materialele folosite, metodele si interactiunea elev-profesor.

Aura

2017-05-30 12:37:58 UTC

A lesson observation should be structured on two ways: strict observation and then reflexions on what was teached.When I was assisted the director did both types of observation.

Benjamin, BiH

2017-05-30 13:51:52 UTC

I observe the mentee's lesson and give feedback. I will give advices about bad and good praxis

Izabela, RO

izabelaedith — 2017-05-30 14:21:45 UTC

We also use in Romania a lesson observation pro-forma. It includes the preparation of the lesson – the lesson-plan, then the unfolding of the lesson – theacher and students behavior, what teaching methods are used by the teacher (traditional/modern teaching methods), if the teacher is using

any resources and if these resources are used properly, didactic and evaluation strategies used by the teacher. It is important the mentee to plan in advance his lesson. Effective teachers are well-prepared. Part of this preparation resides in the knowledge they have of the subject and the skill of teaching, having thought in advance of what they are going to do in their lesson: what procedures to use, selection of the appropriate material resources, variety timed activities, didactic and evaluation strategies, all of these defined in clear aims – operational objectives correlated with the components of the educational act.

carlo

2017-05-30 15:17:34 UTC

I would invite a mentee to follow my lesson for example a lesson about astronomy. Then after i will invite again. After 3 or 4 lessons i will ask the mentee if he want to prepare someting about astronomy to tell students. So i give him time to study and prepare. I will follow him seated at the last seat in the classroom

rosa

2017-05-30 15:20:44 UTC

i will ask my mentee if he wants to prepare a experience together with the pupils. Then as a mentor i will meet him separately and i listen to him about how he wants to proceed. After the discussion i give him some times to prepare, then he will enter in class as teacher. I follow himat the very back of the cassroom

Sarah Mallia, Malta

sarahborg85 — 2017-05-30 16:19:35 UTC

At the beginning I used to observe and take part in the lesson just like the students do so I can also give feedback from a students point of view. I used to write the positive aspects and start with them during the feedback session later on that day, and the aspects to be discussed and improved later on. Later on during the scholastic year, the University course uploaded some observation templates/ checklist to help and guide us. I started to use these templates but used to adopt them for my own needs and purposes.

Despoina Amarantidou, Greece

damarant — 2017-05-30 16:34:05 UTC

I usually prepare a micro-teaching and I try to involve my trainees.

Stavroula Lada, Greece

2017-05-30 16:34:32 UTC

When I was in the university, I had to observe teachers while they were teaching. It's a kind of a different situation, but there are many common points. First, I had a check list to fill in, a pro-forma. But I needed to take my own notes, because the elements of interest weren't always what was on the list.
When I was observed like a student-teacher, I was well prepared by studying the curriculum, writing down all possible scenarios of my teaching and, in general, I tried to be well prepared, something I don't always do when I am not observed.
When I prepare a lesson observation as a mentor, I have some checklist, which focus on the main points I want to observe, but I also take notes of other things, like body language, faces of the children, non oral communication of the mentee etc.

José María, Spain

josemaria_diazfuentes — 2017-05-30 16:41:40 UTC

I would observe what kind of questions he asks the students to introduce them to a specific subject, how he doubts them or how he celebrates his successes.

Maria, Romania

damia_edu — 2017-05-30 18:31:22 UTC

Observations collected can help to establish the objectives of the individual internship plan.

Useful steps in organizing observation:
Agreeing on the main objective of observation;
Agreeing on the lesson to be observed;
Agreeing on the role the observer will have during the hour (eg simple observer or participant in one or more stages of the lesson).
Observation on the basis of observation charts.

Rosy Noto

rosy_noto — 2017-05-30 19:18:04 UTC

Italy
The questions stimulate thought, analysis and resolution in the mentee, and I think that's how he/she learns.
When I prepare myself for an observation, I ask the mentee what does him/she want me to observe: methods used during the lesson, his/her attitude, his/her relationship with the students, knowledge, skills.
I think that lesson observation is for helping the mentee not to judge him/her work. I try to observe, in order to help and then I reflect on the lesson. After that I discuss with the mentee about what he/she decided as being important to help him/her to improve his/her work as a teacher.
Questions stimulate thought, analysis and resolution in the mentee, and I think that's how he/she learns.

Francesca-Italy

2017-05-30 19:39:10 UTC

I think he best thing should b to write a questionnaire about school organization, the colleagues 'relations and students'relations and about the teacher's activities he will do. Afterwards I would discuss with the mentee the answer to see how I could support him in doing his job as best as possible.

Cornelia, Romania

2017-05-30 20:11:40 UTC

A mentor, must has some checklist, which focus on the main points he was to observe, take notes of other things, like body language, faces of the children, non oral communication of the mentee etc. I usually study the subject and prepare conceptual maps. In class I start with a brainstorming on the subject to be discussed and then I illustrate the manual that presents that topic. A mentor must discuss with the mentee the answer to see how he could support him in doing his job as best as possible.

Clara Elizabeth Báez - Italy

2017-05-30 21:05:50 UTC

I think that we must prepare, after the conversation and silence listening of our mentee, a seating chart of what we observe. Symbols listed on the chart should be used to notate teachers/students behaviors. After the activity should finish with an active and reflective conversation of what the mentee notice in/with the class and about his/her lesson : the analysis of the situation.

Betty

2017-05-30 21:13:48 UTC

i do not have experience but i think that i will had prepare a check list of things that i need to focus and then how the explanation cover clearly the questions and how the teacher reacted to the questions verbally and non-verbally

Anamaria, Romania

2017-05-31 04:23:25 UTC

- a checklist must prepared
- I must to have some possible scenarios
- I must to take my own notes

Cristina M, Romania

mihut_cristina — 2017-05-31 07:55:14 UTC

The mentor must have a list, guide, or evaluation procedure. These documents are needed to guide the evaluation process. They should not be understood as exclsive. Evaluation is more than just a checklist

Kristina Kaučić, Croatia

2017-05-31 07:57:16 UTC

I would have rubrics prepared in advance.

Marija, Serbia

2017-05-31 09:23:20 UTC

I usually prepare:
- checklist
-audio or video recorder
and
- read my mentee~s lesson plan

Yalçın, Turkey

myalcingungor — 2017-05-31 09:35:36 UTC

Before observation I prepare a observation form and am talking about the form with my mentee.
This is a standart observation. But sometimes mentee can want to observation spesific subject like time management or classroom management.

Maria Nica, Italy

nicamari — 2017-05-31 11:00:23 UTC

It's important prepare a form where the mentor can answer to the key-questions about process of mentoring

Rossella,Italy

2017-05-31 12:02:33 UTC

I observe pupils and I talk with my mentor about situation and problem. Moreover I nade a plane on diffrent subject on class. With mentor I made project on strategy that they will adopt in the class.

Vanesa, Croatia

2017-05-31 12:30:08 UTC

Mentor should have a list prepared and in my school we mentors have help from our pedagogist.

Spasija, Macedonia

2017-05-31 15:52:11 UTC

There are internal and external observations for all the teachers by the pedagogical department in the school, state educational advisors and state educational inspectorate. There are pro forma educational instruments which are followed. They are public and discussed with the teacher been observed prior the observation. However, it is more of what it is expected from the observed person rather than including them in the whole process of observation - planning, execution, evaluation etc.

Paola Patrizia Cardo

paolapatrizia_cardo — 2017-05-31 17:28:10 UTC

First, he looks at the pupils and interferes with each other and with the teacher.
Then I try to analyze as much as possible the situations that create,
Then ask the mentor for the answers,
Discussing the various points of view they come from.

maria georgiadou, Greece

2017-05-31 18:07:23 UTC

I think that I have used the same observation paths in my etwinning webinars for example. As usual, I prepare a question form asking to know about what the mentees would like to learn, to listen , to do and the final objectives (what would you like to achieve after this lesson/workshop). This is the best way to adapt your lesson to your mentees expectations. In the end, you can start a discussion about the results.

Sonia,Romania

ssn_27 — 2017-05-31 19:02:26 UTC

Observation lessons are lessons that are prepared with the learning plan, which the mentor has to see with modern, traditional or traditional stages of work, resources, strategies and methods. All aspects are noted in an observation sheet and at the end of the activity. It is done the evaluation of the activity pointing out possible mistakes. Follow the atmosphere created by the mentor with the pupils and their attitude

Catia, Italy

maestrinac — 2017-05-31 20:16:18 UTC

First of all you have to decide what to observe, whether to observe a lesson or another activity, whether to observe mentee in class and other school space, whether to observe how he relates to children, how he is authoritative (or not) how he explains the lesson . Observing is very difficult and requires concentration, so precise spaces and times must be established. You can help with a proform (griglia di osservazione) to be filled during observation and integrate right after it.
You can use video or recorders and then you are in the job of spinning

Michelina Michelina Mosca

linamosca4 — 2017-05-31 21:16:46 UTC

The mentor must fixe with the mentee what aspect of the lesson he wants to observe and share. You also need to add an evaluation grid.

During the lesson, the mentor should concentrate on that aspect only

Wilson/Colombia

2017-05-31 22:33:34 UTC

I usually use an official pro-format for observation of my mentee. This pro-format is also known by my mentee

Isabella, Italy

2017-06-01 06:25:35 UTC

When I was a mentee lesson observation was more a kind of peer to peer lesson. In fact the mentor not only observed the lesson but took part in it and finally it became a shared lesson. I think this is a good way to make an observation because it make feel the mentee at ease and so he can be more confident.

Valentin, Romania

2017-06-01 07:00:48 UTC

It is very important that the mentee know what the mentor will focus on the lesson observation and he.she tries to integrate that points in a natural way in the activity proposed.

Rosy

rositone73 — 2017-06-01 08:27:47 UTC

It is a sort of peer to peer, there is a pro format we have to fill in.

Eleni, Athens

elnikritikou — 2017-06-01 10:18:57 UTC

I have not been involved in a mentoring situation, so here’s what I think I would do, when and if:

I will ask the mentee to identify one question that he/she would like the observation to be focused on. Focusing on the lesson as a whole is too complicated. It would be better to try to find the one issue/problem/question that the mentee is interested in, at that time.

Then, we would agree upon the way the observation would be made (what to look for, what and how to record). A proforma could be helpful, but I would need to take my own notes as well. Video recording, if applicable, might be of use, too.

seyide, TURKEY

seyideeroglu — 2017-06-01 13:23:24 UTC

The best strategy in this context is to prepare a structured or semi-structured observation form. This observation form saves both time and ensures that the process can be observed in a healthy way without ever losing a spot.
Below is a section from the observation form I prepared earlier:

Follow the path

2017-06-01 14:14:11 UTC

Here, in Romania, the preparation for a lesson observation involves a discussion about the lesson with the hope that everything will go “by the book”.

Elisa Saraiva, Portugal

2017-06-01 15:11:15 UTC

In Portugal we
are starting now the processe of lessons observation between pairs.
We prepare with our mentor (other coleague from the same subject) and agree with eachot

Mariana Lulache, Romania

lulachemariana — 2017-06-01 15:16:46 UTC

There are internal and external "observations" for all the teachers by the Quality Assurance Commission, in the school . There are educational instruments which are followed. This educational instruments are public.

Tina-Gr

tinamellos — 2017-06-01 15:17:32 UTC

The only lesson observation I've taken part in up to now was during my first degree. The last 4 academic semesters we had to observe teachers at certain schools while they were teaching a range of lessons. We were also given a pro-forma type check list, which we had to tick. Nevertheless, I always wrote down my own notes, because it was impossible to focus on the lesson as a whole simultaneously: didactic issues, challenging, communicative skills, etc; quite obsure and 'winding' indeed!!

Anabela Brandão, Portugal

2017-06-01 16:47:34 UTC

Preparing lessons must be something that all have to do. It´s essencial for a good observation of the mentee

Marianna. Italy

mmorgigno — 2017-06-01 17:15:38 UTC

I think that a lesson observation could be a common lesson, a shared lesson. Mentor and mentee could share a lesson and at the end they could complete a kind of portfolio with own observations and advices. in this way a lesson observation could become a shared learning

Antonia, Romania

Anto76 — 2017-06-01 19:09:42 UTC

It is very important that the mentor share the observation method with the mentee. The mentee must to develop their own observation strategy which she/he will use on their work

Hasime, Macedonia

hasime — 2017-06-01 20:30:43 UTC

When I was a student, I’ve observe some teacher’s lesions with my ‘’practice’s professor’’. I didn’t use any plan for observing because I didn’t have one. I took notes for lesions which I have observed. But I remember after the observation we have discussion with practice professor for all lesson which we have observed. From now, I use lesson plan which I saw here, it’s very practical and I think it can help and my mentee to observe more easily.

Daniela, Romania

danielamioarachisalita — 2017-06-02 05:39:09 UTC

Lesson observation is a pre-planned process. The mentor discusses with the teacher in advance, establishes the activities and draws up the lesson plan. In classroom assistance, the mentor observes on the basis of the existing procedure the achievement of the proposed objectives, the methods used, the level of reception of the students, the way in which their knowledge, skills and skills were assessed. Then the mentor talks with the mentee about all the observed issues.

Grazia Del Tito, Italy

gdeltito — 2017-06-02 09:16:00 UTC

I do not have a personal experience as mentee/mentor. What I can talk about is what I would do in my own observation of a mentee. I would agree with the mentee about one key aspect (e.g. how to draw students' attention ).
I would then prepare a form cointaing different items related to this topic (e.g.: kind of activities, if students work in groups/pairs, if they can use any tool, if the tasks are clear and relevant, the teacher' s attitude: does she smile? Does she shows she cares about students' feed-back? etc.)

Gratiela, România

2017-06-02 10:16:19 UTC

We have an official pro-forma for observation, with a structure that includes aspects of methodology, strategies, resources, class and time management, learning environment, creative approach to content, teacher attitude and student involvement. 
The discussion will be between the mentor and the mentee about the strengths and weaknesses of the lesson. The mentor encourages and makes recommendations.

Marina, Italy

2017-06-02 10:29:18 UTC

My activity with teachers start with presentation of planning course in cooperative way

Anna Chiara Italy

2017-06-02 15:03:18 UTC

Victoria Serban, Romania

pusa_h — 2017-06-02 16:31:10 UTC

I think the pro-forma is an excellent idea as it focuses on one aspect identified by the mentee according to his/her needs. The mentor identifying further questions to consider later is also a very good idea. These help the mentor and the mentee to come to an agreement and focus on areas that need to be improved. In Romania we tend to focus on multiple aspects of a lesson at the same time and these do not change much along the sessions.

Cláudia, Portugal

2017-06-02 16:53:05 UTC

When we have a lesson observation, we have a pro-forma with class and time management, resources, methodology, strategies, learning atmosphere, creative approach to content,... After a lesson observation the mentor and mentee discuss what went well or not and try to improve.

Maria Luisa, Italy

marialuisa_borr — 2017-06-02 17:22:35 UTC

At the beginning of the scholastic year, me and my colleagues prepare a lessons plan we will follow during the whole year.

ToniaC-Italy

tonia_calo — 2017-06-02 18:05:17 UTC

It is important to prepare a pro-forma where the mentor can take notes of the aspects the mentee wants to be observed . Just a few questions so that the mentor
doesn't miss the nuances of the lesson

Very useful tool. It might be very interesting to compare with the mentee the different reflections and find out the progress and how the situation evolves

2017-06-02 18:05:50 UTC

Simona Candeli, Italy

2017-06-02 18:30:34 UTC

I have never had such an experience but I think that I would agree with the mentre on one key aspect to be observed.
I would use a pro forma

Antonietta, Italy

miaaba — 2017-06-02 19:00:28 UTC

It's very interesting ! Observation, discussion and reflection are always helpful.

Georgiana Savescu, Romania

georgiana_mona_savescu — 2017-06-02 20:09:29 UTC

I have never used a proforma before, but I must admit that the idea of having the mentee pose a question and discuss with the mentor what aspect of the lesson he/she feels insecure about and would like the mentor to observe is a very helpful one. In this way the specific needs of the mentee are addressed, rather than just some general aspects that are common to all lessons.

Murielle, Malaysia.

muriel_rialt — 2017-06-03 03:49:53 UTC

I like to idea of observing the mentee and focussing on one or 2 focus questions discussed before, howewer I do think it is necessary for a mentor to have in mind a checklist or pro forma to identify the strengths and weaknesses of the mentee in the first weeks of teaching. Once obstacles to a smooth teaching process have been overcome than we can start on one or two focus questions and discuss and improve them.

Geanina, Romania

2017-06-03 08:21:50 UTC

Etapa anterioara sustinerii activitatii la clasa presupune colaborare mentor-profesor, conform unui plan de activitate cu tinte putine, clar formulate si adaptate situatiei reale.

Helen

elenistat — 2017-06-03 09:22:09 UTC

when I observed ia class in a school I had prepared a checklist

Maricela, Romania

maricelamotoc — 2017-06-03 09:42:19 UTC

My class activity involves creating a plan with clear and concrete goals

I like to start planning together our goals, tools and methodology. It is very interesting to compare it with the official requirements

2017-06-03 09:42:35 UTC

Daniela, Italy

danieladesa — 2017-06-03 12:04:27 UTC

Your pro-forma for observation is very interesting above all because there is a sequence of analysis steps. This is very important because sometimes happens that some questions have no answers and some discussion hints are lost during the preparation of lesson observation

Simona Candeli, Italy

simonacandeli — 2017-06-03 13:04:50 UTC

I have never had such an experience but I think that I would agree with the mentee on one key aspect to be observed in each lesson.
Besides I believe that class engagement should be constantly monitored in every observed lesson.
I would use a pro forma to take notes, whose descriptive items should be agreed upon in advance with the mentee. It's important for the mentee to feel involved in the process and not under judgment; in this way he can focus and concentrate on that aspect and hardly work on it before the observation moment.

C. Salvatore Benfante Picogna

salben — 2017-06-03 14:37:27 UTC

To observe a lesson I usually prepare a grigia of observation with indicators on some items:
the contents
exposure
times
The tools used
the relationship
Several sub-indicators are specified for each item
This observation grid is previously made known to my mentee

Angeliki Kougiourouki, Greece

akougiou — 2017-06-03 15:10:24 UTC

When I have to observe a mentee sent by the local university, I usually take some notes or fill the check list that professors send to the school before the observation.
Some years ago, when we decided with the colleagues at school to observe each other while teaching, we prepared a pro-forma made by all of us, more or less upon the same steps as the one used by Racel. During the observation, we did kept notes according to the questions the pro-forma had.

Nely, România

2017-06-03 16:35:07 UTC

Usually the observation of a lesson is based on a sheet that mostly covers all aspects to be followed in teaching the lesson, with some headings to be completed by the observer.
- strategies according to methodology, methods, teaching materials;
- the purpose and objectives of the lesson, the type of lesson;
- to communicate effectively;
- content of the lesson;
- the type of activity;
Class discipline;
- encouraging students;
- performs evaluations, etc

Bartolomeo Corbo - Italy

vanvitellitt — 2017-06-03 17:06:19 UTC

I have no experience as mentor and in my career I am never observed during my lessons. But I think that a pro-forma for observing a mentee have to contain these aspects:

1. Students engage and involvement

2. methodologies

3. didactical tools

4. time for teacher work-time for students work

5. time for collaborative work

6. evaluation tools

Shukufa Najafova Ismailli, Azerbaijan

2017-06-03 17:10:08 UTC

To my mind when we observe the lesson we should try to cover all aspects of the lesson. We should be attentive the strategy, teaching materials, methods, type of the lesson, effective communication, the content of the lesson, type of activities, class discipline, encouraging students and of course evaluation. If we keep the instruction then the lesson will be effective.

Alessandro / Italy

2017-06-03 17:55:09 UTC

I think it's important to use a grid of observation to define attention points and agreed descriptors, weak points, strong points, questions to ask and first advice to provide

Ligia, Romania

2017-06-03 18:41:56 UTC

How Mariana said: In Romania are internal and external "sheets of observations" for all the teachers developed by the Quality Assurance Commission, in the school.

Enrica Maragliano -Italy

EMGe — 2017-06-03 19:06:08 UTC

I've never been a mentor but I think that the idea of shortly discussing about some focal points would allow to the mentor to understand while the mentee acts in a certain way in front of the class and at the same time it allow to the mentee to focus his/her goal in that observation. Clearly a lesson is made by many different aspects but a student teacher should learn one or few at the time: in this way the self assessment process is easier and the mentor job is more effective as they can discuss adding one of few aspects at the time.

I suggest that they should make a list of the key points and then assess the new one(s) but also the old ones when they discuss after the observation (and in this case the mentor should add to the checklist all the previous observed aspects): this should be quite easy as they have already discussed about those topics before.

Giovanna Orifici- Italy

2017-06-03 19:44:36 UTC

In Italy the National educational organisation named INDIRE provide to follow the new teacher’s training during their first year in the school.

Both mentee and mentor must observe each other during 6 hours of lesson.

Every mentee and his mentor must put online their reflections about his lesson observations using a pro-forma provided by the regional school Office to complete during the lesson.

For me it’s very important to plan together with my mentee which will be the focus of the observation and how you will go about generating data and information about that focus through the observation.

I and my mentee usually read together the several voices of the proforma, so my mentee can know which will be the focus of observation and reflect each other about concrete steps to consider prior to the observation. Italian pro-forma includes information about class setting, analysis teacher’s behaviour during the lesson, teaching methodologies , class managment, keep students attention.

Usually at first my mentee observes me during my lesson and then I observe him during his lesson.

Immediately following the lesson we discuss about the lesson.

Marta, Italy

m_mongiusti — 2017-06-03 20:24:26 UTC

I have no experience as regards lesson observation of a mentee or colleague for mentoring.

I have no experience of myself being observed when I started teaching either (it simply wasn’t “the done thing” in the days when I started).

I think it is important to agree on the specific purpose of the observation to make it effective and worthwhile.

Being a novice in the field of formal mentoring and particularly of lesson observation for mentoring, I find Rachel Lofthouse’s pro-forma a really useful and interesting resource.

Clara Elizabeth Báez - Italy

2017-06-03 21:26:03 UTC

I also have no experience about preparing a lesson observation, becauses I didn't have to do it, but is important to focus about what to pay attention: learning approach, students atttention and motivation,empathy, needs etc. . I think that both mentor and mentee mus tmake their observation helped by a special form. I found this one very interesting. Also how is organized the school in Romania is an excellent way.

Katerina

2017-06-04 07:07:29 UTC

In Greece for music teachers a mentor is responsible for many areas and consequently for countless schools.There isn't personal communication ...and observation..

Marta, Poland

2017-06-04 09:33:23 UTC

In Poland there are few main ways to prepare a lesson plan and an observation sheet. Most common is a lesson plan divided into sectors which start with topic, materials, methods, etc. plus activities with a description what is an aim of for it as well as expected results. At the end evaluation sheet is inevitable part of the lesson. These are a must in preparation for the observation. Before the observation takes place, mentor and a mentee should meet and discuss the lesson plan. After observation they meet again and mentee gets feedback from a mentor and again they discuss the lesson. So this is what I do while having some students or when I am asked to observe colleague.

Isabel Nunes, Portugal

2017-06-04 10:21:26 UTC

I am going to speak from an experience I had when I developed a project in the area of mathematics and a supervisor came with regularity the implementation through the observation of lessons.

The preparatory phase of the observation involved the negotiation of rules for conducting the observations and the analysis and discussion of the lesson plan built by me.

It was established a calendar of observations with the supervisor, a set of rules for its implementation, in particular as regards the duration, the goals, dimensions to observe, the type of registration of observation and the type of feedback. This preparation has allowed me to know the focus and the criteria of observation.

Before the observation, I had a lesson plan, in relation to teaching and learning, the objectives of the class, the strategy set out to achieve these objectives, the possibilities of differentiation in response to different characteristics and rhythms of the students and the way will be obtained evidence of the degree of achievement of objectives.

The supervisors evaluate the plan on impact on the quality of the lesson planning. Through questions to the critical aspects the supervisor raised my reflection on various aspects such as, for example, the adequacy of the activities to the proposed objectives or to the specific needs of students in the class.

Adina Marcu

adinamarcu9 — 2017-06-04 10:26:52 UTC

In Romania,we have an observation file very different,but i like this one and i will use it for the future!

Marilena,Italy

2017-06-04 11:48:53 UTC

I have observation experiences as a mentor and as a mentee. The approach is different, even if both need a guide sheet to register doubts, questions, keywords useful for reflections, not verbal elements, students' reactions.

Carmen, Romania

2017-06-04 12:11:20 UTC

We have a different observation file in the Romanian System of Education, with notes to be made for both the teacher and students'participation, behaviour...But it;s a good example this, too.

Timb Edina, Romania

gavrus_edina — 2017-06-04 12:40:47 UTC

When we go into inter-assistance, we have a standard observation file with notes to be made on the lesson. Personally, it disturbs me, the part where the strengths and weaknesses of the lesson must be written; I would rather say 'issues to be improved'. The pro-form sheet used by Rachel seems complex to me. It gives you time for reflection and discussion, involves all partners (mentor / mentee / students) in the final assessment of the lesson and provides a better observation strategy, constructive and positivistic.

Teresa Marques, Portugal

2017-06-04 13:05:27 UTC

I have already observed some of my colegues classes, not as a mentor, but at the teacher internship. However, the module tha we had to use was ery different that the one you give as an exemple here.

Pop Dina, Romania

popdinaclau — 2017-06-04 14:04:08 UTC

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

Cătălina Romania

2017-06-04 14:04:16 UTC

I prepare for a lesson observation with a observation file with items and points.

Georgeta Barbu

georgeta_barbu62 — 2017-06-04 19:18:42 UTC

I also prepare observation files in advance but i also prepare a small notebook so i can write down interesting ideeas about the lesson that do not find a place in the observation sheets.

Etelvira Figueiredo, Portugal

2017-06-04 19:49:01 UTC

I have no experience of observation as a mentor or mentee, but I was observed for being evaluated. There was a grid of observation and the supervisor (not mentor) filled in the grid with marks from 1 to 10 for each point of observation. As a mentor I wouldn't do that since there was no discussion or reflection for change. I think I could use this pro-forma as a mentor since the different steps of the observation process are clearly explained and we don't lose the focus. We register the qs and take notes, step by step. Since the relationship is a constant dialogue between mentor and mentee, maybe I would leave some part of the form to take notes of the mentee's points of view.

Euriell

euriellbienvenu — 2017-06-04 20:04:58 UTC

As I'm doing mentoring at a distance (for eTwinning training) I have never done lesson observations. However, as a substitute, I was asked one to observe a trainee, because her mentee was supposed to observe but was not well and wouldn't do it. I was asked straight away to do it, without being able to have any discussion before. And I had no pro-form, nothing. It was quite a bad experience, because I was at a loss: indeed lessons are complex and busy and I think with such a pro-forma, I would have better known what to focus on (and I would have insisted on having at least a short discussion before..) I'll keep this pro-forma just in case as well ;)

Carmen

2017-06-04 21:15:57 UTC

Romania

There is an interracial record that we follow throughout the lesson. It is intended that the objectives to be achieved, to have a teacher-student interaction throughout the lesson.

Margarida

margaridacfp — 2017-06-04 21:42:50 UTC

I had never do lesson observations.
I have been observed. The supervisor fill a table from 1 to 10 of itens that came from the

Education ministry. thre was no discussion of the itens and the supervisor was a college

Simona, Czechia

2017-06-05 07:46:42 UTC

I always try to write everything. Now I can see that it is not right so I will have to reconsider it. And I do not prepare for observation anyhow. So another point to reconsider.

Akis, Greece

2017-06-05 08:06:54 UTC

Akis, Greece

2017-06-05 08:21:11 UTC

As mentor for students I used a form given by the University. But it is true that this form didn't offer the oppurtunity to see all the mentee aspects. I would prefer to evaluate him or her by writing a short essay. It was easier and more useful to make comments on his/her lesson plan. Before the observation I discussed with my mentee the lesson plan, the bibliography etc.

Katia:I would follow following steps when I'm preparing an observation :

2017-06-05 11:16:56 UTC

- prepare a check list what I have to observe
- discuss with mentee what I should look for and record to address the focus question.

Vasiliki Liapi, Greece

2017-06-05 12:45:47 UTC

As a mentor of students the university send to my classroom I have for the observation a checklist or a pro-forma but also I write down my notes.
Prior to the observation, I meet my mentee to discuss the lesson plan, his concerns and whatever he think will help him to fill more sure and concetrated. Also I explain him the format of the observation format.
After the observation I discuss with my mentee the results and provide him with feedback. I let him fisrt to express his thoughts and make a self evaluation.

Manuela, Romania

manuela_iacob12 — 2017-06-05 14:35:10 UTC

Every time I was the one I observed, I listened carefully to the tips and applied them. I apply them today

When I observ a lesson, I first ask the teacher what he wants to do. I watch throughout the activity watching the students. I put myself in place of the students and instead of the teacher.

I always repeat that the teacher in front of me must to learn and I try to be supportive.

Cerasela, Romania

ceraselaiulianamarleneanu — 2017-06-05 15:57:15 UTC

We have a pro forma/ check list and in the same time we present our own opinions about the lesson observed by the end of the lesson.

Cornelia, Romania

2017-06-05 16:06:19 UTC

To observe a college lesson, I will follow: if what she intended to do in that lesson she did, how to communicate with her students, how to evaluate, etc.

Vicky Sef, Greece

2017-06-05 18:59:40 UTC

I have no experience as regards lesson observation of a mentee or colleague. However, i think that it 's important to agree on specific purpose of the observation to make it effective and worthwhile. So if i were a mentor my pro-forma for observing a mentee will devided in three parts: 1)teaching (inspiration and motivation of pupils, promoting good progress and outcomes by pupils, curriculum knowledge, well planned and structured lessons, adaption to strength's and needs of all pupils, assurance of a good and safe learning environment) 2)personal and professional conduct (uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school) and 3)children's habits (involvement, dialogue, independence encouraged e.t.c)

IULIANA L, ROMANIA

2017-06-05 19:25:48 UTC

In Romania we have an OBSERVATION SHEET and we follow some essential issues as: the teacher is provinding students with correct information regarding the subject of the lesson, the strategies used in the lesson are adequated to the objectives, the activities are or are not motivated for the students, the teacher involve in the activities all the students, if the teacher has conceived activities for all the levels of his students, the class management is also very important because silence is requiered during the class, how the teache appreciate every student, if he mark them and the progress that every student has made during the class. For short, that is all.

Manuel, Portugal

2017-06-05 19:57:15 UTC

As well as in other European countries, we also have a class observation sheet embracing different dimensions (institutionalized by the Ministry of Education): scientific, didactic/pedagogical, relational -interacting. First step: meeting between mentor/mentee as a pre-observational act, to openly discuss the planning for the lesson in all the dimensions; then we have the lesson observation itself; and finally the post-observational act, a self-evaluation and reflection on the lesson's activities achieved as planned (or changed during the process).

Işıl, Turkey

redeemthepast — 2017-06-06 02:50:06 UTC

In Turkey there is no observation sheet of observing teacher activities but it is a requirement to do. I am researchig about the best practices redeemthepast@hotmail.com

V

2017-06-06 04:22:08 UTC

Anna La Montagna, Italy

2017-06-06 06:04:46 UTC

I find very interesting Rachel's pro-forma set about planning, observation, discussion, and reflection similar to what we in Italy should be able to do with the rating columns for an authentic assessment that goes beyond the simple measurement of some skills through standard tests such as ur INVALSI assessment system as well as the international tests PISA-OCSE example.
If we changed our perspective and put more emphasis on the observation and questions that the students and mentee but also some more "experienced" professors pose and reflect on possible solutions, different hypotheses, inevitable failures in science and not only I think that teaching and learning will become significant for all of us teachers and learners.

Carmen o

carmen56us — 2017-06-06 06:24:24 UTC

I use an observation pro-forma which I created myself and i improve when i feel it is needed.

Ivana, Bulgaria

2017-06-06 07:24:44 UTC

As a student teacher my work was evaluated based on a check-list which is indeed a very limiting tool. Unfortunately, I was not provided with useful feedback because there were too many aspects of the teaching process that were not reflected in the check-list.

Anna Maria Repetto, Italy

amrepetto74 — 2017-06-06 08:00:19 UTC

In my experience as a teacher, I use to adopt a tool for my students calls Rubrica di Valutazione (Evaluating grids) in which I describe the performance children should show to achieve a learning level.
This school year, the student teacher and me, we have projected together these grids and the process was helpful for menteee and me to recognize which dimensions and criteria we were looking while proposing some activities to the puplis. Discussing together about evaluation topics, helped us to focus on key questions for observation and putting items into form was interesting to address the focus questions as well. We didn't adopt a pre-form for observation similar to that suggested, but the process was leaded by constructing an
evaluation plan.

Çelebi, TURKEY

muallim3858 — 2017-06-06 09:53:56 UTC

Observations are made for the teachers who have started to work in Turkey. During this observation, evaluation is done according to the scale prepared in the subjects such as classroom management, diction, dominance of the lesson.

hcpires — 2017-06-06 11:22:21 UTC

Every time I was the one I observed, I listened carefully to the tips and applied them. I apply them today When I observ a lesson, I first ask the teacher what he wants to do. I watch throughout the activity watching the students. I put myself in place of the students and instead of the teacher. I always repeat that the teacher in front of me must to learn and I try to be supportive.

hcpires — 2017-06-06 11:24:35 UTC

The preparatory phase of the observation involved the negotiation of rules for conducting the observations and the analysis and discussion of the lesson plan built by me.

Helena Pires

hcpires — 2017-06-06 11:33:23 UTC

I never did observe classes but I think if I had to do it I would have to "combine" with the mentee the main objectives of this class.

The teacher should guide the mentee to what he should accomplish during the activity with his or her students.

For help I could prepare a checklist what should I observe and maybe record.
There should to be negotiation of rules for the observation and analysis and discussion of the lesson plan.

Mike, UK

2017-06-06 13:04:14 UTC

I have very rarely had any sort of preparation go into a lesson observation where I have been observed. So rarely in fact that I can't think of an example of that happening. I do however prepare in a fashion before observing mentee. WE discuss what she would like me to observe, and what focus she would like the lesson observation to have. I then do my best to feedback to her about those things specifically. I do also make a great effort to highlight all successes within the lesson, not just those related directly to the posed questions.

Julie, UK

2017-06-06 15:17:42 UTC

I prepare for observations of trainee teachers by ensuring I review their training plan which outlines the key points of their placement and the developmental feedback they have previously received. Trainees are required to identify the areas they are currently focusing on in their lesson plan so this forms the basis of our post-lesson professional dialogue. I ensure that the trainee is aware that they will be leading the discussion so I allow them some reflection time immediately after the lesson for them to consider the impact of their lesson on children's learning.

Teresa Moreira, Portugal

teresa_novais_m — 2017-06-06 17:32:12 UTC

When I observed classes as an assessor of teacher performance, the biggest difficulty I felt was the dispersal in the amount of facts I had to record. There was a checklist, but the observation was not focused and it was difficult to keep up with the records and observe the lesson. Another difficulty was the quantitative gradation of the observed aspect. The moment that I retained with more pleasure was the dynamic teacher-students.
As observed, in the same context of evaluation of teaching performance, I was struck by the discomfort of time management, felt that I needed more time to fulfill the plan outlined.
In the post-observation meeting, in both situation - as an observer and as observed - I felt the discomfort of approaching less positive aspects during class and it was difficult to create an openness towards criticism because it was felt as a negative evaluation. But I enjoyed discussing, the perspectives on what the goal of the observed and the reading of the observer.
I think it would have been a very enriching experience professionally if it was not linked to an assessment of the teaching career for career progression with quotas.

Nils / Germany

2017-06-06 17:36:05 UTC

I have been observed by my headteacher and she wasn't prepared and didn't give any feedback. During teacher training we had to prepare detailed lesson plans and those were discussed during the reflection.

Anca, Romania

2017-06-06 20:22:28 UTC

When I prepare for a lesson observation I have a observaton sheet with items and points.

Konul Gafarova -Azerbaijan

2017-06-06 20:24:51 UTC

Hello! İt is necesssary and important to observe your mentee.İf you dont observe them yo cant find out what she needs.How can you help him/her.You observe to know are there all students active or take an active part?or can teacher pay attention to all students,especially naughty,üeak students.Üe need sheets,checklists for observation.mentees need lesson plançactivities etc.

Maria da Luz - Portugal

marialuz_borges — 2017-06-07 10:15:00 UTC

When I have to observe a lesson I first meet with the mentee to discuss the suibject and the focus of the lesson. we also create an observation sheet that we fill together in the end of the lesson. It is important the way she comunicate with the students and the feedback they give. I am a kindergarten teacher so is our "focus"a little bit diferent from the other students level.

André Costa - Portugal

2017-06-07 14:23:42 UTC

In the model of classes observed, in which I participated, it was mandatory that the preparation happened with the supervisor appointed by the university, and not by me.

Thus, during the observation, i tried to analyze as many situations as possible. After we both reflect and discuss them.

Konstantinos, Greece

kostkar78 — 2017-06-07 20:06:03 UTC

As a trainee teacher, I was asked to have a portfolio of assignments, that included activities from observation. It required careful set of parameters that would be observed.

Murièle, France

2017-06-07 22:11:48 UTC

When you observe a lesson you can't notice everything. You have to concentrate on different points only and it depends on the moment of the year. You don't concentrate on the same point in the beginning of the year and at the end of the year. I think you need to let know your mentee on which point you are going to observe when you are in the class with her /him

Georgia - Zeta, Greece

zetatsigka — 2017-06-08 20:26:40 UTC

I have been observed twice, by 2 different colleagues, unofficially. I have been observed twice, by 2 different colleagues, unofficially. In Greece observation is something that happens rarely in regular schools and it is not in the schools regulations. In the one observation, the students were familiar with the other teacher, so did I, and I felt I had not to do many things to prepare myself. I did what I had planned for the porject in process but tried to make some additional recollections, for the other teacher to realize the procedure. He gave me feedback not right after the observation, but a few weeks ago. He asked to collaborate in the next semester in another project based on the same methodology

Ana, Portugal

AnaMariaCoelho — 2017-06-09 07:40:02 UTC

I have observed lessons and my lessons have been observed, some for real evaluation and career advancement, others as part of a peer-to-peer supervision project. I believe both are important and both had a guiding checklist.
This document helps to focus on the most relevant issues, but other notes have to be taken down to complement the view of that lesson. A meeting between the observer and the teacher to be observed before the observation takes place is crucial to allow them to discuss the focus of the observation.

Raluca, Romania

2017-06-09 08:56:16 UTC

I have to read the regulations for that class, to be punctual and open-minded during the lesson.

Argiro, Greece

2017-06-09 11:12:39 UTC

I was observed during a lecture. My mentors (if I can call them that way, since officially there is not such a thing where I work) were checking boxes related to my performance and gave me feedback afterwards on what could be improved or changed or what was good with my presentation and interaction with the students

Anna, UK

2017-06-09 12:52:53 UTC

For me, it is important to recognise that the teaching and learning demonstrated during a lesson observation is consistent. Therefore, when observing, I would always look into student's books and recognise what kind of teaching and learning takes place normally. Punctuality is very important. Also, it is vital that you do not end up judging the lesson or the person based on 'your' own style of teaching or what YOU like to do with your classes.

Bruna,Italy

brunella24 — 2017-06-09 14:35:29 UTC

I was observed during a lesson for evaluation and career advancement.I was given the topic of the lesson I had to prepare, a lesson on literature, and I tried to prepare it avoiding being boring. So I started asking questions to the students to elicit background knowledge and arise curiosity. I resorted to a video introducing the topic and also to a song which summarised the poem I had to present. My supposed mentor ( she was not a real one) gave me feedback on my performance, we discussed weaknesses and strengths and I think the pro-forma prepared by Rachel will definitely suit what we did in a more informal way.

Mariella, Italy

mariella_brunaz — 2017-06-09 15:59:36 UTC

I coordinate the CLIL team at my school and sometimes I observe my colleagues during the implementation of modules as part of research action activities. I usually prepare a set of questions and answer them while observing but as suggested it would be useful if my colleagues asked their own questions and we tried to give them an answer together

Gilda, Portugal

gildaevangelista77 — 2017-06-09 16:57:05 UTC

I have already had classes observed for evaluation and I was part of a project where we observed the classes and a colleagues and he observes ours.
I prefer that these observations are of no importance to the evaluation and have a training objective.
I think it is very important to have a frank and honest conversation with the observer about the difficulties we feel and what the lesson looks like he has and be attentive. I will share some documents that I have related to this project.
The subsequent conversation is also very important. During observation we should make records to support our further discussion.
In this conversation, we do not mean to imply that it is we who know how to do things well. We want to analyze with our colleague our records and jointly think, research, do training to improve. Do not forget that you should start with what went well and we all like it and a sincere compliment

Janina, Romania

2017-06-09 18:31:36 UTC

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

Anastasia Botou, Greece

botouanastasia — 2017-06-09 21:42:26 UTC

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

Irena, Poland

irenagd — 2017-06-10 06:16:41 UTC

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

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

enzacolella — 2017-06-10 15:18:19 UTC

Diana, Romania

2017-06-10 17:46:12 UTC

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

Laura, Romania

2017-06-10 20:16:19 UTC

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

Vita, Italy

2017-06-10 20:43:36 UTC

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

Bilgen, Turkey

bilgenoca — 2017-06-10 21:10:31 UTC

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

Eva, Slovakia

pollakova — 2017-06-10 21:26:31 UTC

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

Alexandra Tillet, France

Alexandratillet — 2017-06-11 07:45:12 UTC

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

Przemek, Poland

2017-06-11 09:55:13 UTC

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

Mariana Țura, Romania

2017-06-11 09:57:28 UTC

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

Ana Almeida, Portugal

arsalmeida — 2017-06-11 14:40:07 UTC

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

Mirela, Romania

mirelaemiliapop — 2017-06-11 15:17:38 UTC

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

Cristina, Romania

cristina_n12 — 2017-06-11 18:37:33 UTC

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

Petar, Croatia

2017-06-11 18:56:21 UTC

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

Annie, Sweden

inducassweden — 2017-06-11 20:38:44 UTC

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

Cristina, Italia

cristinaminelle — 2017-06-12 10:23:12 UTC

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

Laura, Italy

lantichi — 2017-06-12 10:34:25 UTC

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

Veronica, Italy

vb_keohane — 2017-06-12 13:32:57 UTC

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

Luciano, Italy

2017-06-12 13:54:17 UTC

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

Marisa, Italy

aloia_marisa — 2017-06-12 14:17:09 UTC

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

Anna Chiarenza, Italy

annachiarenza — 2017-06-12 16:21:14 UTC

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

Natalia, Ukraine

n_grushko — 2017-06-12 20:44:27 UTC

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

Helene, France

2017-06-12 21:24:58 UTC

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

Gökhan, Turkey

gokanhoca — 2017-06-12 21:54:05 UTC

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

Daniela, Italy

2017-06-12 23:15:05 UTC

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

Helena R., Portugal

2017-06-13 00:15:27 UTC

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

Silvia, Italy

2017-06-13 00:36:58 UTC

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

Anna, Italy

2017-06-13 13:29:50 UTC

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

Roberta, Italy

r_signorino — 2017-06-13 14:33:05 UTC

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

Anna, Athens-Greece

anna_drakotu — 2017-06-13 16:39:49 UTC

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

Cinzia, Italy

attasonitabas — 2017-06-13 17:07:01 UTC

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

Laura, UK

2017-06-13 19:07:46 UTC

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

Annalisa Mandurrino Italy

a_mandurrino — 2017-06-13 19:54:34 UTC

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

Mariana Negrila,Roman

2017-06-13 21:23:01 UTC

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

Salajan Mariana, Romania

2017-06-14 07:59:05 UTC

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

Georgia - Zeta Tsigka

zetatsigka — 2017-06-14 08:02:10 UTC

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

Olga, Portuga

olga_morouco — 2017-06-14 17:57:11 UTC

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

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

maria,Italy

2017-06-14 18:14:02 UTC

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

Kostas Loukas, Greece

teacherkostas — 2017-06-14 18:33:44 UTC

I have never been observed by a mentor.

I prefer to observe… myself.

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

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

Jeane de Fatima, Rio de Janeiro - Brasil

2017-06-14 19:32:43 UTC

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

Monica, Italy

monicafabri_art_3cost — 2017-06-15 16:43:49 UTC

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

Mónica, Portugal

mnica_ferreira123 — 2017-06-15 19:43:11 UTC

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

Maite, Spain

symbaloo2 — 2017-06-16 08:48:31 UTC

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

Joana Nunes, Portugal

joana_nunes — 2017-06-16 13:52:20 UTC

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

Angela , Italy

2017-06-16 15:44:41 UTC

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

Aliya Ahmadova / Azerbaijan

ahmadovaaliya — 2017-06-16 20:33:55 UTC

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

Marianthi Arvanitidou- Greece

1canislupus22 — 2017-06-17 05:23:48 UTC

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

Fatih TOY /Turkey

mrtoy — 2017-06-17 07:33:50 UTC

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

Monica, Romania

bbs_monica — 2017-06-17 14:49:40 UTC

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

Kondylo Glarou, Greece

seagullitsa — 2017-06-18 16:38:49 UTC

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

Irina Botelho

2017-06-18 17:25:06 UTC

Portugal

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

Jeane de Fatima, Rio de Janeiro - Brasil

jeanedefatima — 2017-06-19 13:49:33 UTC

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

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

Anna Rita Bisogni Vibo Valentia Italia

annaritabisogni — 2017-06-19 14:35:32 UTC

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

Alina Dezso, Romania

alidezso — 2017-06-19 20:51:30 UTC

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

Ana, Spain

2017-06-19 21:39:30 UTC

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

Maria-Laura Preotescu, Romania

fpreotescu — 2017-06-19 22:35:43 UTC

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

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

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

claudiapalone — 2017-06-19 22:57:39 UTC

Lejla H,Bosnia and Hercegovina

2017-06-20 08:30:57 UTC

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

Olivia, Romania

2017-06-20 18:57:37 UTC

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

María, Spain

isasama10 — 2017-06-21 04:48:59 UTC

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

Elisabetta, Italy

2017-06-21 04:59:56 UTC

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

Ana Reis

2017-06-21 08:01:57 UTC

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

Marco Sch, Germany

etwin_schm — 2017-06-21 09:46:02 UTC

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

Claudia,Italy

2017-06-21 12:12:15 UTC

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

Lesson observation

alinaandras1 — 2017-06-21 13:28:28 UTC

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

Preparing a lesson observation

2017-06-21 16:05:59 UTC

Maria Luís; Portugal

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

Preparing lesson observation

2017-06-21 16:53:38 UTC

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

Claudia,

2017-06-21 18:57:33 UTC

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

Loreta, Italy

2017-06-21 20:55:33 UTC

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

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

2017-06-22 10:27:09 UTC

Silvia, Italy

silvia_azzi — 2017-06-22 11:58:56 UTC

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

Cristina, Portugal

csorcha — 2017-06-22 14:49:09 UTC

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

Cristina, Portugal

csorcha — 2017-06-22 14:55:04 UTC

Cristina, Portugal

csorcha — 2017-06-22 14:55:04 UTC

Lindita Lohja,Albania

2017-06-24 00:51:23 UTC

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

Adelaide Jordão, Portugal

adelaidejordao3 — 2017-06-24 20:00:26 UTC

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

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

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

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

Rosanna, Italy

2017-06-24 20:50:20 UTC

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

Maria Manoila, Romania

2017-06-25 10:42:31 UTC

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

Simona, Italy

sipir2013 — 2017-06-26 12:40:03 UTC

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

Nathalie, Portugal

2017-06-26 12:48:08 UTC

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

Alina,Romania

2017-06-26 15:01:47 UTC

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

Carina, Portugal

carinacarvalheiro72 — 2017-06-26 16:48:38 UTC

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

Anca, Romania

anca_morar91 — 2017-06-26 17:01:30 UTC

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

Cristina Ivana,Romania

ivana_erik — 2017-06-27 12:24:58 UTC

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

Rodica, Romania

rodicadiaconescu2004 — 2017-06-27 16:02:57 UTC

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

Aurelia Berusca, Romania

ber_aura — 2017-07-17 08:07:34 UTC

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

Paola, Italy

parduletta2 — 2017-07-20 18:46:01 UTC

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

Violeta, Romania

2017-07-28 12:00:26 UTC

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

Nina, Romania

2017-07-30 12:16:37 UTC

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

Emma Giurlani Italy

emmauffa1 — 2017-08-01 14:02:13 UTC

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

Delia Grosaru, Romania

2017-08-10 06:57:16 UTC

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

Ildiko, Romania

2017-08-29 13:29:23 UTC

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

Ileana Dogaru, Romania

ileana_dogaru — 2017-12-01 16:21:15 UTC

Lesson observations should be carefully prepared and thought through.

Silvia Moraru -Romania

2017-12-27 19:34:47 UTC

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

Alessandra Amideo, Italy

2018-06-11 15:30:08 UTC

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

GÖKÇE TURAN

2019-02-25 08:47:49 UTC

Lesson observations should be carefully prepared and thought through.

Önay Turkey

2019-10-13 07:59:43 UTC

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

2020-01-25 06:05:17 UTC