June/July 2010

Dear YANA

I will be doing a 30-minute demo lesson. I would like to know what key elements make a successful demo. In other words, what does the observer look at and for? These students are beginners.

Sincerely,

Nervous

Dear Nervous,

Observations tend to worry new teachers a great deal, and even experienced teachers often get nervous when there’s no reason for them to do so. Presumably, you have access to the evaluation rubric, so you know what the observer will be assessing. Use this to help you plan your lesson, being sure to include the elements that the observer will be assessing. Enough time will have passed so that you and your students have settled into a routine and all of you can focus on the learning that is planned for the day, rather than concentrating on procedural items. Remember, students think they are being observed too so they will try to perform at their best, and help you to do your best. Keeping all of this in mind, an observation really isn’t that bad an experience after all. In fact, looking at it as an opportunity to gain further knowledge, strategies, and resources from the observer may help to ease the stress.

If you have a choice of days for when the observation will take place, I suggest you choose a day that is more in the middle of a lesson, concept, or chapter than at the beginning or end. By strategically choosing the lesson day, the observer can see the introduction of new material laid over existing knowledge, and see students performing with new and already learned material. Ideally, most official observations should last the entire class period, with the observer in place before the bell and staying until after the bell. Realistically, an observation may not last more than 30 minutes and the observer may miss the introductory piece.

Before the observation:
• Have your grade book up to date and ready for the observer.
• Have your plan book up to date and ready for the observer.
• Make copies of your lesson plans for the day (both for you and the observer).
• Check out any equipment you will be using, so you know how to use it, and are sure it will work properly (no burnt out bulbs, dead batteries, too-short cords, etc.).
• Don’t try a new procedure, or a complicated activity. It will take too much time to explain the process to the students.
• Have all materials near at hand and easy to access, whether it be papers to distribute, visual cues, or transparencies.

In a 30-minute observation, the observer should see/hear the following:
• A statement of what the students will learn and be doing during the lesson.
• The teacher should demonstrate everything the students are going to do, and provide clear and uncomplicated directions.
• Lots of the foreign language being spoken by the students. This can be achieved by doing pair work and report back, for example. Choose a topic that requires demonstrating understanding, not just parroting, of language. Perhaps giving directions and acting out. (i.e. point to the blue/red/yellow star, or turn to the right/left/around)
• On-going and continuous evaluation of learning taking place throughout the lesson. (These are things the teacher does to be sure the students are learning and using information appropriately. They may require an adjustment on the teacher's part if learning is not happening.)
• The teacher moving around the room, listening and reacting to what students are doing or saying. This may simply be "Yes, that is correct." or "Try it this way..." or “What would happen if you…”
• A variety of activities that address the same material. If the topic is colors, use the paired-pointing activity suggested above, matching the written word with the color patch, identifying colors out loud. Asking and answering questions about a favorite color, least favorite color, and then telling class what they found out.
• Smooth transitions from one activity to another in which there is no down-time for the students. Students should be engaged in learning from bell to bell.
• Students on-task, in the language, from bell to bell and beyond.
• Closure of the lesson through a re-working of material in a new context by the students. (If the lesson is colors, students identify colors of clothing you or other students are wearing.)

Time management during the class period is important because you want to maximize learning time. Remember that students have short attention spans when learning something new, so don't let any one activity go on for more than 5 or 6 minutes.
• Keep them busy with learning.
• Vary the type of activity that engages them.
• Don’t waste time with administrative things. (Take attendance while they are doing a paired activity. Distribute papers to groups of students – rows – or while another activity is closing down).

The key is to encourage the students to participate actively in their learning, give them some freedom in how they participate, and keep the pace moving.

After the observation:
• Reflect honestly on how you think the lesson went, noting what worked well and what did not.
• Make notes to yourself about how students reacted to certain elements of the lesson.
• When you have the follow-up interview with the observer, be sure to take your grade book and plan book with you. Don’t forget those notes to yourself, either.
• During the interview, do not become defensive, but do explain why you did something the way you did if it is apparent the observer doesn’t understand your reasoning.
• In most cases, signing the observation form simply means that you have seen it and discussed it with the observer. Your signature does not indicate that you agree with the evaluation.
• If you are in complete disagreement with something on the observation, you have the right to write a rebuttal and to have that attached to the evaluation form.

The real truth to having a good evaluation is to teach as if you were being evaluated every day. What an observer is looking for are the elements that combine to make you a good teacher, even on your worst day.

Following the above suggestions is the logical outcome of your years of preparation and experience. Don’t be thrown by the official nature of an observation; just do your regular routine, and everything should go smoothly for you.

I hope these ideas help you put together exciting learning opportunities for your students every day, not just on observation day.

Sincerely,

YANA