A Peer Class Observation

7/30/2019 A Peer Class Observation

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1. Introduction

While peer review of research has traditionally been part

of academic culture as a way of ensuring discussion and

critique of scholarly ideas, the other key role of academics

teachinghas, until recently, remained a private one.

Recent changes in the way education and the role of the

academic are viewed have meant that the quality of

teaching in the University is now coming under closer

scrutiny. There is, for example, significant pressure from

government, universities and students to improve the

quality of teaching and the accountability of academics.

Research into learning and teaching also indicates that a

change is needed from an information transmission

approach to one focused on enhancing the quality of

student learning. Peer review is being increasingly used

as a way of improving teaching and demonstrating

accountability.

Observation is one of the effective methods of collecting

primary data. Generally, observation means an act of

watching some body or something carefully for a period of

time, especially to learn something. Peer observation

means the observation of a group of people of

approximately the same age, status interest the main

objectives of the peer operation may be to assist

departments in providing a high quality educational

experience for their students, to enhance the importance

attached to quality of teaching to encourage all teachers to

reflect on the effectiveness of their own teaching and

identity their development needs, to foster discussion and

dissemination of best practice, to increase staff awareness


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of the whole student experiences to identify and

weaknesses and put in place an action plan to remedy

them etc.

Peer class observation in the context of this report is a

report in which a student teacher can observe two or more

student teachers class form starting to ending of the class.

At that time, we can observe many other activities and can

be given suggestions to them for improving teaching.

Generally, in per class observation a student teacher can

observe another student's teacher class in differentaspects. He can observed the classroom appearance the

initiation of lesson, the subject matter and sequence

fluency of language, voice, clarity of writing etc. he can

also observe the instruction materials and proper we of

them. Is the student listening attentively or not? Students

ask questions to the teacher or not can also be observed.

He can also observe teacher activities like lecture methodif they can give the answer of student easily or not?

Encouraging power to student, the teacher can do

interaction with the student etc. the observer teacher can

also observe that the teacher listen students opinion or not

does they solve disciplinary problem or not? They can be

observe. The Observer teacher must be observing class

or from starting to ending. At the end of the lesson theobserve near forget to observe that if the teacher

summaries the lesson or not, they evaluates the lesson or

not. Did they evaluate satisfactorily? The assignment

problem is given or not? is the assignment is appropriate

for the student or not. Observer teacher should observe all

aspects.


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After ending the class the observer teacher should give

the suggestion to the student teacher in different topic

weather he has been mistake in any point or not such that

he would have to improve in teaching. At last, peer groupclass observation is one of the progressive evaluation is

helps to the students teacher to improve his teaching and

their activates and given the feedback to student teacher

to improve in teaching and subject matter in every field in

evaluation.

2. Objectives of the reportThere are several compelling reasons to use a peer

evaluation of teaching process, the main objectives of

peer class observation are:

To improve the quality of teaching and learning

through open discussion and systematic critique.

To help cultivate a collegial atmosphere throughdialogue about common issues of concern.

To provide a more comprehensive evaluation of

teaching by examining aspects not covered by

student evaluations, such as currency of content,

balance and breadth of the curriculum.

To increase accountability of academics and the

institution. To provide data for promotion, probation and

appraisal

To observe the initiation of lesson.

To observe the lesson plan

To observe the subject matter and sequence in

lesson plan.

To check the clarity and fluency of language


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To observe the participation of the students of the

student in the class.

To observe the using instruction materials.

To observe the teacher activities To observe the closing of the session

3. Limitation of the ReportThe eleven student teacher that they were having the

chance of being student lecturer for practicum from M.Ed.

Second Year-2069 batch at different college and Higher

Secondary Schools of Pokhara Valley. In this Janapriya

Multiple Campus we only two students were teaching. It

was impossible to observe the classes of all friends. So I

observed three different class of my friend Sharmila

Poudel in Janapriya Multiple campus. She was teaching

Basic Mathematics of class XI. I have given the

suggestions to him to improve different activities at

teaching time. I hope that this observation report may help

her as well as to other people to improve their teaching

strategies.

4. Findings of peer observationFirst Peer Class Observation of Mrs. Sarmila Poudel

I observed three classes on the practice of Mathematics of

Grade IX in totality her instructional performance was very

good reference to the subject based knowledge, attitude

towards students and the teaching learning activities in

classes.


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In the following points, I have tried to summarize my

observations.

4.1 Appearance in ClassroomShe appeared active and sensible in class, maintained

punctuality and looked confident in herself in all those

days.

4.2 Initiation of Lesson

The classes were generally initiated with brief review of

the past classes. Since each day she started with newlesson this would seem to be less important from the view

point of lining lesion but would show its relevance for

students to recall the past lesson. In all 3 days she used

similar way for initiating class. Since it was first lesson the

day would enter in to topic by asking relevant questions.

As one point she was fine with initiating of lectures for

higher level students.

4.3 Development of the lesson

4.3.1. Subject matter

The subject matter was relevant to the curriculum

and text book. The teacher was commanding over

the subject matter and the illustration wasappropriate for the lesson.

4.3.2. The language

The language of the teacher was good, she had good

fluency while speaking with students and voice was

also good but some grammatical structure were not

good.


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4.3.3. Instructional material

The instructional materials were very appropriate to

the objective of the lessons but using them was not

so good. Use of white board was good.

4.3.4. Student participation

Overall the students were actively participating in

teaching learning activities. The direction of following

class was good. Students were answering the

questions asked by the teacher.

4.3.5. Teacher activities

Teacher was frequently demonstrating from the

board. She was interacting with the students

sometimes. She was listening student's opinions

frequently. Sometimes she encourage student to

learn. There was no experiment.

6. Closing the lesson

From every aspect the closing of the class was so

good. The evaluation was done and the specific

objectives were achieved. And the homework was

given.

Second Peer Class Observation of Mrs. Sarmila Poudel

a. Apprearance in the class room:

The teacher in the classroom was self-confident

personality and was punctual but not so pleasing


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b. Initiation of lesson:

The class was started by revising the previous

lesson, objective of the lesson was clear to the

students and students were ready to learn. Startingof the class was not so interesting. Class was

arranged properly.

c. Subject matter:

The subject matter was relevant of the curriculum

and textbook. Coverage of subject matter was

satisfactory. The presentation was not psychological.Commanding over subject matter and illustrations

were given appropriate.

d. The language:

The language commanding and fluency was good.

Clarity and voice was also good.

e. Instructional Materials:

There was no use of instructional materials.

f. Student participation:

Student were listening but they were not participating

in experimental activities, they were discussing to

each other.

g. Teacher Activities:

Most of time problem solving method was used so

teacher was using lecturer seldom. Students were

answering the teacher's question actively.


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h. closing of the lesson:

At the end of the lesson, she summarized the lesson

and achieved the objectives. Class was evaluated

well by giving questions but only by oral method andassignment was given.

3rd Peer Class Observation of Mrs. Sarmila Poudel

a. Appearance in the class room:

The teacher in the classroom is self-confident with

pleasing personality and punctual.

b. Initiation of lesson:

The class was started by revising the previous

lesson, objective of the lesson was not clear to the

students and students were ready to learn. Class

was arranged properly.

c. Subject matter:

The subject matter as relevant to the curriculum and

textbook. Coverage of subject matter was satisfied.

Command over subject matter and illustrations were

given appropriate, presentation was systematic and

not psychological.

d. The language:

The language was structured and commanding with

fluency. Voice was clear.

e. Instructional Materials:


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The size and appropriateness of the instructional

materials were good. The use o f white board was

also good.

f. Student participation

Students were listening attentively; answering

teacher's question seldom and participation in

discussion was not so enough. Students were

following direction of teacher.

g. Teacher Activities:Frequently lecture method was used, question was

asked sometimes by the students. An experiment

was done on the day.

h. Closing of the lesson:

At the end of the lesson, he summarized the lesson

and achieving the objectives Class was evaluated by

written method and appropriate written assignment

was given.

5. Conclusion and SuggestionsDuring peer class observation, I had three times

observed the peer classes of Mrs. Sarmila Poudel In thesethree observations; I found that effectiveness of teaching

was increasing. The weakness that were found in the first

and second class weren't found in the there. Appearance

in the classroom, initiation of lesson, coverage of subject

matter and use of language was good. She was trying her

best to make the concept clear. Marker board was

artistically used and she was found encouraging the

students well. Teacher's activities and closing of the


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lesson were found better at the end. Altogether, I found

that her class was improving day by day.

After the conclusion, suggestions were given to thepeer groups. At the starting of the class, the teacher

should motivate the students by asking some questions

related to the previous lesson. It is better to use

appropriate concrete or other materials that help to

facilitate in achieving of objectives. It would be better to

use written method to evaluate the class. The interaction

of teacher and student should be very close so thatstudents can ask questions frequently without any

hesitation. The use of marker board should be improved

which brings effectiveness in teaching learning process. At

last but not least you are a successful lecturer except very

few things to make correction.

Documents

A Peer Class Observation