Lesson structure • The way the lesson opens, develops, and closes
• The number of activities that constitute the lesson
• The links and transitions between activities
Classroom management strategies • Setting up groups
• Maintaining order
• Time management
• Seating arrangements
Types of teaching activities • Whole-class activities
• Pair and group activities
• Individual activities
Teaching strategies • Presenting tasks
• Organizing practice
• Teaching techniques
Teacher's use of materials • Use of the textbook
• Use of other resources
Teacher's use of language • Use of instructional language
• Use of questions
• Feedback techniques
• Explanations of vocabulary and grammar
Students' use oflanguage • Use oflanguage in group work
• Use of the mother tongue during class
• Problems with grammar
• Problems with pronunciation
Student interaction • Time on task
• Questioning behaviors
• Student-to-student talk
Teachers might become tense and worried when an observation is coming up. As a teacher trainer, I always tell teachers that they do not need to panic. Being observed is part of developing as a teacher, and you can learn from your observer. These five tips may help you to prepare for your observation, and to be a better teacher in every lesson.
1- Classroom Management What is classroom management? This is 'the way a teacher manages learning by organising and controlling what happens in the classroom,’ according to Jim Scrivener in Learning Teaching (1994) Macmillan Heinemann. Examples of classroom management are interaction patterns (e.g individual/group/pair work); giving instructions for an activity; timing and pace; using the board and other resources.
What is the most common classroom management problem? Teachers sometimes judge the group's understanding of an activity based on answers from learners who are more able to speak the language. They might also interact with and receive answers mainly from them.
When the teacher wants an answer to a question, they ask the whole class and everyone shouts out the answer. The more able or confident learners answer, leaving the rest of the class quiet and not able to participate in the lesson. In large classes, some learners sit at the back or in the corner, hiding from the action.
