1

Walking In Another’s Shoes: Peer Observation for Professional Development of English Teachers *

By Rahmila Murtiana and Susannah Schoff

Introduction

In Indonesia, many changes are taking place in the field of teaching English as a

foreign language, as the government, school and universities, and teachers work toward

increasing the success of English language education. One of the main issues for teachers is

how to improve teaching methods so that students are more successful in learning English,

at all levels, from elementary school through university. There are many ways we can and

must work together to meet the challenges faced by teachers in Indonesia, and no one way

will work for every situation. However, the writers of this paper, both English instructors in

the English Faculty and PPB (Language Learning Center) at IAIN Antasari, Banjarmasin,

strongly believe that by participating in a peer observation program with colleagues,

teachers can work together to help one another become better teachers and better meet

the needs of students. No teacher should work in isolation: there is a vast array of

knowledge and experience among our ranks, and we should take advantage of the strengths

and wisdom of others to help us each meet the challenges we face in our classrooms. As a

result, teachers take on the responsibility of being life-long learners, as we must be, to

continually perfect our skills and improve the English language skills of our students.

Our goals in writing this paper are to provide the information and methods

necessary for teachers and administrators to engage in a peer observation program. Our

paper will discuss a definition of peer observation, relevant literature and research,

including the challenges and benefits of peer observation, as well as the process for carrying

it out. We will also discuss our own and our colleagues’ experiences with peer observation,

what we learned from enacting a program at IAIN Antasari Banjarmasin, and advice for

those who wish to enact a similar program in their own schools.

Definition

Peer observation, as defined by Richards and Lockhart (1996: 12), is when one

teacher observes another teacher’s class. It is recommended that teachers take the stance

of an information gatherer while observing, rather than the stance of an “evaluator” who

judges the one teaching. The information gatherer stance is an open-minded one and allows

teacher to observe and be observed in a non-defensive way, so that they can see the

*paper presented at the Seventh International Conference: Teachers’ Competencies and Qualifications for ELT

in Indonesia, ITB Bandung, 15-17 April 2008

2

observation as part of a process of learning, rather than one in which they are either right or

wrong, or their teaching is good or bad.

The writers of this paper have both been in professional situations where we were

observed in the classroom by a manager or boss, and given an evaluation on how well we

performed certain aspects of teaching. This kind of evaluation can certainly be an useful

learning experience for the teacher being observed, but it can also be a very scary

experience where the teacher is afraid of making mistakes and being criticized, and the

manager or boss sits in the all-knowing position giving advice. For a more comfortable

situation where both the observed and observer see themselves as learners, and where

they work together to find solutions to the challenges they face, we believe it’s very

important for observers to keep an open mind and be the information gather described

above.

Relevant Literature/Research: Benefits, Challenges, and Process

Previous research on classroom observation reveals that the traditional practice of a

teacher being observed by a supervisor/administrator did not bring satisfactory results.

Most teacher did not like it since it was threatening and frightening, prescriptive, and there

was no room for individual pace or wishes. Peter Sheal explains that classroom observation

conducted by supervisors is mostly judgmental and only shows the ‘power’ of the

supervisors. Often supervisors use themselves as standards, especially if they’ve never had a

training in observation or how to use systematic observation instruments. As a result, the

teacher being observed feels tension, not only during the lesson, but also during the pre and

post-observation meetings. Since the purpose is for evaluation—whether the teacher has

done his or her job well—most teachers regard it as a threat (Bailey et al, 2001: 158).

Indeed, classroom observation should be intended to help teachers develop their

skills, and peer observation serves this purpose well. By doing peer observation, we can gain

insight about our colleagues’ teaching, as well as our own. “It allows us as teachers to put

our professional selves in someone else’s shoes and to have someone try ours on as well.”

(Bailey et al, 2001: 163). To this point, Williams states that it is important for each

observation and the follow-up post-observation meeting to be positive: observers should

stress what went well in the lesson, as well as discussing with teachers possible ways to

improve their teaching (In Ali, 2007: 21).

Several key points are mentioned by Jill Burton in order to gain the most benefits

from peer observation (Bailey et al, 2001: 160). First, observation as a means of teacher

development must be kept separate from administrative supervisory requirements. Next,

observation programs are more effective when teacher-initiated and made a regular

3

ongoing activity. Teachers and observers should each do both roles on different occasions,

and both need training in how to use the process constructively and analytically.

The benefits of involvement in this constructive and analytical peer observation

process are clear. It can help teachers improve their skills without the fear of evaluation

(Opp-Beckman, 2006: 133). This benefit is experienced by both the observer and the teacher

being observed. Both can learn about each other’s strengths and weaknesses, have the

opportunity to see other teaching styles and techniques, and reflect on their own teaching.

As a result, when teachers enact positive changes in their classrooms, students benefit as

well. Opp-Beckman adds that peer observation can help create a strong supportive

atmosphere among a school’s faculty. Similarly, Bailey states that this promotes the

development of trust, mutual respect and understanding, and better relationships among

colleagues (2001: 163).

It is undeniable that problems may also occur in conducting peer observation.

According to Opp-Beckman, date collection may be biased because of an observer’s own

belief systems about teaching and learning. Personal relationships and peer pressure may

also have an effect. A teacher may not be able to observe objectively and this could have a

negative effect on the peer relationship. The teacher being observed may also perform

differently than his or her regular way of teaching when being observed. Therefore, it is

necessary that both teacher and observer have a deep comprehension of the process (2006:

133). Another problem is time constraints. Being involved in peer observation requires extra

time for teachers who sometimes have trouble arranging this time.

The process of peer observation involves three stages: pre-observation, observation,

and post-observation. Pre-observation is when two teachers meet before the class to

discuss the lesson and what will be the focus of the observation. Donald Freeman uses the

term ‘contract,’ in which the two teachers agree on the specific purpose of the observation

or what the observer will watch for (Bailey et al, 2001: 167). It is possible to conduct a global

observation, where the observer pays attention to everything that happens in the

classroom. However, according to Williams’ seven principles of teacher observation,

observers shouldn’t try to tackle too many issues in one observation (In Ali, 2007: 20). Scion

also suggests that each observation have a focus on a limited number of specific aspects

such as organization of the lesson, time management, students’ performance and

motivation, teacher approach/attitude, and typical patterns of interaction (for his complete

list, see Attachment A). By having a specific focus, the observer can develop and use specific

procedures for collecting information (Richards, 1996: 24-25).

The main stage is the observation itself, in which the observer collects information

during the lesson. This phase can be conducted in a variety of ways: overt observation,

covert observation, participant observation, or non-participant observation. Overt

observation is carried out openly where the observer sits in the classroom, while covert

observation is carried out without being known by the observee or students. Instead of

4

sitting in the classroom, the observer sits in another room, watching what is happening

through a one-way mirror or video camera. In participant observation, the observer is

involved actively in the classroom activities, such as helping the teacher give instructions or

actively grouping the students, whereas non-participant observation takes place during the

lesson while the observer sits quietly and watches what is going on (Bailey et al, 2001: 161).

Among these, the overt, non-participant observation is the best fit for peer observation.

Richards mentions some procedures which can be used for data collection during the

observation: one, time samples: the observer notes down specific behavior shown at

specific time intervals (see Attachment B); two, coding forms: the observer checks

appropriate categories on a set of coded categories or a checklist (See Attachment C); three,

broad descriptive narrative: the observer writes a narrative summarizing the main events

which occur during the lesson (See Attachment D); and four, narrow descriptive narrative

(See Attachment E): a narrative focusing on particular aspects of a lesson (1996: 25). Opp-

Beckman even recommends video-taping in order have a more lively post-observation

discussion (2006: 137).

Post observation should be conducted as soon as possible after the lesson. The

observer reports his or her findings and discusses them with the teacher. Freeman calls this

stage a ‘resolution,’ where the observer simply gives his or her notes with or without an in-

depth discussion, or formal report (Bailey et al, 2001: 167). Opp-Beckman adds that a

second observation can be planned to follow up on any changes the teachers want to

implement as a result of the initial observation (2006: 137).

Our Experience

At IAIN Antasari Banjarmasin, all second semester students, regardless of

major/department, take part in compulsory English classes at the PPB (Language Learning

Center). These classes are held Monday through Saturday, from 7:00am-8:30am. Each class

consists of about 25 students with about the same proficiency levels, having been placed in

their classes according to scores on pre-tests. There are 23 classes in total and the teachers

vary in experience level, from fresh graduates of the English Department to more

experienced lecturers, not all of whom have an education background. We decided to work

with volunteers among these PPB teachers to do ‘trail run’ peer teaching program, to

prepare for a larger program for teachers in the English Department in the Fall of 2008.

Following is what we learned in the course of enacting this trail run peer observation

program. Admittedly, we learned as we did the peer observations, and we hope that some

of what we experiences and learned will be useful for other teachers and schools who wish

to enact a similar program.

The initial observers and observees were the writers of this paper, who each

observed one another’s classes at the PPB. Later, three other PPB teachers participated; so a

total of five teachers observed and were observed by a peer. Before observing, observee

5

and observer had pre-observation meetings to discuss the planned activities and objectives

for the class and to choose focus points for each observation, choosing points from

Richards’ and Lockhart’s list (see attachment A). Each observation was overt and non-

participant. During the observations, each observer used his or her own style of note-taking.

A couple of teachers used Richard’s and Lockhart’s time sample style, while others

descriptive and narrow descriptive styles. After each observation, the teachers met for post-

observation discussions. Each observer also completed a questionnaire to help structure

their feedback and to provide us with their opinions regarding the peer observation process

(See Attachment F).

All of the teachers who participated in our program expressed enjoyment in the

process and believed they experienced benefits, both in playing the role of observer and

observee. Observers not only provided suggestions for teachers for ways to meet the

challenges each faced while teaching, but also noticed new techniques they could use in

their own classrooms. Being observed by a peer was in fact less threatening than being

observed by a supervisor and they were able to teach as naturally as possible. The post-

observation meetings in which comments and feedback were given definitely helped both

parties learn from one another, both about their strengths and weaknesses. It was

motivating to be have successful techniques recognized and useful to hear different ways to

overcome challenges. The following comments were taken from the post-observation

questionnaires completed by each teacher. After observing, one teacher wrote:

[The teacher I observed] showed me that drilling the students is very important. I

myself often take it for granted so I do not do a lot of drilling in class, but also

because I am afraid students would get bored. She asked students to say or repeat

the words/expression she wrote on the white board. By doing this, it seems that she

wanted to make sure the students get the correct pronunciation...Another thing I can

learn is how to conduct pair work—asking students to practice the conversation at

the same time while the teacher monitors. This can help to lower the students’

inhibition of making mistakes, also to save time.

However, she actually could rearrange the students seating or mix the students, so

they get the chance to work with different friend. Since there are more boys in this

class, they tend to dominate, and the girls don’t get much chance to speak up...

After being observed, another teacher wrote:

I was nervous about having another teacher in my class and I was afraid that what I

planned wouldn’t go as well as I’d hoped. However, after a few minutes, I forgot the

observer was there...

Having someone watch my class really made me think about what works well in my

class and what doesn’t. I’m not always sure though how I can make my teaching

6

better. So, it was really nice to have another teacher see my students and how I

interact with them with a more objective view than my own. The observer confirmed

what I thought about having motivated, excited students and she saw how much fun

we have in class. The observer was also able to see how I could make my class even

more student-centered and interactive and gave me some advice about which

activities to do in group work.

From these comments, it is clear that our experiences mirrored those mentioned in the

literature: being an observer can be a learning experience for both the teacher being

observed and the observer. We also faced a couple of the same challenes mentioned in the

literature: one, it was difficult for the participating teachers to schedule times when they

could observe one another and have meetings, and second, we found the note-taking

during observations somewhat challenging. Some of us wished that we had more practice

with the different styles of note-taking before we did the actual observations.

Conclusion: Our Advice

Overall, we were very happy with our ‘test-run’ peer observation program, although

we learned while were enacting it that there are a few things we will do differently when we

do a larger program in the fall. Some of the following suggestions are what we did and what

worked well for us while some are steps we didn’t take that we believe we should have

taken.

1. We believe that it is very important for all the teachers participating in the

program be volunteers. A peer observation program should not be obligatory

because if teachers don’t have the time or are not willing to take part in the

process, it will not be useful for them. Also, if the school where they work can

provide substitute teachers and/or some monetary compensation, it will be

easier for teacher to take part.

2. An informational meeting about the benefits, challenges, and process of peer

observation should be given so teachers can make an informed decision as to

whether or not they want to participate.

3. After teachers have volunteered to participate, a second meeting should be held

to teach participants how to collect data during the observation, using the

different styles of note-taking, depending on the areas of teaching that are being

observed. For example, if the observer focuses on tempo/momentum or amount

of student/teacher interaction, the time sample style can be effective. However,

teachers need practice taking notes in this style because it isn’t easy. A check-list

of aspects to look for or broad/narrow descriptive narrative style notes may be

easier for teachers to use. In any case, during this second meeting, prior to the

start of observations, participants could observe a video or sample lesson to

practice taking notes.

7

4. Giving participants the opportunity to observe one another two times is a great

way for them to try out the suggestions they’ve given and receive more feedback

on how well changes are working.

5. Lastly, a wrap-up or conlclusion meeting should be held with all of the

participants, so they can share with everyone what they did that worked well,

what they learned from observing/being observed, and the challenges they faced

in doing peer observations. This meeting would enable all the participants to

share successful peer observation and teaching techniques with their colleagues

and make the overall peer observation program even more beneficial for

everyone.

In conclusion, peer observation may not be very common at schools and institutions

in Indonesia. However, based on the research and the writers’ experience, we suggest that

peer observation be conducted at every school because it is not only proven to benefit

teachers, but students as well. As a result, the quality of teaching and learning of English can

be improved.

8

Attachment A: Points to Look for When Observing

1. Some Basic Points

a. Can everybody see?

b. How is the seating arranged?

c. Is the teacher’s voice clear?

d. Is the teacher’s writing legible?

2. Effective use of board, books, and all other aids and materials.

3. Proportion of “Teaching Talking Time” to “Student Talking Time”

4. To what extent is the class conducted in English? Is there any translation, and if so, is it

justified?

5. What is the point of what is being taught? Is it clear? Valuable? Relevant?

6. The Lesson Plan:

a. How much preparation is required to give a lesson like this?

b. How systematic is the lesson?

c. How flexible is the teacher when the class does not proceed as planned?

d. Is there any variation in the way different exercises and activities are presented?

e. Temp? Momentum?

7. What use is made of work already covered? Are grammar and vocabulary reviewed or

does the teacher take it for granted that whatever has been covered previously has been

remembered?

8. Is comprehension checked thoroughly?

9. Correction:

a. Are students given the chance to correct their own mistakes?

b. Is there any student to student correction?

c. What is the teacher’s attitude to students who haven’t understood despite

repeated explanation?

d. Do teacher’s corrections carry an element of reproach or anger? (In other words,

when the teacher corrects a student, does the teacher try to make the student feel

bad and stupid for not having known the correct answer?)

e. Are students praised when they get it right?

f. Is the praise mechanical or genuinely enthusiastic?

9

10. General Classroom Atmosphere:

a. Is the lesson lively and personal?

b. Is the atmosphere authoritarian or democratic? (Is the teacher generally

democratic but nevertheless “selectively authoritarian” so that one or two students

are unfairly treated?)

c. How much laughter do you hear in the class?

d. Is the situation under control or out of control?

11. Are there discipline problems? If so, how are these coped with? If not, how does the

teacher maintain order?

12. Body Language: Details to look for here include:

a. General appearance.

b. Does the teacher have any distracting mannerisms?

c. How does the teacher stand, sit, move, and gesture?

d. Eye contact. (Does the teacher look at the students when talking to them?)

e. Is the quality of the teacher’s voice pleasant and steady or harsh and nervous?

f. All in all, does the teacher project a positive or nervous image?

(from More Recipes for Tired Teachers by Christopher Scion)

10

Attachment B: Example of Observer’s Notes, Time Sample style

(this is an exerpt from notes that were originally hand-written but have been typed for this paper)

7:00 Students (Ss) enter class and sit in semi-cirlce

7:05 Teacher (T) starts class: “Good morning. How was the middle test? Remember What do

you do?

What does your father do?” (writes on white board) “What do they mean?”

Ss laugh: “For work...”

T shows pic: “What’s it a picture of? What’s the difference?”

Ss: “Family”

T: “How many children? Boys or girls?”

S: “Three.”

S: “...in bahasa indonesia”

T repeats question in English

S: “Two.”

T: “Does anyone have more than 3 or 4? Big family?”

S: “Nine.”

S: “Five sisters, six brothers...”

Ss laughing, all seem engaged.

T: “I also have...We will talk about family. Look at unit five.”

Ss open their books

T: “What do you call this picture? Family...tree (writes on board) See their

relationship. Look at the words (reads). Understand? Cousin is?”

S: “...answers in bahasa indonesia”

T: “Niece? A niece is the daughter of your brother or sister. Sister-in-law?

(explains...) Do you have a niece? Sister-in-law?”

Ss nod

7:15 T: “Complete the family tree with the correct words (activity in book).”

Ss write quietly, some talk to each other.

T walks around and clarifies some vocab for individual Ss.

7:17 T: “Finished? Not yet?”

7:18 T: “Lets read answers” (reads names, students call out relationships

S: “Cousin”

T: “Cousin” (repeats for pronunciation)

T: “How many children do Andy and Maria have?”

S: “Two, Sarah and Manuel.”

11

Attachment C: Sample Checklist for Note-taking

Please put a check in the appropriate box and write any comments you have below.

3-All of the time 2-Most of the time 1-Some of the time 0-Not at all

How well does the teacher... 3 2 1 0

1. Arrange the seats so that all students can see and participate

2. Establish useful objectives

3. Review information already covered

4. Check students’ comprehension

5. Implement varied techniques and activities

6. Give clear and appropriate instructions

7. Use materials/teaching aids well

8. Manage varied and relevant questioning techniques

9. Use appropriate error-correction techniques

10. Show confidence in speech and body language

11. Incorporate activities/oportunuties for the students to practice using English

12. Generate excitement and enthusiasm in the students

Comments:

12

Attachment D: Example of Observer’s Notes, Broad Descriptive Narrative

The teacher begins the class by saying good morning and asking the students

questions about the midterm text they took the day before. The students call out their

answers. The teacher begings the lesson by showing two pictures of a family and asking the

students to talk about the differences. She asks the students about their own familys and

tells them how many brothers and sisters they have. The students and teacher are laughing

and smiling and most of students seem quite engaged. Then she has them look at a picture

of a family tree in the book. She asks them what the family vocabulary means and has them

complete the tree, filling in the relationships. They work together by themselves or with a

classmate. After a couple of minutes they go over the answers as a class. The teacher has

the students repeat a few words to correct/practice their pronunication.

Next, the teacher asks the students to each draw their own family tree. She gives

them about five minutes to work alone. While they are working, some students have

questions about what to do and the teacher draws an example on the board and clarifies

the directions. Students look like they’re having fun and some talk to each other. When they

finish, the teacher tells them they will use it later.

The teacher then has the students look at a conversation in their book, which she

reads while they listen. She checks in on comprehension of a few vocabulary words, like

project and gives an example to explain from the movie James Bond. The students practice

saying the conversation as a whole class and then two students say the conversation while

their classmates listen. This is repeated until all the students have said the conversation. The

teacher then explains about the intonation of statements and questions and then calls on a

few students to say statements or questions in the book. She corrects their intonation as

necessary.

The teacher introduces the present continuous tense by pointing out the tense they

just heard in the conversation. She asks the students when it is used and how and the

students respond. It seems like some of them have learned this tense before. She writes the

form of present continuous on the board and asks the students some questions using it, like

Who is living with their parents? She writes a few more questions about family on the

board, She tells them they will do an activity where they have to ask their classmates about

their families, standing in two rows, using the pictures of the family tree they drew earlier.

The students get up and stand facing each other. Some begin talking right away but the

teacher tells them to stop and she clarifies the directions because some seem uncleear

about who asks and who answers the questions. The teacher participates in the activity and

they all seem to have fun, smiling, and laughing. Almost all of them use English the whole

time. Afterwards, the teacher asks is the class found out who has the most brothers and

sisters, etc. She explains what they have practiced (family vocab and present continuous)

and ends the class.

13

Attachment E: Example of Observer’s Notes, Narrow Descriptive Narrative

Use of the white board: The teacher writes the questions What do you do? and What does your father do? on the board. She then writes Family Tree on the board and the words family and relatives as she explains the differences between the two meanings. She then writes the question How many brothers and sisters do you have? and only child. The students use these words to ask their classmates questions. When the students complete an activity in the book where they had to write the relationship between the members, she then writes more questions about the family in the book: Who is Maria’s husband? Sue is Nancy and Bill’s_____ Nancy and Bill are________ and________. After explaining the directions for students to draw their own family trees, the teacher draws an example of her family tree on the board, showing her parents and siblings. When the students listen to a conversation in the book, the teacher clarifies some vocabulary words, such as secret project and wildlife, by writing them and the word spy and jungle animals on the board. During the intonation practice, the teacher writes statements and questions, such as They are working out of the country and Where are they working?, with arrows showing their rising/falling intonation on the board. While teaching the present continuous tense, the teacher writes the formula: subject +be verb+verb-ing on the board and some example sentences and questions.

14

Attachment F: Peer Observation Form

I. Please answer these questions during the Pre-Observation meeting:

1. What are the teacher’s objectives for the lesson you will observe?

2. What areas will you focus your observations on?

3. What style of note-taking will you use?

II. Please answer these questions after observing:

4. In what ways did the teacher meet her/his objectives?

5. Are there any objectives the teacher didn’t meet? Why not?

6. What did you notice about the areas you focused on?

7. Do you have any suggestions for the teacher?

8. Are there any teaching techniques the teacher used that you want to use in your

classes?

~Thanks for your cooperation~

15

References

Ali, Sadia. 2007. Reflective teacher observation model for in-service teacher trainees. English Teaching FORUM 45 (1): 16-21.

Bailey, K.M., Cutis, A., and Nunan, D. 2001. Pursuing Professional Development: The Self as

Source. Boston: Heinle and Heinle. Harmer, J. 2001. The Practice of English Language Teaching. Essex: Pearson Education

Limited. Opp-Beckman, L. and Klinghammer, S. J. 2006. Shaping the Way We Teach English:

Successful Practices Around the World, Instructor’s Manual. Washington, D.C.: Bureau of Educational and Cultural Affairs.

Richards, J. C. And Lockhart, C. 1996. 2001. Reflective Teaching in Second Language

Classrooms. New York: Cambridge University Press.

Sion, C., ed. 1991. More Recipes for Tired Teachers. New York: Addison-Wesley Publishing Company, Inc.