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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 3 collaboration
close this folderTapping human resources
View the document(introduction...)
View the documentIn-service training workshops and conferences
View the documentAdvisory groups
View the documentClassroom observation/critiquing
View the documentTeam teaching

Classroom observation/critiquing

Most teachers are understandably threatened by any outsider who comes and observes their classes. However, there is enormous value in being observed and critiqued, if for no other reason than to get one or two new ideas about teaching. One method of encouraging classroom observation is to ask a colleague whose opinion you respect to come observe and critique your lesson. At first, most host country nationals resist such ideas since they are reluctant to insult the expatriate "expert." But if the invitation is posed respectfully and sincerely, and if a certain level of trust already exists, host country nationals will often oblige you. In this way, you will serve as a model which can then be followed by your colleagues. You also experience the additional advantage of having your own teaching style observed by a resident expert.

An important thing to remember about classroom observation is that critiquing does not mean criticizing in the negative sense. Simply describing what you saw, reinforcing positive elements and inquiring about questionable ones can constitute more feedback than the teacher has received since he/she left the teacher training college (see Feedback/ Critiquing below).